Watertown 1 to 1

The new MacArthur Foundation study is, as Will Richardson says, a “must read” for all teachers. As a tease, here are the salient points:

There is a generation gap in how youth and adults view the value of online activity.

• Adults tend to be in the dark about what youth are doing online, and often view online activity as risky or an unproductive distraction.
• Youth understand the social value of online activity and are generally highly motivated to participate.

Youth are navigating complex social and technical worlds by participating online.

• Young people are learning basic social and technical skills that they need to fully participate in contemporary society.
• The social worlds that youth are negotiating have new kinds of dynamics, as online socializing is permanent, public, involves managing elaborate networks of friends and acquaintances, and is always on.

Young people are motivated to learn from their peers online.

• The Internet provides new kinds of public spaces for youth to interact and receive feedback from one another.
• Young people respect each other’s authority online and are more motivated to learn from each other than from adults.

Most youth are not taking full advantage of the learning opportunities of the Internet.

• Most youth use the Internet socially, but other learning opportunities exist.
• Youth can connect with people in different locations and of different ages who share their interests, making it possible to pursue interests that might not be popular or valued with their local peer groups.

“Geeked-out” learning opportunities are abundant – subjects like astronomy, creative writing, and foreign languages.

Here are a few links:

MacArthur Foundation Web Site

Living and Learning with New Media: Summary of Findings from the Digital Youth Project

30 Page White Paper

Wayne Gretzky, whom some say is this greatest hockey player of all time, was asked a question many sports greats are asked: “How do you account for your excellence?”

Gretzky’s response was simple, yet profound. He allegedly said, “I skate to where the puck is going to be, not where it’s already been.”

Call me Pollyanna but I think we should teach like Wayne Gretzky skates. In spite of looming changes* in student access to technology here at Watertown Senior High, we still need to remember that the working world and our democracy need people who (among many other things):

• Are capable of self-directed, independent learning
• Are creative in their approach to problem solving
• Can use networks to learn and collaborate
• Are digitally literate

Digital literacy is seriously complicated. But in simple terms it starts with the obvious - our students need to be able to read and listen. Beyond that, they need to be able to make sense of numbers, maps, words, pictures, video etc. They also need to be able to distinguish between valid and invalid material that is internet based.

I think that the frustration that I and so many teachers feel these days is that what we should be doing in education seems to be a moving target.

Think of that target as a puck. And then think of Wayne Gretzky.

*Note: Due to repair issues with our current Gateway/MPC laptops, freshmen and sophomores will no longer be able to take their laptops home.

I was sitting in front of one of my computers yesterday afternoon and I accidentally activated the built-in camera and my own face stared back at me. The person I saw looked very tired.

I have talked to over 30 teachers in our school this week about a variety of issues and I have noticed that some the teachers look as tired as I looked yesterday. We’re certainly in need of a break.

In the rush of things, especially given the stress of trying to do good work, we sometimes forget to count our blessings. I just wanted to say that among the many blessings I enjoy, I would put the staff of Watertown High School high on the list.

I enjoy the conversations, the laughter, the questions, the willingness to share, and the willingness to learn I see every day. I’ll bet the teachers see this in their students, too.

Yesterday morning I was in a colleague’s class to help him set up a blog for his students. Later, I got an email more powerful than most I have read lately. In the most simple terms he said, “Thanks. What a gift today has been.”

I don’t think I had much to do with his success yesterday. But, yes, what a gift yesterday was. What a gift all of our days are. And what a gift the people I work with are to me.

I hope you have a relaxing yet energizing Christmas.

A teacher walked into my room yesterday and, without any prompt from me, said, “You think I’m a dinosaur, don’t you?”

“What do you mean?” I asked. And he went on to say that the session I hosted about social networks and the seminar I held on millennial learners imply that the “tried and true” teaching methods some have been using for decades are somehow outmoded.

I explained to my colleague that I never intended my presentations to be taken as personal criticism. I politely explained that studies and personal observation suggest that the teens in our classrooms today are in fact different from those who were there 10 or 20 years ago. But are the adults in the same classroom dinosaurs? I don’t think so.

First consider this about the dinosaurs. T-Rex, the king of the dinosaurs, roamed the face of the earth for around 20 million years. Twenty million years isn’t too bad! Maybe classroom teachers will be as lucky. More importantly, however, there are fundamental differences between humans (of whom teachers are a subset - contrary to what some students might say) and dinosaurs.

I’ve read that climatic changes caused the extinction of a species that couldn’t adapt to change. But humans are amazingly adaptable. We can live and reproduce in the harshest, most varied environments imaginable. We can walk on the surface of the sun-cooked moon and swim with the manta ray in the ocean deep. We can even carve out fairly productive lives on the snowy plains of South Dakota.

What evidence do I see of teachers in my school adapting to the learning styles of the so-called millennial learner? Consider my friend the history teacher (renowned for his abilty to make history a story that his student want to hear) who provides time for collaborative movie making projects. Or consider the English teacher (who defends a teacher-centered classroom lead by a wise and learned instructor) who has his students creating wikis on novels and short stories. Finally, don’t forget the teacher who has her students using Ning to create a social network centered on Romeo and Juliet. Each student has created an alter ego based on a character in the play. There is even a “I Hate the Capulets” network that some of her students have started.

These are just a few of the many examples I’ve seen in the last two days. No, we aren’t dinosaurs. We are adapting. But the adaptation isn’t accidental and its not happening because I or the administration is imposing it. I think its happening because teachers want to be better teachers. I doubt dinosaurs thought much about self-improvement.

One last thing to consider about the dinosaur: their evolutionary descendants today are the birds. So the songbirds I hear on a quiet summer morning, the beautifully colored tropical birds that inhabit the tropics and all the other birds that soar above the earth are what became of the dinosaurs. There’s a metaphor in all of this, I think. Maybe you can find it.

Last night I hosted our first “Thursday Chat.” We have had few colleagial discussions about the technology we are using and I wanted to provide a forum. Present at the discussion were 7 educators and (to my great surprise) 4 students. The students are members of my Student Laptop committee.

The general topic was the young South Korean student who used his cell phone to get answers for his math assignments and our discussion was open and friendly. Is the Korean student making clever use technology and his social networks? Or is he cheating? We talked about this for an hour. I don’t know if the participants felt that it was an hour well spent or not - I hope to find out today. I certainly enjoyed the opportunity.

For me, however, the most intriguing exhange happend 5 minutes into the discussion when one of the students said,

“I don’t use Facebook to cheat. But I do use it to get help on my homework.”

The teacher sitting next to her said, “What’s facebook?”

And it occurred to me that one of the problems in a 1 to 1 laptop program is what I will call the “New Digital Divide.” The “Old” digital divide is the gap between the haves and the have nots. About 40% of American school children don’t have computer access at home. The digital divide is one of the arguments offered in our city for becoming a 1 to 1 school. Now all of our students have a computer all of the time.

The New Digital Divide is the gap between a teacher’s understanding of technology and and his or her students’ understanding. And I think the gap needs to be closed.

I have tried to educate my fellow teachers on the learners that fill our halls and rooms every day. I held an information session on social networks a couple weeks ago. I even showed those present what facebook looks like. For many, it was the first time they’d seen it.

Earlier this week, I held a sessions on the millenial learner. I’m not sure how cogent my presentation was but my goal was to get teachers to think about the possibility that their teenaged learners learn differently than they do.

A majority of the teachers in our school who didn’t attend no doubt had good intentions. When I was in the classroom, preparation, grading and working with students were always my priorities.

I fear, however, that there was something more keeping people from attending. Consider this comment from a colleague: “What’s with all this talk about the learner? When are you going to present something I’m interested in? When are you going to teach us something practical?”

Frankly, I think this teacher is very interested in the learner but I also think that he thinks his students learn just like he did. I also think his use of technology is in some ways much less sophisticated that of his students.

Who’s at fault for the New Digital Divide? Finding fault isn’t the issue. The issue is: How do we close the gap?

I was at an Apple training seminar yesterday in Sioux Falls and for a moment my interest waned and I went online to check my my school email and my favorite blogs. And the first thing I came across was this entry at Will Richardson’s Weblogg-ed. (Oh, and yes, I was multi-tasking!)

Because I figured it was worth thinking about, I shared it with the WHS staff. I said, “If I haven’t said anything lately to make you grumble, maybe this will do it.” This morning, when I checked my school mail, I had 10 responses. I would like to share excerpts of some here:

Actually I have decided to go to all-cell phone performances. I no longer lecture, I just put all my class into a conference call, then text message the information they need. It deals with the millennium learning styles and saves me lots of work time - text messaging id far more efficient than speaking over the phone. Hopefully I will literally be “phoning in” my work day soon.

Why the revolution of the child now - why after centuries of saying “your new ways are not better” have good thinkers now acquiesced? Would Richardson have said in the 60’s-70’s that the kids are correct, expanded consciousness is the key to learning be cause they all want to get high? Why is what my dad called not paying attention, now called multi-tasking? I’m not sure that kids are that much different - they are just winning the war of spin. Did I, the TV generation, get all my formal lessons given on TV to “match my learning style,” or did responsible adults recognize that TV will rot my brain and limit my access to it and make me develop my weaknesses?

Saying what “is” must only be the first step; we must also ask if it is “right.”

“The unexamined life is not worth living.” I read that on a Google quote page, so it must be true.

SO

And . . .

I don’t just sit at my desk and wait for your emails to appear as it may now appear - but WOW that article was thought-provoking !!

SO just think - if we would focus less on teaching what is at everyone’s fingertips and focus more on HOW to ACCESS and SAFELY use what is now available - what a different purpose we would have - still the purpose to educate in our areas - but educate so much more effectively??

Some will appropriately argue that we still need the basics to be able to access this info - TRUE - and then there are those who can’t AFFORD this “at your fingertips info” -PERHAPS - but here our students CAN - hence the laptops -

You know - that comes back to a theory that we have thrown around for some time now in education - isn’t it the LEARNING how to LEARN that is so important rather than JUST FINDING THE Right ANSWER - not choosing A or B, but understanding WHY? Goes back to the importance of PROCESS, I believe - learning a process and doing it well - here - the process of USING what is now available to us to access more quickly - learning what is REAL in this WIDE WORLD OF INFORMATION AVAILABILITY and WHAT is just BULL that we need to ignore - CHOICES - ah - still making choices and decisions - still solving problems - just using a gazillion more resources - can that be bad if we are still teaching our youngsters - just teaching them the PROCESS of HOW to safely sift through the garbage and find the answer - ??

Our we trying to teach our children everything WE know or how to find what THEY need to know? Hmmm. . .?

AB

And . . .

I love this because it is my philosophy. Use your resources!!!!! I don’t learn how to create from teachers anymore. I google. I tutorialize myself. I refer to blogs. And yes. I call my guru friend who is a behind the seen programmer for a major SQL company.

Just because I didn’t learn it from a teacher or a text book doesn’t mean I didn’t learn. In fact, I am tired of learning things that don’t apply to what I am doing. If teachers can’t teach me what I want to learn I will learn it my way.

CF

Or . . .

Did you see this in the posts?. . .
“On monitoring, I would just say watch all the teachers listening to a presentation in a computer lab room and tell me how many aren’t checking their email. But it is possible for a well-designed assignment to keep students (and teachers) sufficiently on task so that monitoring wouldn’t be necessary.”

Interesting isn’t it - that we expect silence in our rooms - no one is to be working on anything except listening to us chatter on - YET in the in-service just yesterday - laptops were aglow and conversations aplenty as you and Mike were presenting!

Kind of different topic:
One young lady sincerely asked me the other day - “why can’t we email or use facebook in classes?” I didn’t really have much of an answer other than - “because then you are distracted and you won’t be listening to me or doing the work for this class” - GREAT ANSWER, TEACH!! NOT!! Her response was this - and I have been thinking about it A LOT lately - ” I am a great multi-tasker; I work best when I am doing several things at once! That is how I do my homework when I am not in school and it is easier for me and more fun!” And I thought to myself - very true, very true - I do it myself all the time - my two girls do it successfully at home - type a paper or research something while chatting, working on facebook, talking to me, reading text from a book - ALL AT THE SAME TIME and they are getting 4.0’s!!!!!! So my GREAT response after this student’s response was “I don’t know - we will have to work on it” - That was a mind blowing response - bravo, Mrs. Bach!!
But since then I have been so TEMPTED to let the kids email and work on facebook and be NORMAL in my room - because I know that they can! Granted - there are those who just are not responsible enough to handle that - but couldn’t we use that as a reward?? Suitable grades = you get the privilege of multi-tasking while doing your work in my classroom. Think of how our 90 minute BLOCKs of time would then be broken up by the individuals themselves - even some of my lowest level kids would LOVE this and I think would truly work to keep the privilege available - I don’t know - I just see so many possibilies - I feel we often keep our brightest possibilities dimmed because we are afraid of what a few of our less responsibles will do ????

I really believe our kids can handle the multi-tasking - MOST of them anyway - I am not sure the rest of us can or may even want to??? Maybe for a day - I will throw caution to the wind and let the kids run wild on their laptops while working in my class - and then I will run down and UNLOCK all the hall doorways!! That will be the day right after I win the lottery and no longer need my paycheck! :)�

Another one from AB

And finally (for now)

And another thing…

Why continue to promote the consumer mentality of these children? Why make them see themselves as only “users” of resources (and I consider internet information a resource)? Why not make US students the producers? If all I ever do is use, how will I create? The child in the article only consumed another child’s work/answer. The other student I see as a producer of knowledge - he made something and was paid for it. Of course as “customers” students SHOULD look for the best deal in achieving any end. They didn’t call themselves “customers” we did that.

All this ties into my biggest objection of “this generation,” they are lazy. They have a poor work ethic. The idea of just getting someone else to do what needs to be done, not internalization of responsibility, will be the end of society. I don’t even say that as hyperbole to make a point; I believe it.

Now I’m all wound up again.

SO

In October I set up an information booth at our 1st quarter midterm conferences with the hopes that parents might stop by with questions and comments. I didn’t have many customers that night but one parent inadvertently taught me something that has changed my thinking and which had added to the mission I and others need to undertake in implementing 1 to 1 computing programs.

On that night a mother approached me and asked, “Do you want to know what I think of the laptops?” I could guess from her look and tone that she didn’t like them.

I said, “What do you think?”

She said, “They should be elminated and I’m thinking of taking up a petition!”

“Why?”

“Because they have ruined our family - before the laptops, my daughter used to watch TV with us. Now she goes to her room and plays with her computer.”

What followed was a conversation about how parents might manage this portable technology in order to remain in control of their family.  More importantly, I realized that if one parent felt helpless and frustrated about the laptops, there were probably many more.

And so this past Monday I presented to parents on internet safety and on simple things that parents might do so that “their families aren’t ruined” by 1 to 1 computing. This audience was small, friendly and largely grateful (I think). And I believe that most agreed with my assertion in my introduction. I said that parents need to learn about internet safety and home management of technology early in the school year, not on the first Monday after Thanksgiving.

Because 1 to 1 initiatives explore largely uncharted territory, there are many things for teachers, managers and technology leaders to learn. If you are reading this and you are considering a 1 to 1 initiative, be sure that your technology plan includes a heavy dose of adult education. I hope to take an improved and an expanded version of Monday’s presentation to a larger audience. We know that parents can be important allies in what we do in education. So don’t forget them in your laptop initiative.

As technology integrationist, I am inclined to be frustrated from time to time. To me, the word “progress” means that teachers are using technology in powerful and creative ways and that they are working to further their understanding of both the technology and their students. Why the frustration? I’ve found that progress is hard to measure. I’ve also found that when progress happens in education, it happens slowly. We seem resistant to change and I see evidence of this all the time.

I am presenting on 5 topics between now and Christmas. All staff are required to attend 3 of the 5 sessions. Yesterday, I presented to about 25 members of our staff on social networking. I have come to believe that if our 1 to 1 initiative is going to work, we need to understand our learners better. I also believe that once we understand our learners better and understand their needs, we will realize that we need to change the way we teach.

So I start with social networking. But before I even begin, I get an email from a long-time colleague who asks,

Could teachers be asked about what topics they want to be a part of?? A few topics on your list don’t get me as excited as they do you. (and don’t take that as a personal attack)

I respond to the author and to the whole staff,

Obviously, I care about what teachers would like to learn as much as you probably care about what your students would like to learn. But, as you know, educators have concluded that there are some things all students (willing or not) should know. That happens to be my premise for four of the five sessions that are offered. I believe we all care about the social networks our students inhabit, the way 15 year olds learn and what 21st century skills young people should have. But we could no doubt learn more.

I’ll let you in on a something that shouldn’t be a secret. I think we will begin to use technology better when we understand our learners better. That’s why we should improve our understanding of social networks and the so-called “millennial” learner. Internet safety? Windows movie maker? Classroom management? Why not?

I’m not at all offended by this question but it’s clear that some aren’t interested in learning about the 21st century learner.

The 6th time I present is 4th block and it is my biggest group. I am pleased to see people present who haven’t been present in my room for close to a year. But, I remember, this is a captive audience and a captive adult audience is a little unnerving. One teacher comes in late and seems grumpy. Overall, however, the teachers are attentive and have good questions. I think I am making progress.

I am in the middle of talking about how this generation communicates (cell phones, facebook, blogs, email) and one teacher says, “I can’t tolerate students who will send me email but who won’t talk directly to me!” (this is a paraphrase of his comment). I say, “You help me make my point - they are differently than we are. We need to try to understand this.” I’m not sure he believes me.

I woke up at 2 am thinking about yesterday and my occasional frustration. My mission is to help teachers integrate technology into their teaching. But the technology should only be used to augment the teaching. And the teaching should be centered on problem solving, collaboration, and creativity, to name a few. Of course, we need to learn factual things. But if all teachers do is talk, pass out worksheets and then give multiple choice tests, we really don’t need laptops, do we?

I guess that what it comes down to is that I think I’m foolish to believe I can quickly change how things are taught. Like our legends and myths, our pedagogy has been handed down from generation to generation. Its the only thing we know, and, to many, it has become sacred. And, in many ways, our pedagogy is institutionalized.

Once and and while, I yearn for my own classroom because I crave more tangible results. But then I visit with teachers and students and see that things are changing. But change happens slowly and those trying to lead change need to maintain their convictions and they need to be patient and realistic in what they expect.

I am in my early 50s and when I say “facebook” to most people my age I get a limited set of responses. One response is the blank look. The look says, “What’s that?” A more common response is the frown and then: “Facebook is bad,” “internet predators,” or “waste of time and frivolous.”

Because I am convinced that older adult approbation won’t make facebook, MySpace and other internet-based social networks go away, and because I am convinced that most people of all ages are inclined to criticize and fear things they don’t understand, I have been spending time learning about the new social networks young people inhabit. I have also joined facebook. And it’s been an interesting experience.

After 48 hours of membership I now have 30 friends! For someone who is inherently shy and somewhat reclusive, that’s pretty good, though that number pales compared to the 100s of friends some people have. Also, in the last two days I have “talked” to former students whom I haven’t “talked” to since the day they left my class. I have also “talked” to someone I’ve never met but who is an occasional contributor to the Fodors European Travel Forum I check up on every day.

Most importantly, in the last two days I have gained valuable insight into the world our students and former students inhabit. As an educator, I think we gain by learning as much as we can about the learner. I also think that savvy teachers can use a young person’s inclination to network through internet-based tools to their advantage.

Incidentally, for a simple explanation of web-based social networks, check this out:

After a bit of a break (3 months?) its time for me to revive this blog. And my first blog entry of the new school year is an email message I sent out to the staff. Perhaps you’ll get some insight into our growing pains:

The phone rings. I answer.

Me: “Good morning”
Caller: “WebCT. . . .”
Me: (finishing the sentence) . . . isn’t working so well.”
Caller: “Right.”
Me: “I’m aware of that and it is being looked into.”
Caller: “I want to throw my computer against the wall.”
Me: “Please don’t. Put the computer down gently and step back. Help is on the way.”

I can hear the frustration and doubt in his silence, then . . .
“OK.” and he hangs up

The phone rings again:

“Good morning.”
“Campus. . . ”
“. . . isn’t working so well?”
“Yes”
“I’m aware of this and it is being looked into.”
Silence
Me: “Have a nice day.”
Caller hangs up

And So It Goes

This morning I don’t have any real updates yet, though I am hoping to get one as soon as I can. Two weeks ago I could joke with you about being patient and I might get a chuckle. Today I wouldn’t dare use the “P” word.

Here’s What I Know

When the technology isn’t reliable, teachers don’t use it. When teachers don’t use it, my mission as technology integrationist is derailed. I am seriously frustrated and so are you. But let’s not let the frustration be debilitating. You keep teaching and I’ll keep trying to help you with the technology. That’s all we can do. I can tell you that the tech staff is working hard to keep this system running and to solve the problems we are having.

My Outside Sources Tell Me

Someone said that someone said that a high school teacher said that “none of the technology is working,” “things are a total mess,” and “we should abandon the laptop program.”

Gee. Really? I don’t think any of these claims is valid. But, because this is America, I can’t tell the staff not to tell people in the public what they think. However, I would ask the critics to consider the damage they do when they exaggerate our problems and spread them outside our building.

The laptops are here to stay. The incredible power of 24/7 1-to-1 computing grows every day. Student and teacher use of laptops is revolutionary. But like other revolutions, conservatives are bound to oppose their use, and even those leading the revolution don’t always know exactly where every facet of the revolution will lead. But look where the American Revolution got us. Not bad at all!

Something Positive - - Please!

I’ve got a $5 Starbucks card for the 10th person who sends me email telling me something you have done with laptop technology in your classroom that works. (No phone calls please.)

As always, I am impressed with the high school staff and I tell anyone who will listen what a great team of professionals we have and how lucky I am to get to work at this school. I hope you feel the same way.

Have a productive and engaging day!

Overwhelmed

I was overwhelmed with positive emails yesterday morning. It was good to know that many things are working and that they are being used.

Incidentally, you should know that when I use the word “conservative” in the context of the revolution that we are experiencing in our school, I am not using it as a political label (i.e. Republican). I am using it in its original sense: “one who wants to maintain the status quo.” The status quo that some crave existed four years ago so those folks would really be reactionaries.

I know European history well enough to know that years after a revolution there are still people who get misty eyed over things like kings and queens, social privilege and maybe even the good old days of chalk boards and 8mm projectors.

Confucius said: “It doesn’t matter how slowly you move so long as you don’t stop.”

What do you think about all of this? I’d like to know

Please Note: This is a moderated blog which really means that your posts won’t appear immediately. So please be patient. (Oops! I just used the P word.)