Jeff Herzberg said:
What are we doing that suppresses students’ natural creativity and inquiry? And what are we doing to try and stop those things?
Jeff Herzberg said:
What are we doing that suppresses students’ natural creativity and inquiry? And what are we doing to try and stop those things?
Some random technology-related incidents that I have seen and heard about during the first few weeks of school here in Iowa…
1. Big Brother
Nothing says ‘students, get excited about our new 1:1 initiative!’ like frequent, numerous, vehement reminders from administrators during the rollout that WE ARE WATCHING YOU and that WE CAN SEE EVERYTHING ON YOUR SCREENS AT ALL TIMES.
2. More sign-offs than buying a house
Nothing says ‘students, get excited about your new laptop!’ like both students and parents having to initial each and every one of the items below AND having to sign their name twice for the overall list.
- I understand that I am responsible for my use of the district technologies and the use of the tools is for academic and educational purposes.
- I will practice digital citizenship by using information and technology responsibly, legally, and ethically.
- I understand the use of the Internet and technology is a privilege and not a right; there are consequences for not adhering to the Acceptable Use Policy.
- I will honor property rights and copyrights with information and technology.
- I will keep my intellectual property safe by saving in specified locations, using and safeguarding passwords, and using my own account at all times.
- I will practice personal safety by safeguarding identities while online or offline.
- I will not participate in any form of cyber-bullying or harassment.
- I will use technology in a respectful manner, sharing equipment and resources.
- I will only use district-approved technology, tools, resources, and applications while on [the district’s] campuses.
- I understand that users must use the district wireless access points; no personal or other access points should be used while on [district] campuses.
- I understand that personally-owned devices are not allowed on district networks nor used for online access.
- I will not attempt to use any software, utilities, applications, or other means to access Internet sites or content blocked by filters.
- I will not capture video, audio, or pictures without the consent of all persons being recorded, their knowledge of the media’s intended use, as well as the approval of a staff member.
- I will report any problems with the equipment, resources, or network to a teacher or administrator in a timely manner.
- I understand that the district’s technology resources are the property of the district. I have no expectation of privacy with respect to any materials therein, and all use of district technology resources may be monitored without notice.
- I understand that I may be responsible for any damage or loss I cause to district technology resources.
- I have read the acceptable use policy, which [sic] are incorporated by reference herein, and agree to the stated conditions in this form as well as in the entire policy and regulations. I also agree to abide by any school technology handbook which may be applicable.
- I understand that I am responsible for taking care of my laptop and accessories, including proper cleaning, avoiding hot and cold temperatures, and storing the laptop in the district-provided case.
- I will not leave my laptop unattended unless it is locked in a secure place. I (or parents) may be fully responsible for the cost of replacement should my laptop become lost or stolen.
- I understand that I (or parents) may be fully responsible for the cost of repair or replacement due to damages that occur to the laptop issued to me or damages I am responsible for on another person’s laptop.
- I will bring the laptop to school every day and to the best of my abilities have it fully charged.
- I will use the laptop for educational purposes and in accordance with the handbook and other applicable [district] policies, including, but not limited to, policy [ZZZ]. I will use academically-appropriate sounds, music, video, photos, games, and applications.
- I will not attempt to use any software, utilities, applications, or other means to access Internet sites or content blocked by filters. [duplicate!]
- I will only use the laptop’s recording capabilities for academic purposes, with consent of the participants, their knowledge of the media’s intended use, and staff approval.
- I will report any problems with my laptop to a member of the technology staff in a timely manner. The only technology support for the [district] laptops are [sic] through the [district] technology department, not a store or technology service.
- I understand that the district owns the laptop and has the right to collect and inspect the laptop at any time. I have no expectation of privacy in the laptop on [sic] any materials and/or content contained therein.
- While off campus, I will abide by [district’s] policies and agreement with respect to the use of the laptop, including but not limited to the 21st century learning handbook and board policy [ZZZ].
- I will only use public or personally-owned access points and not privately-owned points without the owner’s permission.
- I will turn in the laptop and accessories on or before the designated day and location, or prior to my leaving the [district].
- We have read the [district] 21st century learning handbook and policy [ZZZ] (acceptable use), which are incorporated by reference herein, and agree to the stated conditions. Questions or accommodations regarding the device would be directed to your building principals.
3. RTF or WTF?
Nothing says ‘students, get excited about your faculty’s technology knowledge!’ like your community college professor sending you a bunch of .RTF files to start the course.
4. Nope, and nope
Parent: “The kids all have laptops. Can we use this free online graphing calculator program instead of having to shell out $100+ for a separate graphing calculator?” School: Nope.
Student: “We all have laptops. I know you cited some random study that I will retain more if I handwrite my notes but I’m an A+ student even when I type my notes. Plus there are many things that I can do with digital notes that I can’t when they’re handwritten. Can I use my laptop for notetaking?” Teacher: Nope.
I think we can do better than this. How about you? What would you add from your own first few weeks of school?
The latest results from Phi Delta Kappa’s annual poll… Check out standardized tests versus real-world projects in the image below.
Workforce data show that U.S. employees continue to do more non-routine cognitive and interpersonal work. [Note: these data tend to be fairly similar for most developed countries, not just the U.S.]
Fewer and fewer employment opportunities exist in America for both routine cognitive work and manual labor, and the gap is widening over the decades. Unless they’re location-dependent, manual labor jobs often are outsourced to cheaper locations overseas. Unless they’re location-dependent, routine cognitive jobs are increasingly being replaced both by cheaper workers overseas and by software algorithms.
What kind of schoolwork do most American students do most of the time? Routine cognitive work. What kind of work is emphasized in nearly all of our national and state assessment schemes? Routine cognitive work. For what kind of work do traditionalist parents and politicians continue to advocate? Routine cognitive work.
Some information from Autor & Price (2013) that may be helpful…
Let’s imagine that we lived in an era in which change was occurring incredibly rapidly. An era in which our information landscape was undergoing drastic transformations into new, previously-unimaginable forms. An era in which our economic landscape was destroying rock-solid, stable livelihoods due to threats from geographically-distant workers and/or devices that replaced not just human labor but also human cognition. An era in which our learning landscape was creating unprecedented powers and possibilities but also significant disruptions to deeply-entrenched institutions. An era which required ‘just tell me what to do’ learners and workers to be more autonomous and self-directed, that demanded that they be more divergent and unique rather than convergent and fungible. An era in which a premium was increasingly placed on adaptability, creativity, critical thinking, and collaborative problem-solving – all at a pace never seen before – just to make a basic living.
In this imagined era, would the ‘miracle schools’ touted by the media, policymakers, and educators be the ones that prepared kids to be successful on individually-completed, standardized assessments of low-level learning?
Daniel Ching said:
Somewhere along the way, someone convinced American society that breadth is far more important than depth. That same person also convinced everyone that academics and enjoyment are two different things. In their minds, students should have their nose in the books, cramming for a big test, and praying that nothing weird happens to throw them off on the test day. This has come to be known as rigor. . . .
There is nothing wrong with research, reading a crazy amount of books (one of my favorite past times), and studying all night for a test. But when this kind of activity arbitrarily takes the place of hands on, practical, experience based learning, there is something wrong. It is no wonder our drop out rates are high in both high school and college. Kids have at least 13 years of the same thing over and over. We are still functioning on an industrial education model and an agrarian calendar that says, all students learn the same, curriculum should be separated into subjects that don’t intersect, and everyday should be broken up into periods that end and being with a bell. This model makes it extremely difficult to foster creativity, cross curricular work, hands on learning, and spontaneity.
[My Leadership Day post this year introduces a new tool, trudacot, that we have been using to facilitate productive conversations with educators about technology-infused learning and teaching…]
[UPDATE 1: trudacot was featured on the MindShift blog. Awesome!]
We’ve got a lot of technology floating around our schools and classrooms these days. And while that can and should be a good thing given the digital age in which we now live, we often find that our technology-related efforts aren’t paying off for us as we had hoped. There are many reasons why this is true, but a main one is that we don’t have great ways to think about what’s occurring when we see students and teachers using technology for learning and teaching purposes.
TPACK and SAMR are the two main technology integration frameworks being used right now. While conceptually useful, both of them have their limitations. Neither are very specific when it comes to helping teachers think about what to change to make their technology integration better. The SAMR levels have the additional challenge of apparently meaning very different things to different people (I have witnessed on numerous occasions a particular usage of technology placed in all four SAMR levels by educator audiences). Resources like the TPACK activity types help with some of this, but my colleague, Julie Graber, and I were looking for something different. Failing to find what we wanted, we decided to make our own…
Starting with purpose
Technology integration should be purposeful. That very simple statement is at the heart of the trudacot template. When we use digital technologies for learning and teaching, those uses should be intentional and targeted and not simply ‘tech for tech’s sake.’ My team continually asks the question, ‘Technology for the purpose of what?’ With that in mind, Julie and I set out to create a template of questions that would allow educators to think critically – and purposefully – about their technology integration.
For example, if a class activity was using learning technologies for the purpose(s) of enhancing personalization or enabling greater student agency and choice, the types of questions that we would ask to see if those purposes were being accomplished might include:
In contrast, if a lesson pulled in digital tools for the purpose(s) of enhancing student communication / connection, and perhaps even facilitating collaboration across locations, we would ask very different questions. The types of questions that we would ask to see if those purposes were being accomplished might include:
Similarly, if teachers wanted students to use technology for the purpose(s) of enabling them to do more authentic, real world work, the types of questions that we would ask to see if those purposes were being accomplished would be different from those previous and might include:
And if a lesson or unit integrated learning technologies for the purpose(s) of facilitating students’ deeper thinking, creativity, or metacognition, the types of questions that we would ask to see if those purposes were being accomplished might include:
August 15 is the 8th anniversary of my blog. So, once again, I’m inviting everyone who’s interested to help me celebrate by participating in Leadership Day 2014!
Over the past 7 years, we’ve had nearly 500 Leadership Day posts. That’s awesome because, to paraphrase what I said seven years ago,
many of our school leaders (principals, superintendents, central office administrators) need help when it comes to digital technologies. A lot of help, to be honest. As I’ve noted again and again on this blog, most school administrators are still struggling with
- what it means to prepare students for the digital, global world in which we now live;
- how to recognize, evaluate, and facilitate effective technology usage by students and teachers;
- what appropriate technology support structures (e.g., budget, staffing, infrastructure, training) look like or how to implement them;
- how to utilize modern technologies to facilitate communication with internal and external stakeholders;
- the ways in which learning technologies can improve student learning outcomes;
- how to utilize technology systems to make their organizations more efficient and effective;
- and so on…
Administrators’ lack of knowledge is not entirely their fault. Many of them didn’t grow up with computers. Other than basic management or data analysis technologies, many are not using digital tools or online systems on a regular basis. Few have received training from their employers or their university preparation programs on how to use, think about, or be a leader regarding digital technologies.
So let’s help.
How to participate
Some prompts to spark your thinking
Here are the 491 ABSOLUTELY EXCELLENT posts from the past seven years (491!)
A badge for your blog or web site
This year’s badge is themed around harnessing powerful ideas. Click on the image to get the full-size version. Feel free to use it as desired!
I hope you will join us for this important day because, I promise you, if the leaders don’t get it, it’s not going to happen.
Switch to our mobile site