Does this 19th century engraving show the perfect learning situation? Alexander had no iPhone, no laptop; Aristotle used no PowerPoint, no grading machines, not even a chalkboard. Have we come a long way, or is this a measure of how far we’ve fallen? “Aristotle and his pupil, Alexander (c. 340 BCE)” (original source?)
David Warlick‘s blog serves up a lot of stuff to make teachers think (cynically, I wonder whether education administrators can be shoved into thinking at all . . . but I digress).
David Warlick, in a taxi in Shanghai, probably off at some education conference or other.
Recently he pondered his own son’s use of several different kinds of media at once. In a longer discussion that would be worth your while, someone asked, “Has the nature of information influenced the emerging ‘appropriate technologies’ like the digital learning object called an iBook?” David responded:
My knee-jerk response is, “Not nearly enough.” This current push toward digital textbooks, urged on by our Secretary of Education, concerns me. I worry that we’re engaged in a race to modernize schooling, rather than a sober and thoughtful imagining and designing of learning materials and practices that are more relevant to today’s learners (ourselves include), today’s information landscape and a future that has lost the comforts of certainty, but become rich with wondrous opportunities.
What I enjoyed, though, about my experience in publishing an iBook was learning to hack some features into the book that were not part of Apples general instructions for using their publishing tool. This is the ultimate opportunity of digital learning objects and environments, that they can be hacked into new and better learning experiences by information artisans who see what’s there and what it can become.
In a cynical mood, I commented on an earlier statement Warlick made, about how technology has changed the education landscape:
“… we live in a time of no unanswered questions.”
BUT:
1. The internet and especially portable devices have exponentially increased the probability that difficult questions will be answered incorrectly.
2. For teachers, no longer is it possible to ask a simple, factual question as a teaser to get students to search for the answer, and thereby learn something deeper along the way. Portable computer devices present one more non-print medium in which education appears to be abdicating its duties, and the war. (We missed radio, film, television, recorded television, and desk-top computing; now we’re missing portable devices.)
Legendary AP calculus teacher Jaime Escalante; pencil, paper, chalkboard and chalk, maybe a slide rule, made up his technology kit. Photo: Wikipedia
3. No question goes unanswered, but what is really rare is a question that is worth answering; even more rare, that good question that can be answered well from free internet sources.
Darrell’s Education Technology Corollary: When administrators and policy makers tell educators (especially teachers) they wish to utilize “new technology,” they mean they want new ways to figure out ways to fire teachers, because they don’t have a clue how technology can be used in education, nor have they thought broadly enough about what education is.
Darrell’s Education Technology Corollary Corollary: When a teacher effectively uses technology in a classroom, it will be at the teacher’s instigation, the teacher’s expense, and administrators will get revenge on the teacher for having done so.
A couple of weeks later, my cynicism is growing. I’m warning you, teachers, you adopt new technologies at your risk, often — especially in some school districts like Dallas ISD.
But if education is to improve, this experimentation by teachers must continue. So teachers slog on, under-appreciated and often opposed in their attempts to fix things.
Someday a school system will figure out how to unlock teachers’ creativity, knowledge and skills. Not soon enough.
Teacher in primary school in northern Laos. Photo: Wikipedia
(Can someone explain to me how Warlick’s blog, with much better stuff than I do here, gets fewer hits? Teachers, not enough of you are reading broadly enough.)
Perhaps one of the bigest and most listened to advocates of using infographics and data vis in the classroom is Diana Laufinberg, from The Science Leadership Academy. Diana, a History teacher, is a long time user of geographic information systems (GIS). She has recently, however, started helping her students to create their own infographics from complex issues that are part of her course of study and/or part of current events.
It’s a great idea, but I didn’t even dare think it possible
We’ve had blackboard paint for at least a century. Teachers at our school sometimes paint their closet doors, or part of a wall, to use as a chalkboard.
Lowe’s carries IdeaPaint, the stuff displayed in the graphic above. It isn’t as cheap as other paint, but compared to the cost of a whiteboard, it’s pretty good. RustOleum manufactures a version available at Home Depot and other outlets. It’s advertised as cheap as $20 per kit online, but runs as high as $40. One kit covers about 49 square feet (7 feet by 7 feet). I’ve found at least five different manufacturers of the stuff, with different features.
I haven’t calculated prices (at about $3.25/square foot), but there are also dry-erase skins which can be applied to any wall — with the added advantage that the product claims to be erasable for virtually any marker, including Sharpies® and other permanent markers. One manufacturer offers skins in clear, to allow underlying paint colors to show through, and white, and says it will match colors on a whole-roll basis (pricey, I’ll wager).
Uses for math and writing should be obvious — think about those mural-sized wall maps in a geography or history class, covered with clear, dry-erase paint . . .
Wouldn’t it be great if school districts had architects, or instruction coaches, who knew about this stuff and could help us keep up in the technology and tool wars/sweepstakes?
More, resources:
Dry-erase painting at Charlestown (state? Massachusetts?) schools:
Case study from Milford High, Milford, Massachusetts
Case study, Dever-McCormack School, Boston school district
Evernote software teams with IdeaPaint . . . look at the video
Northern Light Productions made the film for the “Canyon Visitor Education Center in Yellowstone National Park. The film offers a compelling overview of the ‘big picture’ geology that has shaped and continues to influence Yellowstone and its ecosystem.”
Big picture geology? How about making this film available to schools to talk about geology, geography, and history?
Yellowstone National Park annually gets about three million visitors. Yellowstone is one of those places that ever American should see — but at that rate, it would be more than 100 years before everybody gets there.
We need good, beautifully shot, well-produced, interesting films on American landmarks in the classroom.
How do we get this one freed for America’s kids, Yellowstone Park?
Appearing to be aware they are losing the battle of the classroom to real science, creationists have taken a sneakier way to undermine science education. P. Z. Myers explains:
A lot of people have been writing to me about this free webgame, CellCraft. In it, you control a cell and build up all these complex organelles in order to gather resources and fight off viruses; it’s cute, it does throw in a lot of useful jargon, but the few minutes I spent trying it were also a bit odd — there was something off about it all.
Where do you get these organelles? A species of intelligent platypus just poofs them into existence for you when you need them. What is the goal? The cells have a lot of room in their genomes, so the platypuses are going to put platypus DNA in there, so they can launch them off to planet E4R1H to colonize it with more platypuses. Uh-oh. These are Intelligent Design creationist superstitions: that organelles didn’t evolve, but were created for a purpose; that ancient cells were ‘front-loaded’ with the information to produced more complex species; and that there must be a purpose to all that excess DNA other than that it is junk.
Suspicions confirmed. Look in the credits.
Also thanks to Dr. Jed Macosko at Wake Forest University and Dr. David Dewitt at Liberty University for providing lots of support and biological guidance.
Those two are notorious creationists and advocates for intelligent design creationism. Yep. It’s a creationist game. It was intelligently designed, and it’s not bad as a game, but as a tool for teaching anyone about biology, it sucks. It is not an educational game, it is a miseducational game. I hope no one is planning on using it in their classroom. (Dang. Too late. I see in their forums that some teachers are enthusiastic about it — they shouldn’t be).
No such thing as a free lunch. If it sounds too good to be true, it probably is. Free software for use in educating kids about biology, sounds too good to be true.
_____________
In comments, Lars Doucet disavows creationist intent. So the creationist/intelligent design factors were added just to make the game more playable, and not as an attempt to introduce or endorse creationism or intelligent design.
Pam Harlow, an old friend from American Airlines, and a map and travel buff, e-mailed me with a link to the Newseum’s interactive headline map. I can’t get a good screen shot to show you — so you gotta go to their site and see it for yourself.
When it comes up in your browser, it features a map of the continental 48 states, with dots marking major daily newspapers across the nation. Put your pointer on any of those dots and you see the front page of the newspaper for today from that city.
Using the buttons at the top of the map, you can check newspapers on every continent except Antarctica.
National Lampoon once ran a cover of a nice, spotted mutt, tongue out, looking sideways at a pistol pointing at its head. There was a sort of a caption: “If you don’t buy this magazine, we’ll kill this dog.”
That’s one way to try to boost circulation! I first saw the magazine on the rack in a small pharmacy in Colorado Springs, across the street from Colorado College, between rounds of the Colorado College Invitational Debate Tournament. Being short of cash and in sore need of eye drops, I looked at the magazine but put it back on the rack. The woman at the cash register watched me carefully. When I got to the register, she said, “You know, they’ll do it, too! They’re just the sort of people who will kill that poor dog!”
(I imagine that woman has led Colorado Springs’ dramatic move to the right in politics.)
The publishers got that woman’s attention, didn’t they?
In the middle of the 19th century blackboards were all the rage. According to Pennsylvania State University engineering communication professor Michael Alley, it was common for universities and research institutions to proudly advertise that they had the only slate writing board in a 100-mile radius. Scientific lectures became more engaging than they’d ever been.
More than 150 years later, there’s still room for improvement. “People are not anywhere close to tapping the potential that a PowerPoint presentation offers,” Alley says. “We have a tool that can do an incredible amount, and people just waste it.” Who hasn’t been lulled into a somnolent state by some well-intentioned scientist presenting his research to a captive audience by reading a seemingly endless stream of bullet points?
Any media, done well, can be wonderful. P. Z. Myers’ paean to Prof. Snider and his color chalk artworks reminds us that even a chalkboard can be a place of art, in the eye and hands of someone who gives thought to the work and practices the skills necessary to communicate well. Looking around my classroom today, I note that better than half the whiteboard space features paper maps held to the board with magnets (which the kids like to steal).
The piece in The Scientist relates useful ideas to help somebody who wants to make a better, less sleep-inducing, communicative PowerPoint (or better, maybe, KeyNote) presentation.
Unplug, think, and write
According to Galloway, using PowerPoint to make a great presentation starts with powering down the laptops and writing out an outline on index cards or a legal pad. “People have to shut off their computer and go away as they’re writing their PowerPoint presentation,” he says.
Establish your assertion Alley says that he starts planning each slide by writing down a single sentence stating the idea he wants the audience to take away. “You have defined what it is you need to support that statement,” he says. “That’s where it starts.” Alley adds that the sentence should only take one or two lines, should consist of only 8–14 words, and should appear in 28-point font when inserted in the final PowerPoint presentation.
Assemble the visual evidence Let the assertion sentence for each slide guide your decision as to which visuals should accompany it. Use “explanatory images”—not decorative or descriptive images—to support each assertion, says Joanna Garner, assistant professor of psychology at Pennsylvania State University. When describing the context or methods of your research, photos and movies are ideal pieces of evidence; when presenting your results, elements like graphs, tables, or charts (appropriately highlighted to emphasize key points) will do the trick.
“Follow the Money” is a video summarizing the results from the project by Northwestern University grad students Daniel Grady and Christian Thiemann. Using data from the website Where’s George?, they have been able to track the movement of U.S. paper currency. What can you learn from this? That there are natural borders within the U.S. that don’t necessarily follow state borders, and it can also be used to predict the spread of disease because it maps movement of people within the U.S.
From Maria Popova on BrainPickings.org: This may sound like dry statistical uninterestingness, but the video visualization of the results is rather eye-opening, revealing how money — not state borders, not political maps, not ethnic clusters — is the real cartographer drawing our cultural geography. The project was a winner at the 2009 Visualization Challenge sponsored by the National Science Foundation and AAA.
Here’s another opportunity to put real, cutting edge technology in your classroom. In fact, your kids could probably invent all sorts of new uses for it.
Have you even heard of this stuff? Can you use it, live, with the equipment you’ve got?
Blaise Aguera y Arcas of MicroSoft demonstrated augmented-reality maps using the power of Bing maps, Flickr, Worldwide Telescope, Video overlays and Photosynth, to an appreciative and wowed audience at TEDS:
My prediction: One more advance in computer technology that classrooms will not see in a timely or useful manner.
But have you figured out how to use this stuff in your geography, history, economics or government classes? Please tell us about it in comments. Give examples and links, please.
But on this chilly morning, as bus No. 92 rolls down a mountain highway just before dawn, high school students are quiet, typing on laptops.
Morning routines have been like this since the fall, when school officials mounted a mobile Internet router to bus No. 92’s sheet-metal frame, enabling students to surf the Web. The students call it the Internet Bus, and what began as a high-tech experiment has had an old-fashioned — and unexpected — result. Wi-Fi access has transformed what was often a boisterous bus ride into a rolling study hall, and behavioral problems have virtually disappeared.
What would your bus drivers say?
(File under “If you teach them, they will learn — and behavior problems will fade away.”)
Don’t miss the end of the article:
A ride through mountains on a drizzly afternoon can be unpredictable, even on the Internet Bus. Through the windows on the left, inky clouds suddenly parted above a ridge, revealing an arc of incandescent color.
“Dude, there’s a rainbow!” shouted Morghan Sonderer, a ninth grader.
A dozen students looked up from their laptops and cellphones, abandoning technology to stare in wonder at the eastern sky.
“It’s following us!” Morghan exclaimed.
“We’re being stalked by a rainbow!” Jerod said.
More:
These students attend Empire High School in Vail, Arizona, near Tucson. It’s a digital high school, in a district that appears to me to be well above average in family income and technology smarts among parents who vote for school board members — maybe in school board members, too. The article says, “The Vail District, with 18 schools and 10,000 students, is sprawled across 425 square miles of subdivision, mesquite and mountain ridges southeast of Tucson. Many parents work at local Raytheon and I.B.M. plants. Others are ranchers.”
Empire high has a self-directed learner model – looks good online, and judging from the news article, it looks good in practice. These aren’t my students, maybe not your students, either.
It’s a pretty good rundown of the fight between Keynes and Hayek, conducted mostly after Keynes’ death in economics classrooms and central banks world wide.
Neil Shubin’s Your Inner Fish reads well, and it reveals evolution as easy to understand from a morphological view of life as revealed by fossils and modern animals.
Shubin released the illustrations from the book for teachers to use — a rather rare and great contribution to evolution.
Older son Kenny nears graduation there, but we still get the newsletters to parents bragging on the school, and there is much to brag about. The Good Folks at the University of Texas at Dallas asked us to share this story. It’s right up the alley of a blog that worries about education, so share it I will.
After all, when was the last time you heard a teacher raving about students using their cell phones and Twitter during class? (Yes, I’m about three weeks behind the curve on this.)
Here’s the story from the press office at UTD:
ATEC Student’s Twitter Video Makes Waves
Project Documents History Prof’s Use of Popular Service as a Teaching Tool
June 11, 2009
An Arts and Technology student’s video account of a professor’s classroom experiment with Twitter is making waves on the World Wide Web, capturing thousands of viewers on YouTube and prompting an article in U.S. News & World Report.
UT Dallas graduate student Kim Smith’s video, “The Twitter Experiment,” shows how Dr. Monica Rankin, assistant professor of history in the School of Arts and Humanities, uses Twitter to engage her 90-student history class in discussion. The communication application helps overcome the logistical issues involved in having scores of students interact in a short time span and encourages shy students to participate in the course.
“The video is a living example of what my Content Creation and Collaboration course with Dan Langendorf was all about: using emerging media technologies as a tool for education, collaboration with other fields, and documenting the experience for everyone to have access to,” said Smith.
Twitter is a social networking and micro-blogging service that lets users send and read each others’ updates, known as tweets, in short posts of 140 characters or less. The Twitter video was a course project for Smith’s digital video class.
The video, which took roughly 20 hours to record and edit, was shot during two class periods, one at the beginning of the semester and one at the end. Classmate Joe Chuang helped with the video and editing.
The collaboration of Smith and Rankin began when Smith documented a class trip to Guanajuato, Mexico, in 2008. They kept in touch via Facebook, and developed the idea of using Twitter in the classroom at the beginning of the Spring 2009 semester.
Smith worked out details on Twitter with Emerging Media and Communication (EMAC) faculty members Dr. Dave Parry and Dean Terry, who referred her to individuals who had done similar experiments. To get students comfortable with using Twitter in a classroom setting, Smith created a simple how-to video and attended class to help Rankin introduce the idea to her students.
The video was first released on Facebook; Terry and Parry both tweeted about it on Twitter and it went global within 48 hours. New-media icon Howard Rheingold tweeted about it, which helped it further circulate in the “Twitterverse.”
“I have gotten several direct messages from people saying that they were more ‘traditional’ and would not have considered using the social networking and micro-blogging tools in this way, but opened their minds after seeing the video,” said Smith.
A few weeks later Smith posted the video on YouTube, and an entirely different wave of viewers picked up on it. On Monday, June 1, “The Twitter Experiment” registered 500 views in a few hours. Read Write Web and other popular blogs had picked up the video, causing views to skyrocket.
“I love my classes and experience at UT Dallas and want to master how to use what I learn in EMAC to help professors like Dr. Rankin, who are willing to consider new technologies intelligently and experiment with what they offer,” said Smith.
UTD, where the football team is still undefeated. Seriously, have you thought about using twitter in class, for coursework? Please tell us the story in comments.
Meanwhile, I’m wondering just how I could make this work, in a district where cell phone use by students is against the rules (ha!), and where students are discouraged from using laptops in class. In Irving ISD, where every high school kid gets a laptop, this could offer some great possibilities (anybody from Irving reading this; anybody try it yet?). I’ll have to check to see if our network can handle such traffic, and I’ll have to get an account on Twitter; we have 87 minute class blocks, and smaller classes, but it’s tougher to get kids to discuss in high school.
With the layoffs in Dallas ISD, support for new technology tricks in classrooms is essentially non-existent. Can I do this as a guerrilla teaching project and make it work before I get caught?
I may have to get some of these people at UTD on the phone. If you’ve already overcome these problems, put that in comments, too, please.
@TxAv8r @SamThiessen Storms release extra energy stored in atmosphere; that storage is done in greenhouse gases. Higher highs, lower lows.Splashed: 5 hours ago
We've been soaking in the Bathtub for several months, long enough that some of the links we've used have gone to the Great Internet in the Sky.
If you find a dead link, please leave a comment to that post, and tell us what link has expired.
Thanks!
Posted by Ed Darrell 
