I’m not making this up. One of the guest speakers at the iNACOL conferencea few years back told a packed audience this. He said, “If it’s not in Google, it doesn’t exist.” Seriously, I’m not making this up. Let me tell you a little more. The conference was about all about online learning. The guest speaker was a recent high school graduate who had done all of his schooling online. He was there to give us his perspective on the world of online education. Much of what he had to say was very helpful to us as we were in the planning stages of creating our own online school in my district. The the idea that everything of value is catalogue by Google was laughable. Apparently this kid had never been to a bookstore. This was before GoogleBooks deal. Just for fun, I Googled the quote, “If it’s not in Google, it doesn’t exist.” Guess what? 27,100 results! There are a LOT of people who apparently feel this way. Somewhere along the way in the education of these individuals, they missed the part where knowledge CAN and DOES EXIST outside of Google.
Posts Tagged Web 2.0
I just attended the FETC 2009 Virtual Conference for educational technology. The keynote speaker Calvin Baker from Vail, Arizona talked about how his district is using technology to promote teacher creativity. At first I thought it would be a talk about how technology can help teachers create “new media” to “wow” their students out of their stereotypical slumber. As you can tell, I dislike the notion that I need to use technology to entertain my students. Luckily, I was completely wrong. This was a great presentation because what he said made a lot of sense. Here are some poignant highlights.
Districts need to get new technology into the hands of the teachers first. If you do, then they learn how to use it and incorporate it into the classroom. Bravo! Another thing Calvin talked about was that there needs to be accountability and structure when using new technology. It’s not a free-for-all. Many promoters of new technology want to throw any and everything against the wall to see what sticks. That’s irresponsible in education. Calvin explained a web tool they developed called “Beyond Textbooks.” It’s basically a way to connect teachers together in meaningful ways–in departments, within schools, across the district and even across the state. Too much of teaching is a solitary activity–to the detriment of the profession and to students. This tool includes shared calendars so a teacher can see what other teachers are doing and when. I like this type of sharing and accountability. An open learning environment benefits all. Too many teachers don’t do what they need to do and no one ever knows about it. A shared calendar is a step in the right direction.
Another aspect of Beyond Textbooks is the sharing of lesson plans. A colleague and I have been talking about this for years. There’s no reason a new teacher should have to spend years developing solid lessons when there are great lessons already available: they are in the filling cabinets of most veteran teachers. What Beyond Textbooks does it help pool all of the great lessons from across the district and make them available for all to use. My district has been working towards something like this but it’s a huge undertaking and we haven’t been able to get it off the ground. Because the lessons are seen and used by other professionals, the quality of the products is very high. When there is an audience, people tend to perform better. Plus it gives teachers the opportunity for others to see what great stuff they’ve created. OpenEducation.org and THE Journal wrote about this initiative. Open up education–what a great idea!
There is a forum attached to each teaching resource so that teachers can connect to other teachers in a meaningful and timely way. Too many websites offer to “connect teachers” but they don’t have any real meaning. As a result, teachers join social networks and then never visit them again. The Beyond Textbook repository is key to the daily life of teachers: specific lessons tied to their specific state standards in their district. The forums allow teachers to comment and give feedback on the lessons thus improving the lessons. This technology can also give teachers the intrinsic rewards that we all crave.
Teachers love to create and share the things that improve instruction. That’s why a great many teachers are in this business. Technology like Beyond Textbooks can help these creative individuals have even greater impact. I wish my state had something like this.
With the explosion of Web 2.0 technologies, one of the things I hear over and over is: “And it’s free!” As educators and technology leaders, we need to be very aware of what is free and what isn’t. Since the beginning, there has been a culture of sharing on the Internet. This sharing includes the good and bad. But there has also been the need to pay the bills. Websites aren’t free. Google doesn’t exist as a community service. Profit is what keeps websites and software companies running. So when a website says that it’s free, one must keep in mind where the money is coming from. Some web 2.0 start-ups are hoping to gain a solid base of users and then get purchased by a larger company. There are lots of examples of this. Other websites give away their product for free for a period of time and then realize that they have to start charging. Smart Internet users know that there’s always that possibility. Other websites offer their services for free but then eventually shut down. How many sites have the last entry on the page: “sorry we couldn’t afford to keep this service/website running”?
Don’t get me wrong. I like free. But I also understand economic reality. When educators begin to rely on “free Internet services,” they need to keep in mind the eventual costs. These might include the cost to pay for the “free” service sooner or later. Or they have the cost of discontinuing the service–this is the cost of lost time and energy investing in integrating the “free” technology into various school programs. There are also costs of moving from one “free” technology solution to another. That’s lots of time and energy wasted–that’s a huge cost. Technology leaders also need to consider the costs of advertisements. I’ve seen school buses plastered with ads for the local emergency clinic. These ads are typically aimed at adults. Schools need to be very careful when they decide to force advertisements on their students. I’ve seen school sponsored sites that have ads for a variety of products–some completely inappropriate for schools. I don’t want my kids looking at ads when they are using school sites.
Another cost that most don’t consider but I think is important is the cost of spreading out technology over too many websites/web services. Everyone wants to give their base product away for free but you have to use their site. That means that in order to take advantage of cool and free Web 2.0 technologies, students and teachers may have to log into and use three to four different sites. That’s 3-4 additional logins in addition to the ones associated with school logins. That’s why Google is scrambling to combine as many things into one login as possible. And we all know Google’s revenue stream is from advertisements.
Is there such a thing as a free lunch? Not in the internet world. There is always a cost somewhere. Educational technology leaders need to keep these costs in mind when they make decisions.