The Day the World Changed
I did something the other day that I have never done before in my life.
I put my cell phone in my pocket.
A little background information is in order here. I’m not a phone person. I prefer to communicate by e-mail or messaging. I don’t feel a need to always be in contact. In fact, I like having times during my day when no one can find me. I tried Twitter for a few months and came away thinking “so what?” I have a Facebook page, but I mainly use it to do something called “poking” which I really don’t fully understand. I got my first cell phone when my oldest son started driving. I only turned it on when he was away from the house. Other times it was turned off and either buried in my pack or sitting at home on the kitchen table. Once or twice I ordered pizza with it.
Oh–and one more piece of important information. The cell phone I put in my pocket the other day was an iPhone 3G.
The world changed for me when I was sitting alone at a neighborhood Subway eating a tuna sub and reading the New York Times on my iPhone. I ran across an interesting article on behavioral economics–an interest of my other son’s–and I sent the article to him using my iPhone. It was later that I fully realized what I had done. I was reading the current issue of the Times in a little shop in Fairbanks, Alaska. I sent an e-mail to a student in Wyoming. I didn’t need to look for a network. I didn’t need to fuss with multiple applications on my phone. The icons and text were big enough for me to read and the buttons were big enough for me to touch. It just worked.
Since then I haven’t been able to allow my iPhone to get very far away from me. It has very little to do with the fact that it’s a phone. It has more to do with the fact that I can locate my position using GPS, fly around the world with Google Earth, look up a word that I should really know (the last one was solipsism), check the political polls, read a bit of news, check and send e-mail, look at some photos, play a movie, find out what song is playing on the radio (Shazam!), play a game or two, and even phone my family. And I can do it easily.
The implications for education are enormous. Field trips take on a whole new meaning. Emergency contacts are a tap away. Content residing on my phone can be played on a TV. I think this is the device I have always been waiting for. It didn’t take long for it to change my world.
My iPhone now resides in my pocket, always turned on. Someone might call me…
Why Blog with Post-Secondary Students?
I have been requiring my post-secondary education students to blog for the past four semesters. At first, I wanted to experiment with the medium–to see if it improved writing and communication between students and between faculty and students, to see if it could be an effective way to turn in and reflect on assignments, and to see if it led to improved awareness of and facility with other social networking tools. It didn’t take more than a semester to see that active blogging by students did all of the above and more, to the extent that now I can’t imagine not using student and faculty blogs as a main focus of my instructional process. Part of the proof? Most of the students from four semesters ago are still blogging and are in active contact with me and each other. They talk about their classroom experiences, their job searches, their personal lives, cultural issues in their area, and much more. My first task every morning is to check Google Reader (my RSS application of choice) to see if there are any new blog entries from my students. It’s something I look forward to.
From a personal and professional standpoint, there have been some unexpected benefits of blogging. I enjoy the cathartic aspects of organizing my thoughts on various topics and logging them for other educators or for my own future reference. I think I’ve become a better writer. I can collect research on topics that concern me or my students and archive those using tags and categories that make finding them later a simple process. This is exceptionally helpful when a student asks me a question like “Is there any evidence that using a computer improves writing skills?” More often than not, I can point that student to my blog for an answer and a link to the original research. My blog has become, in effect, the text for my class. I no longer require textbooks in my classes. I consciously collect and publish topics that are relevant to my instruction, and that collection is subject to review and comment by the academic community at large. It’s a very liberating experience.
Most of the faculty I work with do not use blogs as a part of their instructional design. There are many reasons for this, all legitimate and understandable on some levels. It takes time (particularly when you initially implement it), it requires learning something new, there are potential privacy concerns, etc. For some, the lack of awareness of the social networking context in general is a deterrent. Others simply may not see how blogging fits into their subject area or how it could have any value for their students.
In my efforts to raise awareness of these issues among faculty, I am on constant lookout for pedagogically sound rationales for venturing into blogging. That’s why I was delighted to run across Anne Davis’ “Rationale for Educational Blogging” from EduBlog Insights. Ms. Davis presents a clear, well-conceived set of reasons to consider blogging. I could reiterate them here, but I’d recommend visiting her blog and reading them there. The comments are also worth your time–and, they serve as a shining example of the power of communicating your ideas in a public arena.
I’d love to hear your thoughts on this topic. In fact, that’s the point…
What’s in a Name?
If you arrived here looking for iTeach – Skip Via, you’re in the right place. I’ve changed the title to more clearly reflect the intent of the site.
Some Recent Articles of Note
The beginning of each school year–whether it be k-12 or post-secondary, since my teaching activities touch both worlds–is always a reflective time for me. I think about what I can do to improve my own instruction and, hopefully, the ability of my post-secondary students to expand and improve their instructional activities in preparation for their careers. But mostly, I think about the nature of the K-12 world for which we are preparing our students. What kinds of problems will they encounter, and how might they respond.
In that light, here are a few recent articles that are worth a look by K-12 educators and those who are responsible for preparing them to teach.
One Teacher’s Cry: Why I Hate No Child Left Behind
How much control do K-12 teachers have over their curriculum? Does a “one size fits all” approach to teaching work for everyone? What will current students remember about their schooling 10 years from now?
Remember ‘Go Outside and Play?’
As an adult who very fondly remembers leaving my front door each morning, finding a couple of friends, ending up at someone’s house for lunch, going back outside and returning for dinner, I appreciate this article’s emphasis on the importance of independent, unsupervised play and exploration. There are many lessons for school experience embedded here.
A Teacher on the Front Line as Faith and Science Clash
How can a teacher who believes in the power of science to explain natural phenomena teach evolution to students who refuse to accept one of its basic tenets? A fascinating, in depth article about a teacher who truly cares about science education, and a cautionary tale for most teachers entering the profession.
12 New Rules of Working You Should Embrace Today
While this article is focused on the business world, there is much food for thought for K-12 and post-secondary educators–particularly in the areas of online collaboration and applications. Schools exist in a social context that is rapidly changing to adapt to new methods of communication and productivity. How should schools educate their students for this evolving context?
Beloit College Mindset List
It’s always a good idea to get a demographic handle on the students you are working with. Beloit’s annual Mindset List is an amusing but thoughtful glimpse at the realities of our students’ lives. Definitely worth a bookmark.
Tackling Copyright Issues with Flickr Storm
In my classroom, we deal with digital images on a daily basis. They end up in our digital videos, PowerPoint stacks, blogs, and posters. My “Teaching with Technology” students are required to have Flickr accounts to organize and share their photos, and we spend a lot of time learning how to resize and repurpose images for different media.
A couple of well-chosen search terms entered to Google will return a plethora of images on any imaginable topic. And therein lies the problem; it’s so easy to find the images that we want that we tend to forget that every image published on the web is copyrighted. In order to legally use that image outside of the classroom, we must have permission of the copyright owner.
As a teacher of teachers, I feel doubly responsible about modeling the right behavior for my post-secondary students. I need to make sure that my teacher candidates know the copyright ropes so that they can properly instruct their students when they become teachers. That’s why I love Flickr Storm.
Flickr Storm is a web-based service that allows you to search Flickr for photos by license. The key is to use the Advanced menu for all of your searching.
When you click the Advanced menu link, you are presented with a drop-down menu with a choice of license types. The majority of photos posted to Flickr are licensed under the “Attribution” agreement, meaning that you can use the photo in a commercial or non-commercial project as long as you give credit to the copyright owner.
There are many other nice features of Flickr Storm. The attribution URL is clearly shown so that you can copy/paste the attribution information into your project. You can create an online library (a “tray” in Storm lingo) of found images on a topic with a URL that you can share with others if you want.
Using Flickr Storm for searches helps me call attention to copyright issues with my students, provides them with a rich source of usable images for their projects, and gives credit to the copyright owners for their work. It’s an essential element of working with digital images.
Does Schooling Still Have Value?
“I’ve never let my school interfere with my education.” -Mark Twain
I’ve been aware of the concept of “disintermediation” since reading Donald Tapscott’s Growing Up Digital in the mid-90s. Essentially, disintermediation refers to the elimination of the proverbial middle man in a supply chain. As an example, consider what has happened to travel agencies since the advent of digital technologies. Airlines found that they could save considerable money by selling their tickets electronically directly to customers instead of paying travel agents to sell tickets for them. Travel agents became irrelevant to the process of buying tickets, forcing them into one of two choices: close up shop, or figure out what kind of value they could add to travel that customers would be willing to pay for. The mantra for disintermediation is this: “If you don’t add value to a process, then you’re only adding cost.” If you’re only adding cost, you’ll be quickly disintermediated.
Over the years, I’ve given much thought to the idea of disintermediation with regard to K-16 education. I think it makes sense to apply the disintermediation mantra to schools. We should constantly be asking ourselves which processes contribute to the value of K-16 education and which processes only add cost. True introspection might reveal some shocking answers. For example, elementary school teachers bristle at the suggestion that they are babysitters, but in truth one of the values that K-6 education holds for most working parents is child care. If you don’t believe me, try shortening the length of a school day one day per week to provide professional development to teachers. Parents will not allow it.
In education, we do many things because, frankly, it’s what we’ve always done. We make high school students start school at 7:00 am even though research clearly shows that older adolescents are not morning people–a fact that will come as no shock to most parents. We build schools with multiple closed classrooms and few large or flexible spaces because a class has 25 students and one teacher…right? Schools are probably one of the few institutions that look today much like they looked 50 years ago, despite the fact that very few of the social structures, methods of communication, or technology tools that exist today were around even 10 years ago.
My interest in disintermediation was again peaked by a recent article on OpenEducation.net (Higher Education – Dangerously Close to Becoming Irrelevant). While I do not necessarily agree with every point made in the article, I immediately welcomed another opportunity to look critically at what I do and why I do it and, most importantly, whether or not it is relevant to the effective education of my post-secondary students.
A citation from Dr. David Wliey immediately caught my attention:
Consider Wiley’s description of the typical college classroom experience.
“Students are inside a classroom (tethered to a place), using textbooks and handouts (printed materials), they must pay tuition and register to attend (the experience is closed), talking during class or working with others outside of class is generally discouraged (each student is isolated though surrounded by peers), each student receives exactly the same instruction as each of her classmates (the information presented is generic), and students are students and do not participate in the teaching process (they are consumers).”
My first reaction was that this pretty well summarized my high school experience in the 60s and is largely accurate in that context today. My second reaction was “Haven’t we learned anything yet?” The reality is that digital information tools and ubiquitous access to information and to collaborative learning tools long ago smashed that monolithic model in most businesses and social institutions, but for many (most?) schools the older models of instruction still prevail.
Again quoting Wiley, the unnamed author provides a potentially more relevant contrast to the old instructional model:
“From her dorm room / the student center / a coffee shop / the bus a student connects to the Internet using her laptop (she is mobile), uses Google to find a relevant web page (a digital resource which is open for her to access). While carrying out her search, she chats with one friend on the phone and another using instant messaging to see if they can assist in her search (she is connected to other people), she follows links from one website to another exploring related information (the content is connected to other content), she quickly finds exactly the information she needs, ignoring irrelevant material (she gets what is important to her personally), and she shares her find with her friends by phone and IM (she participates in the teaching process).”
Sadly, this model happens entirely outside of the context of a classroom. What is the potential lesson for us as K-16 educators?
Basically, I think it is absolutely incumbent on educators at every to critically examine what it means to be a student in our classrooms. What is the value of being in my classroom? Are there ways that I could add greater value to the process of educating my students, particularly with regard to the time they spend with me in class? How much time do they really need to spend with me in class? Assume a class period of 60 minutes. If I have a 45 minute lecture and expect a 15 minute discussion, would it be better to podcast that lecture, assign it to students before class, and use the entire 60 minutes together for discussion and extension activities? Apply the disintermediation mantra–are you adding value, or are you only adding cost?
Let’s put ourselves in the place of the travel agents alluded to in the first paragraph. We may realize that our business model is toast and that changes need to be made, or we may hold on to that model until we become completely irrelevant to the process of travel. In the first case, we need to rethink every aspect of our business, figuring out which elements provide value to our customers and which elements are merely costing us money. We then need to develop a model that is relevant to our customers’ needs, and we need to continually reapply the disintermediation mantra to assure that we remain relevant over time.
Or, we can continue to do what we’re doing until the last few customers leave for a travel service that meets their needs.
A Tantalizing Tabblo
Over the past three semesters, my education undergraduate students have been working with Panraven, a compelling and interesting web site that allows users to create, publish, and even print online storybooks. We have used Panraven to create sense-of-place projects with an eye toward using Panraven as a K-12 classroom tool. My students’ reactions to using Panraven–expressed personally and through their blogs–have been remarkably similar. While they love the final product–a nicely-formatted online storybook–they consistently struggle with Panraven’s many frustrating limitations and apparent beta bugs. Among those:
- Upload of images is frustratingly slow and often hangs in progress, requiring a browser restart and loss of work;
- Dragging images from the media folder to a project sometimes simply doesn’t work at all, again requiring a restart;
- Text boxes cannot be resized to accommodate more (or less) text than will fit in a given box;
- Images are fixed and cannot be moved around on a page to facilitate creative layouts;
- Viewing storybooks online seems inordinately slow, even on a fast campus-wide network.
For these reasons, most of my students reluctantly conclude that Panraven is not a reliable classroom tool, particularly for younger elementary students. The final product, while very compelling, is not worth the potential frustration of using the tool in a K-12 setting.
That’s why I was thrilled to be directed by a colleague to Tabblo (pronounce it “tableau”). Like Panraven, Tabblo creates online storybooks. (It also creates comic books and posters up to 24″ x 36″, but that’s another blog entry.) Unlike Panraven, however, uploading images is very fast. In fact, in my side by side tests on the same computer using the same network, Tabblo uploaded images many times faster than Panraven. Tabblo never hesitated to upload properly, and dragging photos into a story within Tabblo worked perfectly each time I tried it.
Viewing storybooks online is also much faster than with Panraven. Turning a page in Tabblo produces a pleasing”page curl” effect (which works forwards or backwards at both the top and bottom corners of a page) and there is no noticeable delay in loading the next page as there is with Panraven. On the other hand, Tabblo stories appear much smaller on a web page than do Panraven stories (which give you the option of enlarging the display if you want), making captions or small text difficult to read. If there is a way to enlarge Tabblo books, I have not found it yet.
Creating layouts in Tabblo is a breeze, and, while you can choose from a variety of preset layouts, the author is afforded complete control over the placement of images and text boxes on any page. Pictures can be moved from one place to another on a page or dragged off the page and stored in a virtual lightbox for use later. Text boxes can be any size and can be resized easily. It’s simple to insert new pages or delete unwanted pages. And–these actions happen quickly, with no discernible delay in execution.
Tabblo doesn’t win in every category, however. Panraven allows you to embed your stories into a blog, wiki, or other web page. I like this feature very much. Tabblo generates code that “simulates” embedding (that is, it places an image of the storybook cover in your blog), but that image is in reality just a link to the Tabblo web site. It would be wonderful if Tabblo allowed true embedding of projects into web pages.
Below is a test story that I created with Tabblo. Notice that the captions are difficult to read. I cannot find a way to increase the text size in the captions.
Even so, it looks like I am going to have to change my fall semester syllabus. We’re moving to Tabblo as an alternative to Panraven.
