Creativity, Coding, and the Adolescent Mind

Matt asked me this week what I thought about the Hour of Code. I answered honestly that I simply do not think it is enough. He continued to make the point that it was a good introduction, I think I made a face.

The bottom line is that introduction is not enough. My analogy is the arts. In the arts we take students to the museum, we believe that it is important, but it does not constitute a curriculum in the arts. If we look at the analogy of the arts even further it can get even more interesting. As I read some of Austin Kleon this week some of his points resonated with me. Young children will create art without reservation when you ask them or even on their own. Wait a few years, by middle school, they will refuse to create saying something like- "I am not an artist" or "I am not creative". This reaction is not a mistake, it is a natural consequence of creating self-concept in different areas. As students mature and acquire experiences they learn what they are good at and what they are less so. Social comparisons play a big role in this development. So by the time they are in middle school most children develop a sense of what they are good at.

The point here is that if we want students to become coders or artists they need rich experiences of mastery and growth in that domain. If they will have them at the elementary years they will have a much higher chance of having a positive self-concept for art and coding leading to a higher probability they will stay engaged.

Hour of code will not create self-concepts of students as artists nor coders, only making it part of school will!

Sleepless with my Chromebook

About two months ago I ordered a Chromebook. It was mostly because many schools around the nation are making this choice including the district my kids are attending. While I had a sense of what Chromebooks are, the personal experience is always best.

I have used the Chromebook multiple times but never extensively. This (very early) morning I needed to grade assignments online and I found myself with only the Chromebook. For the first time I sat at it for an extended amount of time doing my daily work.

It worked just fine. It was a tad slow at times (with heavier graphics) but nothing that was significant enough to consider waking my family to get my mac book pro. It's a very functional machine.

In my discussions with educators and administrators they often mention they like the fact that it is a no nonsense machine. You can do basic work on it, nothing fancy but it works, connects you to the web, lets you do stuff. Students they reason will view it as a learning machine, not a toy. The iPad, on the other hand, is viewed as a toy. We hear the same thing from parents and teachers in multiple countries. That is something I hear fairly often. There is work, then there is play, confusing the two create problems and students will stop learning. Basically, for students to learn we need to remove joy.

Do we really think kids are having too much joy in school that we need to remove it?
Do we really think play is not part of learning?
Do we think that the features that make tablets attractive (not just iPads) portability, creativity, and interface interfere with learning or maybe they actually help?
Do we really think that the dichotomy of work and play is still relevant? Is it in your life?

Why I love teaching in the summer

This post is an ode to summer teaching. As I do most summers I have a full summer load. Many of the people passing me in the corridors are only too happy to remind me that it is summer and a time to take a break especially given that most of us work on a 9-month contract.

I usually reply that I have two sons going to college next year and other acceptable financial comments. The truth, however, is more complicated. I like teaching in the summer. The intensive time spent with practicing teachers and budding researchers is probably the best professional development I get all year.

Most of the students in the summer are practicing teachers who have, for a change, time to reflect and think long-term. Most of what I teach this summer is linked to research methods and inquiry, as a result graduate students are bringing their own content and questions challenging my thinking and adding connections and ideas.

I read, teach, and prep most days- the result is that my brain feels on fire, in a good way.

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.

Four things we already know about PD (but need a reminder)

I just finished a week with a fantastic group of educators. Laurie Friedrich, Alison Preston and I ran our fourth iPads in the Classroom workshop. The name of the workshop is inadequate since we had users with all kinds of devices including windows machines, Macs, Chromebooks, smartphones and of course iPads.

The intensive one-week tech workshop is always fun although at the end of each we all experienced the sense of reaching capacity. It also reminds of what we know and often conveniently forget about effective professional development (PD):

1. We need significant time away from the everyday tasks to make significant changes. If you are tinkering with existing structures short workshops can be fine, but if you want a departure from normal you need to take time.

2. We need to work in teams. Shared cognition when learning something new is empowering, supportive and extends the boundaries of what can be accomplished. Even after facilitating numerous PD events (30 presentations and two classes last year) Laurie and I are still learning new things every time.

3. We all need time to practice. Showing isn't enough, everyone must participate in doing and experimenting during the PD. Showing and then sending teachers back is just not enough especially with new technologies that without support can become frustrating and with support are almost trivial.

4. We all need follow-up. That is our next step, making sure teachers have opportunities to discuss and extend what they already know.

Teacher websites are so 2010... and what to do about it

I am working with teachers this week on technology integration. I am seeing a real determination to find productive ways to integrate technology and subject matter (TPCK anyone?). Speaking yesterday during our summary I said "Websites are so 2010", as some are working on a website this may have come off wrong BUT I do stand behind my main point. Businesses have already realized it, teachers and schools are still trying to come to grips with it. Having a website is not enough. To be in contact with our students and families, we have to shift from static web pages to interacting  using social media, texting, and email to reach everyone. This way new content whether analog or digital can reach its target audience.

I can see the justified reaction: Teachers are asked to do more than ever and here is one more thing... and: We might get in trouble...

I believe that this are true concerns. On the other hand:
A good communication plan will make sure that parents and students have the most up to date information increasing the rate of homework completion, assessment success, participation in parent conferences and many more activities that require the collaboration of parents and families. Our hardest to reach families may become much more available and attentive if we use communication channels they use anyway. The potential benefits outweigh the risks and costs.

In short, I believe that the days of sending notes home on paper are numbered. For now we probably should still have them as a backup to ensure equity of access, but I am convinced that the rate of engagement would grow significantly with digital, especially, social channels. Districts (and teacher education programs) should help teachers by providing tools, training, and guidelines that would encourage contact while protecting all stakeholders.

P.S. Can we do away with paper planners for students?

Creativity Moments (a note)

Jeff Bernadt presented today and included a segment on creativity. Creativity is not just a message for us as teachers, it is also for our students as a conscious act. Tell them that it is part of our goal in the classroom.

The main message is that creativity can be in any domain and that it is a local concept.

How does all of this connect to technology? It doesn't have to, but my argument is that technology opens more doors and enables students to create even with lower skill levels.

I still maintain that creativity can emerge only when you have a deep understanding of a domain with lots and lots of practice. Technology can facilitate practice and learning that is guided by the learner that can use the web to increase their knowledge and apps for repeated practice.

Falling for Gadgets and Getting Up

Last week five graduate students and I traveled to Beatrice, NE to participate in the ESU5 Tech Fair.  It was a very successful day and we worked with many teachers in very short sessions. Nick Ziegler was a great host and the event went without a hitch (at least as far as I know).

At the end of the event, I was asked to draw the winners of the door prizes. Nick has arranged for an impressive set of prizes that included screens, printers, iPad, software licenses and more. I agreed to draw for all prizes except for the Interactive Whiteboard. This was the gadget that caught my eye and where I have put all of my door prize tickets.

Despite all of my efforts, I did not win. On the way back, I thought about the gadget and why I was focused on it? It is easy to fall for cool gadgets. You see them in actions or just imagine what you could do with them. It is like getting a present- that sense of getting something cool and starting it for the first time. Laurie calls it the Christmas morning effect. And seeing the gadget I can already anticipate how great I will feel when I open it.

Surrendering to my emotions I forgot to ask the most important question we need to ask about any technology in the classroom: Is it a teaching device or a learning device? In the case it was more a teaching device than a learning one. Now that gadget fever has subsided I also recall that most schools that I have worked with and adapted whiteboards were disillusioned within a year or so. It was simply not worth it and made very small if any gains in instruction. The change if any will come from well-used student devices that are scaffolded for teachers and students.

It is about Play- Digital and otherwise

I think that most early childhood experts in the last few years have been both amazed and annoyed at the "discovery" of the importance of play to all humans but especially young ones. Play it turns out, is important, maybe paramount, in developing inquiring minds, creative minds that will be flexible enough to deal with the constantly shifting environment kids seem to be growing in. But then again, we've actually known that for a long time.

Since it is summer I have been watching my younger kids at play with friends in and out of the house in a constant movement and social realignment that seems to characterize semi-supervised activities in the summer.

As you can imagine our house has quite a few devices in it for digital creation and consumption. My kids (and their friends when they come) have access to three iPads, PlayStation, three TV's, a Wii, and a laptop computer. As I have shared in the past we do have some rules about digital use. While it is summer we still have strict start and end time, although during the day they have a lot more access to devices.

What I have observed is that kids who grew up digital are constantly shifting between digital and nondigital play activities. They start the morning watching video on YouTube and Netflix a passive waking up activity. As soon as others join in they go outside and play. Yesterday after two days of planning they created a Streetside Sandwiches stand at the corner- an enhanced lemonade stand that they put all on their own including making food items, pricing, choosing location and printing out the menu.

After 4 hours of restauranteurship and a very messy kitchen they all poured back into the house, settled on the couch and played a cooperative game of Minecraft, enhancing the elaborate world they have created together bit by bit over the last few weeks. So what is my point? Well, I have two of them.

First, kids growing up digital have porous boundaries to distinguish different kinds of play. They shift easily from one mode to the next and I do not think they consider one form privileged or more authentic than the other. I believe many adults hold the notion that the physical world is REAL and the digital one IMAGINARY. I believe that for our kids the digital world is just as real and just as imaginary as the analogue one. This is their reality.

Second, given (almost) free reign to choose digital and analogue activities kids move from one to the other based on interest, the participants and other factors. That is, with very little parental guidance they choose well and do not become digital "addicts" as we sometimes worry they might become.

So let's let them play, in and out of digital worlds.

The third most important reason to integrate art and exlporation in schools- amateurism

Amateur is a word used often as a derogatory term. The professional mutters "amateur!" I would like to suggest that schools need to encourage and value amateurism in art, computers, geography what have you. While I think there are many good reasons for that I want to focus on the third most important.

Many have pointed out that there is a growing divide in employment with a growing number of workers working in service jobs. Would I like it if everyone could work for a high tech company with a six figure salary? Yes! Is that likely to happen? Probably not. So while we try and educate everyone to achieve we must remember that it may not be possible for everyone to have a job they are passionate about and fulfilled by.


This is where amateurism can come into place. Schools can teach individuals to engage in meaningful activities that make them whole even and especially when they are not linked to their job and profession. It can offer meaningful lives for all individuals regardless of employment.

The lesson for me is that life is about more than a job, income, and even vocation. If we want informed capable fulfilled citizenry we need an army of amateurs.


Schools can help by letting students dabble, try, and express themselves through visual art, video, and music. And this is the important part: we should do it with permission to stay happy amateurs.

Five things I want to tell parents about iPad use for kids

We have recently finished a parent survey in rural Nebraska about digital technology use. A few things became clear (though not really surprising).
1. All participants had access to the Web in one way or another.
2. All participants had access to multiple devices. The most common were smartphones and tablets with laptops a close third. Over half of the respondents had family access to 4 or more devices.
3. Email, social media, and web surfing were the three most common personal uses.

Parents also worried about device use for children:
The number one worry is inappropriate sites, social media, and interacting with strangers online (27%). A close second is the worry about how children choose to spend their time, namely overdoing device use (19%). Parents were also worried that devices will limit social interaction and creativity (11%) and will not have enough physical activity (8%).

I am a parent and an educator. Two of my kids grew up before the age of the mobile device (well they had a Gameboy) and two are living through this age of mobile digital devices.
Yes my kids have access to iPads. No, they are not addicted and they do spend time outside, in extra curriculars, and playing off line. And, like most parents I am still searching for the best way to manage a balance between device time and opportunities to learn in multiple ways. At the same time I am aware of the opportunities that the devices present to be creative, interactive, and learn about the world. Oh yes and have fun.

So here are some rules I live by:
1. Limit access to devices in both location times and a general time limit. For example we take iPads with us for car use on long trips but never on local drives.

2. No social media until we feel it is appropriate (maturity over age) and safe.

3. On iPads you can easily prevent web access and app store access so kids can't buy anything, although we do not do this. We've had conversations with our kids about what is appropriate and we do not share our iTunes password which means they cannot purchase any app without us.

4. Make it fun to do other things. For that we have to participate, digital devices are a fun alternative when you are bored BUT it does not beat a good game of capture the flag.

5. Maybe most importantly, kids do not have to use "educational apps" to learn or be creative. Many of the apps challenge kids to be problem solvers (the room anyone?), creators (minecraft), or artists. Embrace the learning!

Apple's Folly (in Education)

The news from LAUSD (see here) who is suing Apple and Pearson has made the news and is probably hurting the chances of a large district buying iPads in the near future. Apple is an iconic company and I believe that it has exceptional products that work very well in k-12  and higher ed environments. You can see my reasoning in this short YouTube.

HOWEVER

The fail in LAUSD has to do with two major problems. The first is not directly up to Apple, but instead to the partner Pearson education who offered up a not fully developed product to a large district. The second was the lack of preparation of teachers to meaningfully use iPads in the classrooms. These are common problems that are seen in a lot of tech integration including districts I work with. Adding to LAUSD and other district woes are restrictions on student and teacher uses through management software that prevents students and teachers downloading or accessing certain features. Notice that most of these problems are not directly linked to the Apple product but rather to the way it was rolled out.

It's easy to give advice, but given the PR that Apple gets from failed implementation (definitely at the scale of LAUSD), I have radical suggestions about how Apple may prevent implementation nightmares. I suggest that Apple can use its position to insist on having certain pieces part of any sales contract and be brave enough to walk away from contracts that do not include them. I believe that such an approach actually fits with the way Apple image has been projected- no compromises, we know what is good for you and will insist on it!

Remember this ad?

I believe that the same approach is needed here. Walk away if implementation is doomed (yes I know easy for me to say).

Here are the three elements that I think Apple should insist on when selling in Education:

1. Insist on a reasonable professional development for teachers that goes beyond a single event. Part of the contract needs to be a reasonable plan for supporting teachers for at least one year. This can be part of Apple services (they do it extremely well in some places) or internal to a district or school, but insisting on a funded well designed PD is a must for successful integration (and good press, and renewed contracts). We all know what it should look like (if you don't watch out for our next publication).

2. Insist on minimal or NO management software. The management software has repeatedly failed, updated and still falls short of the quick agile response that people expect from personal mobile devices. I will argue that it will never work because our expectation from mobile devices is inherently different from other devices. Students and teachers are perfectly capable of managing devices like iPads. Insist on the personal freedom to make decisions and learning to be a good digital citizens without external control (rewatch the video). I cannot express how many frustrated teachers I meet during PD that describe in exasperated tones how long it takes to use a new app that we just talked about and will take 3-4 weeks to get to them (if not more). For example an description from a teacher I worked with:

"As easy as it may sound when someone says “oh, that’s easy, there’s an app for that”, when working with public school property, it was definitely not easy to just download the apps I wanted.  After several frustrating, failed attempts at trying to download from the app store, I found out that despite having an apple ID to purchase, download, etc., from the app store, that does not carry over to School owned devices.  There was a protocol for getting an app put on a device that was owned by the district.  Unbeknownst to me there were several steps I needed to follow in order to get a single app downloaded to just one device, and there were three.  I could not simply ‘get an app’ downloaded within minutes like a personal device.  Nor could I just delete one that I didn’t like.  One of the biggest barriers so far was not being able to put the apps on the devices when I needed them. "
 

If you want teachers to use devices and give the product a good name (and repurchases) insisting on full access (even if just to free apps) would be priceless. The note to districts is always the same. If we trust teachers with the lives of 20 priceless six-year olds I think we can trust them with devices. 

3. Make a push for OER (Open Educational Resources). The device gets much cheaper when it is coupled with an excellent free curriculum. OER is on the rise and may very well be a major part of the new No Child Left Behind Act. The move to OER can also pay for the aforementioned professional development. This last bit is not a must in my mind but a strong suggestion that will help use of the great aspects of the device such as iBooks, iTunesU etc.

I love Apple products and think they have great promise in the classroom. That would be my roadmap.

Transformation

By Real Change [Public domain], via Wikimedia Commons

After two negative posts I vowed to write a positive one. This week it's easy. We concluded our semester long professional development course on new literacies integration. As each teacher shared it was clear that we have all changed.

I have to admit that taking this new path was not easy. Laurie (Friedrich) and I had constant discussions about setting clear expectations and providing support. We rejected a notion of formal point by point grading. Instead we embraced an atmosphere of acceptance and support. We were absolutely right, every participant in the class emerged as a true professional and found ways to surpass our expectations (and I am quite sure their own). In an era when teachers are devalued and de-professionalized our humble experiment showed (once again) that treating individuals with trust and professionalism leads to exceptional professional growth.

This group of teachers have put their trust in us and Laurie Friedrich and I did our best not to fail them as a group. This PD was not about grades or reaching some arbitrary standard, instead it was about each professional identifying a goal and working towards it. To be honest I think everyone, myself included, achieved more than we originally planned. Here are some excerpts from our teachers' blogs:

"Even though this class has only lasted a semester, I have learned a tremendous amount. I have pushed myself to try new things and through this process have found incorporating technology into my lessons as simple, fun, and best of all… engaging for my students! "

"I've learned to be a little more patient as I try to integrate technology into the curriculum. I'm still working to be OK with the "messiness" that comes with using new technology for the first time. No matter how much I prepare and try to anticipate glitches, new issues arise when we use an app or website for the first time. I can't let that stop me from trying new ways to enhance learning via technology."

"As I reflect over the course of the semester, I realized I have integrated more technology into my teaching than I ever have before. I now feel more comfortable trying out new technology resources with my students. Previously, I was too scared that the lesson would be a total flop or that my students would know more about computers than I do. As it turns out, I am knowledgeable, capable, and confident in teaching my students skills with the use of technology."

We included in the class graduate students who were not currently teaching. These students with varied classroom experience stepped into the breach and supported classroom teachers as they worked to integrate new literacies into the classroom. Carly is a graduate of our program who will get her first classroom next year wrote:
"This semester I learned so much about how I can integrate technology into a classroom. As I start my first teaching job in August in a third grade classroom, I am very eager to take many of the activities/ideas and the knowledge I learned and use them in my own classroom! I was very fortunate to be able to work with many great teachers this semester that have prepared me and shared many great things I can do in my classroom. I am very thankful for the teachers who invited me into their classrooms for me to observe and help out with the technology aspect of their lesson. From these opportunities, I gained confidence as a new educator."