You Think Technology is the Answer to Everything!

My wife and I had a discussion a few days ago about high school requirements in our school district. I highlighted the fact that the requirements include four years of English, more than any other subject. Unlike the current national mood that seems to channel everything to math and science our district has stood firm on Humanities while increasing the requirements in math and science. Off hand I commented that I hoped that some digital literacies were included in these four years. My wife said "You think technology is the answer to everything!" There was quite a bit of emotion in the statement but that may have had more to do with the dishes in the sink...

I paused and thought "I think technology is the question, not the answer". Her response is probably a testament to what I talk about at home. My mind has been focused on art and technology integration for the better part of a decade now- so I understand my wife's exasperation with the comment. At the same time her comment echoed one made by one of my colleagues recently. In a conversation about technology he said that ultimately we need evidence that the integration of new technologies impact student learning. By that, of course, he meant learning as measured in traditional ways.

I think that both comments come from the same place. The underlying assumption is that technology is part of an educational solution. That it is supposed to solve old problems. I argue that technology can sometimes do it, but it also has a broader application. To be fully integrated we need to teach our students to participate in this digital world. Art is exactly the same, it can often be integrated so it can help achieve in other domains (in our research writing and vocabulary knowledge) but ultimately it helps build well rounded students who thrive in life and not just math.

Digital media, just like the arts, created new ways to express ourselves and to BE. It is omnipresent and have become part of the fabric of our everyday life in a way that transcends the notion of a tool. As a result digital media should part of school curriculum not as a tool but as a mode of learning and being.

Dragons and the Curse of the 99₵ App

As I sift through hundreds of apps for our iPad in the classroom podcast I am occasionally surprised by quality apps. In our TechEDGE conference yesterday Rob McEntarffer from Lincoln Public Schools showed me DragonBox. In this brilliant app (see geek Dad review) students learn algebra in a way that "sneaks up" on them. It teaches them algebra principles through a true game environment (bringing Gee's vision to life) . Such brilliant apps are rare because they are brilliant. But in effect most of the educational apps have limited learning value. Most have limited content and focus on drill in ways that leave the educator in me cringing and hoping for more.

The problem though may be that the app store set the income margin too low. Right now an app for 5.99 is expensive and gives purchasers pause. The dominant modes are free and 99 cent apps. I just wonder if developers can create and maintain quality educational apps at these prices. I have gone through more than a thousand educational apps in the last year and I can answer with a "not yet". There are some great apps but most fail even my basic criteria to be useful.

I believe that mobile devices with an emphasis on tablets are going to be dominant in education in the next decade maybe even longer. Apps are an important part of this ecosystem but to be useful we need a bigger pool of great apps that serve students need to learn.

The lesson from the print news industry is that new pricing models connected with technology seem to create changes that are irreversible. Some companies are trying to buck this trend by creating educational subscriptions e.g. Footsteps 2 Brilliance and BrainPop.
This is an interesting direction that I hope can be successful but here I want to identify here other possible solutions.

As we discuss flipping classroom I would like to suggest flipping the curriculum and professional development equation. That is, providing the materials for free (or for a nominal sum say 99¢) and charging for backend services such as professional development and data services. This is a concept I have written about before and I think can potentially be viable. The Dynamic Indicators of Basics Early Literacy Skills (DIBELS) seem to have successfully followed this model providing the assessment for free but charging for training, data services and optional assessment materials. While it is a not-for-profit organization it still proves the concept.

An effort like this may benefit from a partnership with a university combining the entrepreneurship of start-ups and the educational know-how of university faculty. This combination can make excellent products for the educational market that mesh gaming concepts and excellent content that lead kids to learn.

Finally, states and districts can choose to partner with universities and invest in creating digital materials to replace the commercial curricula altogether. Such efforts would require upfront costs but may actually reduce the dependence on commercial products and save districts significant amounts of money that can then be invested in professional development and emerging learning technologies.

Current and Future Teachers Reflecting on iPad Use

We have used iPads in the Reading Center all summer. I decided to include unedited comments of some of my students who agreed to share the comments.

         Using the iPad during class helped me become more comfortable with technology. I have never used technology in the school setting before. It also helped me know what was available as far as apps and how wonderful they can be in assisting with learning. I won't have an iPad available for use next year, but I am seriously considering buying one. I think it is a wonderful way to enhance classroom learning and get kids ready for the future. I particularly liked the iCard Sort and eBook Magic apps for what I do now. I can see how Show Me would be a great way to present lessons as well.

        The iPads were a huge help during this session. Not only did it give variety, but it helped motivate my student to learn.  I don't think he writing would have come as far if we hadn't been able to publish his work.  He was so proud that it was a book that he wanted to keep writing.  He even decided to write a chapter book and as a second grader, that's big.  I was able to use the iPad for things we could have done on paper, but worked better using technology.  Sam was more engaged when we used the iPad than when we worked with a pencil and paper.  I would definitely keep using the iPads for this class.

          I would use them to record important lessons in case kids are gone or if I'm gone.  You always have to review and if you can give the iPad to a child or a group of children and have them review or learn what they didn't before, that can save you time.  Then, you can go back and talk with them about what they heard and saw.  I would use the internet to show kids how we could research topics.  I would use the eBook Magic app to publish their work and encourage more writing.  I would also use the iPad for revisions.  The kids could type up what they have and correct it, saving paper, while still having the drafts available.  I didn't have a ton of apps on my iPad, but I would also ask my colleagues what apps they have found helpful and use them as much as is educational in my class. 

The iPads used during my teaching was such a great experience! It has allowed me to learn how to apply it in a classroom setting and how to select appropriate Apps for my students. This was one of the highlights for me during this summer session. I wasn't familiar with the iPad prior to this class, even though I had it in another class. Now I am going to purchase one because I realize that this is going to be a necessity for me in my instruction  for my classroom. 

           If iPads and other technologies are available at my school, I will come back to the learning center to ask for help if I do not understand how to use it. I find that this is something I desire to learn and apply to my teaching strategy. Students can be learning the same thing on different levels with iPads. I find that I am able to gain access to resources and students need this as we are entering into one of the most exciting times in education with technology. I am excited to see how technology is going to change the learning experience for classrooms. It want to participate in this process. I will use the iPad for assessments, work stations, connecting community and classroom,  grading, homework, creating lessons and anything that will cause my students to learn. 

           The iPads were such a great thing to get to use. I had never used one in any other class and so it was a learning experience for me as well. It helped with all of my lessons because he would get tired of writing a story and so we would create one in puppet pals or in ebook magic. He was still having to come up with the ideas, it was just more interactive this way. Also brain breaks were so easy to do with an iPad because the games were right there and they were educational.

          If iPads and other technologies are available at your school, how do you anticipate using them?
I really like the educreations app. I would use that to create my lesson plans and if students weren't sure on what they learned, they could go back and watch/listen to it again. It's also a great way to make the class interactive. Having that in the palm of  your hand and can look up anything at any time is beneficial overall. Students can create documents and share them, students can check in/out, and it's just a really great resource to have.

          The iPad has been extremely useful in the tutoring session and allowed e to really explore the possibilities and have practical applications for them.

If there is iPad use in the school I will be in I will be extremely excited because it allows me to teach students and give them a more immersive experience. Allowing them to have more connectivity and having more feedback right away to help me as a teacher design my lessons to help my students more.

          I think the ipads helped me learn more about using technology in the educational field. With the way society is today, by the time I become a teacher, every school could possibly have ipads and technology like Ipads. So, having the training with ipads is really beneficial as I will have a boost ahead of someone who does not have the training. I anticipate using ipads by using them as a motivator and literacy stations. Using an activity that is fun yet educational at the same time, makes learning fun for students. 

Couldn't haver said it better myself...

Home Literacy Environment in the Digital Age

Recently I have been working on home literacy environment and came across the Home Literacy Environment Questionnaire (HLEQ) by Griffin and Morrison. The measure was designed in 1997 and addresses paper based print only. In only 15 years the measure has become less and less relevant.
This brought me back to an observation that Berliner, perhaps my favorite educational thinker, made in an Educational Researcher piece. His claim was that some social research is very time dependent and has an "expiration date" [my phrase].

The rapid changes in what it means to be literate and the ways literacy plays out in a media rich digital world have made a large variety of research and practice tools irrelevant. Surveys and interviews that are paper centric in reading and writing miss whole potential worlds of engagement that exist parallel to the print world. In today's world access to magazines newspapers and libraries is paralleled to websites, applications and online newsstands.

It also means that publications cycles for research must be shorter if they explore new tools. These tools need to be comprised of modular pieces that can be removed when they become irrelevant and added to as new technologies become relevant.

Some examples can include: Adding to "How many hours of TV watching does your child do daily?"
"how many hours does your child play video games?" "How many hours does your child spend online?"
In addition to "how many books do you have at home?" We could add- How often do you use e-readers/ tablets to access magazines or books?"

I am working on such an instrument right now and will report some results soon!

Video Game like Thinking

Years ago I remember Sarah and I observed our boys playing when suddenly one of them called 'pause' then proceeded a discussion about the nature of pressing the 'X button'. This was not a video game but rather a game they were playing outside borrowing the rules of video games they were playing at the time.

Fast forward a decade or so. Two weeks ago we were in Breckenridge for a family vacation. We sat for lunch in a small pizza/italian place. It's one of these places with paper and crayons so everyone was busy creating in one form or another. Oren who is 8 was busy creating mazes. Now Oren has been a maze fanatic since he was 5 or so. Usually he creates very elaborate designs that can be challenging. He often uses what appears to be mishaps in drawing (e.g. what appears to be accidentally incomplete lines are actually openings) to make the mazes harder.

This time he hands me a this puzzle with a smug look on his face.

Patiently he explains: S is for start F is for finish. I stare at him blankly, he smiles and encourages: "Just do it Abba". I draw a straight line from S to F and he responds smiling: "yes that's it". Then he proceeds to draw this one:

My first instinct is to see if any of the corners just appear to be connected or have tiny gates in them. No the boxes are all closed. "Can I go around?" I ask suspecting a trick. "No" he answers smiling. I know something is going on but I honestly cannot figure out where he is going with this. "I give up" I finally say. Oren then explains patiently. The thicker lines are doors and when you step on the lower case 'f'

they open. "How am I supposed to know that?" I ask incredulously. He looks at me not sure what I mean: "you try it out. You move until you step on the 'f' and see what happens."

It is common to hear "grown ups" criticize video games and the way they seem to engross kids. Here in a different way you can both see what video game thinking is and its impact on learning and thinking.
Oren created a basic level that demonstrated some of the basic rules. Then he proceeded to the real challenge. He also assumed a level of interactivity that is a part of all such games. The static paper and pencil game rules are too simple interactive/ experimental rules are so much more interesting and challenging- mostly because you have to experiment before you know the solution for sure.

I could go on for a while analyzing what appears to be his thought process but I would like to suggest that this video game thinking is analogous in many ways to learning in new domains, especially science and the arts. Instead of repeating known solution to familiar questions, what scientists and artists seek are new ways to respond to problems. They have to interact with ideas, materials and symbols to solve the problems. Video games fostered the right way opens our children to a new creative and thoughtful world of discovery and creation.

Talking About His (My) Generation

My oldest Erez is now 18, for a few years now he has been drawing on the generational divide between us as he makes his point about pop culture discussions. While I have a very different way of looking at the world I truly appreciate his point of view. It matters because this is how our students learn and if we do not adapt we will stop being relevant.

More than anything else I learned from Erez how to flow with change. He is an early adopter of new ways of doing and social media. At the same time he is an early deserter of new technologies as they wear thin.
This is how I observe the cycle. First he finds a new technology, a few years back it was StumbleUpon. For a few months Erez was on StumbleUpon everyday for a few others. In fact he stumbled so much that the service told him they were out of new webpages to share with him. For a while he continued visiting occasionally but now he rarely uses it anymore if at all.


So, contrary to commonly held beliefs, his generation does problems with attention. Instead they just use attention differently. It seems that he has learned to concentrate on one problem very intensely for short period of time and develop expertise that is very local. Once, however, that the technology has been mastered and maximized attention shifts quickly to something else. Considering the current and projected rates of change in technology it seems to be a very effective strategy- that holds no emotional or cognitive ties to a specific technology. Instead concentrates on maximizing short term benefits (even if they are social) and then moving to the next technology.

Erez adds:

I find it exciting to discover new ways to manipulate technologies that I am given. As before mentioned I master different technologies and move on. Though sometimes rather than move to a different technology I just modify the one I am given. For example after playing Fallout New Vegas non-stop until I finished, rather than immediately move on I stayed with FNV and installed mods which modify the game whether it be graphics or actual gameplay. This allowed me to be comfortable in the fact that I had basic knowledge of the technology, but now I have a new technology to master.



Frankly I am reminded of a book from a time when I still read books, I Robot by Isaac Asimov. In this book robots are powered by a brain that has become so complex that all the scientists are unsure of how its basics work, rather they just add on to it. I believe this is where my future is headed, the mods I have on FNV will have mods, and those mods will have more mods and so on and so forth until the original game no longer resembles what I play now. However, no one will complain because no one remembers the original, not because it's taken a long time, but rather because no one was attached to it like my father says above, "no emotion or cognitive ties to a specific technology." In truth I am unsure if this is a good thing that will continue until we have super robots, or a bad thing that will see us hit a capacity of understanding and watch the latest generation struggle to stay focused on one technology for a long time. Anyways, all we can do is wait and see.



Last word from Guy:
I find it interesting that Erez's goto metaphor is from gaming. I was thinking about it as I wrote my piece but was wondering if I was stretching the concept too far. Apparently it was not far enough.


Thank you to Erez for being a co-Blogger

What Tech Startups can Teach Educational Reform

Photo from: yoursmallbusinessgrowth.com

Let me start by saying that I have never been part of a tech startup so my view may very well be skewed. I recently read that many venture capitalists prefer investing in entrepreneurs that have already failed once. Actually in a phone conversation with my father he quoted the late Uri Menashe who told him once that he likes hiring retired IDF officers after they had failed their first civilian position. The main lesson for me is that to be successful you need to fail a few times, sometimes many times.

The problem is as Sir Ken Robinson likes to point out repeatedly is that we are building educational systems that seem to converge on the exact opposite direction. High stakes tests that constantly push one answer and the notion that failure is not an option.

So what are the lessons of startups?

1. Collaboration: most if not all startups are based on a group of individuals with different capacities and skills working together to accomplish something that hasn't been done yet. Relationships and the ability to work with others are crucial.
2. Failure must be an option: while the long term must be successful the road to success must include many short term failures.
3. High expectations: startups are successful only if they do something new, or something old considerably more efficiently that it essentially becomes something new.
4. Continued innovation: Once you do succeed you must work to improve and work on the next problem.

There might more and different ones for those who are inside startups but these are my takeaways. What does that mean in education? I believe that points to a very different system than the one we have now. Instead of a high stakes low expectation system I advocate a low-stakes high-expectation system. That is true in the classroom and in the school, for students, teachers, and administrators.

The fear of high-stakes is driving administrators, teachers and students to focus on the most direct route to a known answer- the exact opposite of a startup. Low stakes allow honest discussion and the option to fail occasionally so you can succeed in the long run. If every failure has high stakes we who are a risk averse species (see Arieli) shy away and stop innovating and taking risks. For education to match the needs and fast paced changes in modern society we must make room for low stakes so educators can experiment and provide room for short term failures leading to subsequent spectacular successes. We do not need to give up on high expectations instead we need to be patient for long term gains while short term fluctuations occur. In essence its what your investment advisor told you- don't pay attention to short term. In essence it makes all the leaders managing our educational systems akin to day traders instead of high-tech entrepreneurs.