Five Edu Lessons from China 6 months later

It's been six months since we came back from China. I have blogged about it right after we came back, but I thought it would be good to go back and see what lessons stuck.

1. Competition can be prominent in the public sector. All the schools we visited and many we are still in contact with have a strong competitive spirit. Despite the fact that they are public they compete for a name, local and national awareness and for results. While there are private school in China, the high-value Chinese families put on education makes schools compete for being known as the best to serve their students.

2. The drive for excellence is pushing schools to try out new approaches, technologies, and ideas. Our work started with school leaders admitting that they know things need to change, but they are less sure of how to balance the old and the new. With every change, they worry that it may impact immediate indicators even when it is clear that the change is useful for long-term success. In essence, this is the same problem school administrators face in the US.

3. Teachers are empowered by leading innovative learning ideas (with and without technology). The teachers we met with were young and motivated. The work with us gave them a direction and a sense of efficacy that allowed them to act and evolve as teachers.

4. Class size increases parental pressures. Large classrooms make it close to impossible for teachers to attend to the needs of their struggling learners. As a result whenever a student is struggling parents are left to meet the extra needs.

5. Teacher Evaluation. In contrast with the US, Chinese school systems evaluate teachers based on classroom observations and not student outcomes. The fascinating thing is individual school achievement is extremely important, yet teachers are not evaluated based on it. I believe that the phenomenon has two sources (a) the understanding that individual achievement is rooted in motivation and home practices and (b) the understanding that current measurement systems are not valid enough for comparison across classrooms and schools.

Reflections on China Tour II- When the Stakes are High

Here in the US we often talk about High Stakes tests and their impact for example the work by Berliner and colleagues. In China the conversation about High Stakes was very different.

We had lunch on our last day in Shandong province hosted by one of the lead directors of the school district. After the exchange of gifts and pleasentries we had an inetersting discussion which started with his concern for student well being. He relayed that families are putting too much pressure on students to excel within the system, pressure that may harm some students maybe all. At the same both of us acknowledge the immense impact educational success measured by tests can have on individual lives.

We saw the importance of high stakes testing in almost every conversation with teachers and parents. Our research in China (With Stephanie Wessles and Guo Ji) is looking at the interaction between school and family. We had a chance to see the interaction in our first meeting with parents. Teachers took charge and directed parents who, in turn, complied without question. The parents were professionals from a middle class background but they followed teacher's demands. In the US middle class parents would have responded very differently probably actively resisting what they did not like and asking for a voice in the discussion. Here in China it was different and we were intrigued by it. In conversation some have speculated that this was part of the culture and Confusian ideals. Culture may have had something to do with it, though in private conversations and interviews parents were often critical of teacher's actions and did not think that teachers "knew better". The question that emerged was why parents did not resist what they thought was bad practice?

The answer seems to be linked to High Stakes. In China high stakes are meaningful most often to the individual. Starting very early students take tests that are critical for their advancement into the next level. There is a middle school test, high school etc. Each one of these has potentially dire implications for the student and his/her future path. The High Stakes for students and their family (pressure is intensified by the one child policy) create a need to comply. Parents relayed to us: "I do not always agree with the teacher  but I will not say anything because I fear there will be negative outcomes for my child." In the large classrooms (we saw elementary schools with 40-50 students) teachers cannot attend to all student needs. Each parent is keenly aware of the high stakes and the positive role the teacher can play, thus they do not want to rock the boat fearing that their students will be ignored or underserved.

In this case the impact of high stakes testing is a lost voice for students and parents who should be part of the conversation about education. This is not all one sided. This very same situation helped our efforts to integrate iPads into classroom instruction. Not all parents were in favor and a few worried about it but none resisted it This gave them an opportunity to see the impact on their students. After parents saw the impact they were decidedly positive. This is similar to the model Guskey suggested for teachers.

First Reflcetions on our China Tour- Common Ground

Photo Op in a First Grade Classroom Linzi, Shandong, China

We came back from our China Tour two weeks ago. It was a whirlwind tour focused on Linzi in Shandong province and Chengdu in Schizuan province. In each we visited elementary schools that are integrating iPads with our support. There were many lessons to learn and I am still thinking through much of what we saw. In addition we visited only three schools and observed instruction in only two. There is no way for me to know how representative this ample is so please read with great care. This, however, are some of my observations:

There are many differences between US and Chinese schools. For example Chinese classrooms were much larger (over 40 students), and the stakes to students future are higher (high stakes in China is much higher stakes for students not teachers. What struck me though were the similarities. When we observed teaching, our Chinese partners and us were often in agreement about high quality instruction and what it should look like. In our last school after three days of work the principal asked to see me privately. She sat opposite me with her four assistant principals (one each for instruction, professional development, organization, and discipline) and with a tense expression asked for my opinion on the instruction we saw. I laid out a step by step analysis of the lessons (I used LessonNote to annotate lessons carefully). At the end of my exposition she was visibly more relaxed. Smiling she asked: "Do you think it is possible to integrate technology into our traditional lessons?" [translation].

Earlier in our visit I thought traditional meant a focus on memorization and recitation, but at this point it has become clear to me that she was referring simply to the existing curriculum. This is the same question/ concern I often encounter in schools. Teachers and administrators interpret our effort in professional development as an addition or even substitution of the existing curriculum, the reality is that we see it first and foremost as part of the curriculum already taught with some extra skills integrated when they are relevant (e.g. digital citizenship). I carefully responded that yes I thought there could be such integration that would benefit students and help instruction as well as 21st century skills. I went back to the SAMR model as a core foundation to move forward and for the first time since we entered the school we were on the same page.


At the heart of the matter was the fact that both sides did not understand how close our positions were. We were seeing the same instruction and evaluating it in similar way but all of us were also hung up on cultural differences not wanting to assume common ground that was actually there.

Telling Stories

This week we held our annual iPads in the Classroom workshop. Laurie and I used last year's work as a foundation but added many new components. Most importantly like many other iPad academies around the nation we kept things open and let our learners guide much of the work. It is very interesting to start the week by asking everyone to set their own goals. In interesting ways we got a lot of "what do you want us to do" during the first two days. Then everyone settled into the routine and expectations and did an outstanding job learning and extending.

You can take a peek at the work we all did here.

The week of working with teachers has reinforced the ideas that have been guiding my work in the last year. Mobile devices are the perfect tool to enhance identity and literacy through shared story telling. We envision families recording oral histories, creating in vivo memories, and composing personally relevant texts. Using the affordance of the digital device itself and specific apps within it can create rich personal tapestries with fairly low user knowledge.

We now have a chance to try it out in Nebraska and perhaps within the year in a parallel project in China. I am excited!

iPads in China- Excerpts from the Chinese media (loosely translated)

Working in China exposes the cultural differences AND the similarities of concerns. Despite all the concerns and challenges our project just won first prize in a National competition for Technology Integrated classroom. This is a great boost to our work and I am excited to continue.
I think that in the following excerpt from Chinese media in Chengdu you can see what concerns the Chinese public and how my comments are interpreted.

WCC: With the introduction of technology into traditional teaching, whiteboard, book bag, IPAD all applied to the classroom, how do you see the development proceeding? 
　　Dr. Guy Trainin: Today's kids are exposed to smart phones, computers every day. Their parents and teachers are still from the 20th century. Without technology the teacher, the school can not meet the needs of 21st century child's development. So the idea of how we can use technology to help teachers to teach  21st century kids. 
　　WCC: Chinese schools require the exam, how will students do on traditional exams? Do you have parental support? 
　　Dr. Guy Trainin: In our classroom (with Du Yu as teacher) students have mastered more words, electronic production than other classrooms, their overall quality has improved significantly. Support from parents is not difficult to imagine, as long as parents to see the students really active and growing, parents will be supportive. 
　　Today, young parents are more willing to accept new ways of education. If schools do nothing to change the direction, either to promote any new technology or method, students will not be ready to learn and work in the 21st century. Technology integration with our project TechEDGE has been practiced for several years in the United States, transfer to other countries with different national and cultural backgrounds, ideas differences, makes us need to find a new path to our ultimate goal and effect. 
Link to original story.

iPads in Chengdu China

This spring I have sent Ji Guo to Chengdu to collaborate with the iPad classroom in a first grade.

His report seems to indicate that teachers are in the replacement and augmentation phases of technology integration. They very ably use iPad linked to projectors as agile white board applications for sharing content (through projection) and presenting.

At the same time we are seeing a few creation apps used to create videos that are then shared with peers. This is a huge development for all partners in the project. What we are having a harder time is having student discussions that include critical feedback. That said they are only first graders and they are busy creating video, writing, and sharing.

What is clearly emerging is that beyond the affordances of the specific technology, there is an overarching theme. Technology seems to create a non-trivial opportunity to transform instruction. This transformation is not just about technology integration (although it is also about that), it is about student centered, differentiated practices that focus on engagement, participation and creation. The question that still remains is what impact it will have on more traditional measures of achievement.

iPads in Chinese Classrooms

We just finished with our second professional development with educators in China. This time it was an elementary school that would like to be part of our long term project. The plan was for 20-25 teachers that have been identified as leaders. Over 40 showed up. Every event like this is fraught with difficulty: bandwidth, technology on both sides but more than everything it is the physical and cultural distance. It is hard to get a read on a large crowd through distance and it is almost impossible to get the personal commitment that would drive change.

I started with a very short theoretical foundation. We then used Socrative as a demonstration of a way to engage participants.  Jason Wilmot proceeded to discuss the Flipped Classroom and Krista Barnhouse showed a few apps she uses in her classroom. It then turned into a mini app shootout. Overall it was a successful if stressful session with Ji at the helm producing the event, Dandi translating and Qizhen as a backup/ backchannel discussant. It is a fairly big team but it probably is the only way we can manage that.

This is an evaluation of the effort through our back channels (edited version so I take full responsibility):

         "There were a total of 43 teachers and two principals joined our conference physically. There were three teachers joined our conference online. According to the responses, teachers who participated in online felt more engaged than those who joined physically. This is because those teachers all had a one-on-one technology person sitting next to them solving the technical issues, such as installation and registration. All teachers love our apps introduction but some of them suggested to get rid of theory section because they all know the theories. Moreover, teachers asked us to bring real-time classroom instructions rather than only introduction. 

I talked with a couple teachers yesterday and they said they need the conference but they all indicated that Chinese teachers will never integrate technology into classroom unless principals force them to do so. A teacher stated that there is only five who want to learn among 100 teachers in similar trainings in China, meaning those teachers did not get engaged. The lack of quality of motivation, will hinder them to learn."

I do not share the morbid evaluation. At the heart of it, it seems that teachers in China are like teachers everywhere. They want to change but know it is hard and are afraid that it might not work. Change if any will be slow and will depend on our ability to deliver tailored information and on-going support. It is true with the schools we work with at LPS, it is true with pre-service teachers, and it si true when we work with Chinese educators. Heck based on a faculty meeting last friday, it is also true with our teacher education faculty.

Our Chinese experiment will continue!

My Chinese iPad Adventure

Ji Guo is a new graduate student in our program. With his help I have been able to expand our work on professional development in technology integration to China.

The first foray was adopting our YouTube videos so they can be accessible in China's YouKu. We went even further and developed a separate series of video PD on iPads designed specifically for the Chinese market.

This monday we tried something new. An online presentation for Chinese teachers who are interested in integrating iPads into their classrooms. It took us a full day to prepare and make sure the technology and content were all up to par. We had a great crowd of about 50-60 computers linked (we estimate 100 viewers) through Adobe Connect. This was a great experiment in producing a cross cultural professional development. I think that the team including Ji and Qizhen is very aware of the cultural differences and we all took special care to make the content relevant and helpful as well as culturally sensitive. The viewers were attentive, interactive and fun to work with!

As a reality check I would like to talk about 3 unexpected outcomes that can serve as a guide to working with China.
1. Less than 48 hrs after we made our powerpoint available someone was using it as their ow selling PD.
2. Our book on the Universal Learning Model is available in China in digital format illegally
3. Someone has charged $50 for the password to our presentation (that we served for free).

I find the experience educational and amusing. In some ways it is flattering.

I take a few things from it- We can have a real impact in China- there is obviously a thirst for innovation. The added value in the market cannot be a product it has to be the service- us. Finally that there is considerable monetary value to our and if anyone is profiting it might as well be us.

Here's to continuing my Chinese adventures...