Another photo illustrating classroom technology in different cultures.
A few miles from the New Mexico border, in Chromo, Colorado:
Difficult to tell how many rooms; it could have had up to four classrooms at one point, I reckon. The belfry is still there, but the bell is long gone — a prize for some scavenger if it was not removed for re-use, or for a museum.
Bigger windows that many modern schools, windows students could use to actually look outdoors. Modern school architects seem to want students to be unaffected by the outdoors, or light from outdoors, often.
Was this a standard design, or does “standard school” refer to the program of instruction offered?
There were a few homes and farms close by. The community has always been small. How many students learned to read, learned how to handle numbers, read the greats of American history and literature in these walls? Who were they, and where did they go?
How big a mark can a school, or a teacher, actually make?
- John Little taught 24 students in this building, in 1950; great stories; he writes that it is a one-room schoolhouse, then serving eight grades (don’t miss his photo of the teacher’s home, or cabin)
- Prairie Sagebrush Award 2011, at Sage to Meadow (featuring more photos of the school)
- Chromo School resides on the Colorado Registry of Historic Places, in Archuleta County; “Chromo School, US Hwy. 84, State Register 6/12/1996, 5AA.1907; The 1922 Chromo School served the area’s children from 1922 to 1954, and it continues to function as a community center. The concrete structure is a well preserved example of a rural school complex that also includes a teacherage and privy. Its design is reminiscent of local Hispanic architecture.” Teacherage?
- Nice photo with horses, at Desert Marmot
- Ghostroad Images has nice black and white photos for sale (see 3/32)
Gaza got bombed 97 years ago when the British seized it, in World War I.
In the 21st century, things have not changed enough for the people who live in the area.
But, really: See what some students put up with, just to learn?
We usually had enough chairs in Dallas. Usually.
Those kids don’t have any.
You need to see these slides, from Will Richardson.
First, teachers should send a copy of this to their evaluators, principals, and all other admins up to the superintendent. Sure, it’s possible they’ll fire you for telling the truth. But if every teacher in your district did it, they might look at the slides and ponder: What in the hell do our evaluations and test scores have to do with this new future that is already upon us, and around us, and washing away the foundations of what the state legislature claims we must be doing?
Second, this is a model presentation. Notice how few of the slides are cluttered with words. Notice those slides with words are easy to read, easy to grasp, and complement and are complemented by a lot of great images. (One of my students got a less-than-A grade on a PowerPoint presentation in another class, and brought me the evaluation: “Not enough text,” was one of the criticisms he’d gotten. That teacher is considered a model by too many administrators.) It’s not a perfect presentation. Garr Reynolds would have a lot to say about it. I’ll wager Richardson’s is better than any other presentation you’ve seen this week, in the content, the depth of information, and the way it’s packaged. (Would have loved to have seen the presentation . . .) That is particularly true if you’ve been the victim of teacher professional development sessions in the past week.
There are a lot of slides, partly because so few of them are cluttered by text. (Don’t know how long the presentation went.) This presentation would win a case against almost every other slide presentation I’ve ever seen from any law firm, who pay tens of thousands to lawyers to make slide presentations that defy understanding. The world would be ever so much better were lawyers required to watch this, and compare it with their last presentation.
Third (related to and justifying the first), you need to realize how things have changed in the past year, past five years, past decade, and how we as a society and nation failed to account for those changes, or keep up with them, especially in our public AND private elementary and secondary schools. Richardson understands the changes, and has some great leads on answers.
Richardson highlights the importance of these thoughts at his blog:
If the recent iPad debacle in Los Angeles teaches us anything it’s that no amount of money and technology will change anything without a modern vision of what teaching and learning looks like when every student and every teacher has access to the Internet. As many of us have been saying for far too long, our strategy to deal with the continuing explosion of technology and connections can’t be to simply layer devices on top of the traditional curriculum and engage in digital delivery. Unfortunately, far too few develop a vision that sees that differently.
* * * * *
Please note: Technology is integrated throughout these initiatives in ways that serve the vision, not the other way around. This isn’t “let’s give everyone an iPad filled with a lot of textbook and personalized learning apps aimed at improving test scores and then figure out how to manage it.” This is about having important conversations around complex, difficult questions:
- What will schools look like in the future?
- What kinds of spaces do we need to support instruction and collaborative work in 5-10 years?
- How will technology transform curriculum, instruction, and assessment?
And how does it work at your school, teachers? Students?
We missed the revolution. The kids are ahead of us.
Can we catch up?
- Old teachers are better (calvinistview.com)
- Teacher Education for schools as they are OR for schools as they should be? That is the question. (atthechalkface.com)
- How the iPad can turn teaching special ed ‘on its head’ (venturebeat.com)
- OOPS! STUDENT iPADS IN LEWSVILLE ISD – NO SECURITY FILTERS (educationviews.org)
- ‘Mediocre’ teachers would do better reading from script, says Gove aide (thetimes.co.uk)
- Modern Education Reform: An Analogy (Minnesota Progressive)
- A TED talk from Will Richardson
Darrell’s corollaries of education + technology: No good work goes unpunished, most opportunities missedJanuary 27, 2013
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).
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.”
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.)
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.
I’ve wondered whether I wasn’t too cynical; David offered a solid response.
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.
It’s a caution only. Teachers, being teachers, will continue to push the envelopes, as Fionna Larcom related at Warlick’s blog. Good on ’em. One out of 500,000 will get accolades outside the education system, like Jaime Escalante did. Many others will face reprimand.
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.
(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.)
More, not necessarily the opinion of this blog:
- New Pub: Educational Technology as a Subversive Activity (matthewkr.com)
- current conditions and future trends of educational technology for 2012 (compassioninpolitics.wordpress.com)
- Teachers Gravitate to Social Networks Tailored for Educators (edweek.org)
- The Rise of the Teacherpreneur (growvc.com)
- The Right Way And The Wrong Way To Use Technology In The Classroom (howtolearn.com)
- MOOCs are a fundamental misperception of how teaching works (computinged.wordpress.com)
- Top 10 Educational Technology Blogs for Teachers (educatorstechnology.com)
- How To Succeed in Educational Technology (bostinno.com)
- 50 Educational Podcasts You Should Check Out (classroom-aid.com)
- Teacher Leadership, EdTech , #ETMOOC, oh my! (solve4why.wordpress.com)
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.
Here is a video of Diana’s talk at a recent TEDx…
- Especially see this article at the New York Times‘ Learning Network, about the work of Diana Laufinberg, aimed at teachers with a nod to how to do it
- Easily Create Infographics with Easel.ly (freetech4teachers.com)
- An Interesting Infographic on Prohibition (freetech4teachers.com)
- Infographics- Visual Displays of Information (showmemotech.wordpress.com)
- Best Practices for Infographics (text100.com)
- Infographics (ccdc12.wordpress.com)
- India at a Glance : My First Infographics (shantitda.wordpress.com)
- The Pinterest (P)infographic (edelman.com.au)