I have been reading (with great interest) several posts by a variety of noteworthy edubloggers about the use of various handheld technologies in our classrooms - most notably cell phones and iPod Touch kinds of devices. Coincidentally, I also happened to have a wonderful conversation with our district's network consultant about the availability of wireless access in schools, policies regarding students bringing their own equipment for use on district networks, and the like. He shared many people in districts he worked with had serious concerns about students using cell phones and other personal handheld devices to cheat.

We have been worried about cheating since tests were created. Yes, cheating is an issue of moral character and I can't imagine any educator condoning it. However, many progressive educators I know understand our information economy has evolved well past the relevance of having a single correct answer (unless you plan to make large sums of money on Jeopardy.) Higher Order Thinking Skills are more critical than ever. My question is this: if a student can look up or transmit an answer for a test on a cell phone and use that answer for full credit, are we developing the right kinds of assessments?

Don't get me wrong, I understand there are certain truths people should just know. A certain amount of general knowledge is required as a foundation for problem solving and higher order thinking in our society.

This is an issue that is pervasive in our McDonaldized communities. We want a simple answer to a complex question and we want it now. In my opinion, state tests still require mostly lower level thinking skills. Our information systems have a harder time producing data that can truly capture students' higher order thinking and problem solving skills. Many teachers are excellent at developing assessments that require students to reach the analysis, synthesis, and evaluation levels. Some are not. Test preparation has also provided a hurdle in that significant time is allocated for it.

I am the first to admit I don't have a complete answer to this question. Maybe some of our LeaderTalk readers do. What do you think?

Matt Hillmann

Posted by LeaderTalk Contributor at 10:47 PM | Permalink | Comments (5) | TrackBacks (0)

My wife has told me many times I put my "rose colored contacts" in each morning before I go to school. I don't dispute my looking to the silver lining in things but have become a bit worried lately.

I have struggled with how to address this post for a while now - so much so I have missed my publication date for the past two months (Sorry, Scott.) I might be taking some small steps down the path towards being a curmudgeon. I am far too optimistic to allow this to take place, but I am at the point in my career where I have seen some folks take the path towards cynicism. A couple of items that concern me:

1. I now remember some educational initiatives that have been repackaged into new ones. A few new bells and whistles, but essentially the same idea.

2. I have been seriously considering one of Doug Johnson's laws - a report not worth writing is one that is not worth writing well. I have grown weary of authoring required reports in which the same items are regurgitated over and over again and, to be quite honest, I am not sure anyone reads.

These are just two examples of items that distract us from the important mission of fostering student growth and achievement.

Despite these emerging tendencies, I remain hopeful. I believe we are entering a time when education will be intelligently overhauled to meet the needs of individual academic and social needs of students.

Great and experienced LeaderTalk contributors and readers who have been through this before - what strategies have you used to maintain positive attitudes despite some of the realizations I have listed and inferred here?

Matt Hillmann

Posted by LeaderTalk Contributor at 9:55 PM | Permalink | Comments (1) | TrackBacks (0)