November 2011 Archives

It's Thanksgiving week! It's that special time of the year when we recognize the special people and events in our lives. Then, after pausing to give thanks while eating lots of food, we will battle each other for parking spaces and limited quantities door buster sale items.

So, as you prepare for the Thursday midnight sales and Black Friday,

What technologies are on your shopping list this year?

Are you planning to buy technology for any children?

Cecilia Kang from the Washington Post published a timely article last week that examines if the expanding availability of education apps for kids on technology devices such as smartphones, iPads, and other tablets are good for children.

In the article, Kang cites a recent report from Common Sense Media that finds that even very young children are frequent digital media users.

COMPUTERS. Computer use is pervasive among very young children, with half (53%) of all 2- to 4-year- olds having ever used a computer, and nine out of ten (90%) 5- to 8-year-olds having done so. For many of these children, computer use is a regular occurrence: 22% of 5- to 8-year-olds use a computer at least once a day, and another 46% use it at least once a week. Even among 2- to 4-year-olds, 12% use a computer every day, with another 24% doing so at least once a week. Among all children who have used a computer, the average age at first use was just 3 ½ years old.

MOBILE MEDIA. Half (52%) of all children now have access to one of the newer mobile devices at home: either a smartphone (41%), a video iPod (21%), or an iPad or other tablet device (8%).

More than a quarter (29%) of all parents have down- loaded "apps" (applications used on mobile devices) for their children to use. And more than a third (38%) of children have ever used one of these newer mobile devices, including 10% of 0- to 1-year-olds, 39% of 2- to 4-year-olds, and 52% of 5- to 8-year-olds.

In a typical day, 11% of all 0- to 8-year olds use a cell phone, iPod, iPad, or similar device for media consumption, and those who do spend an average of 43 minutes doing so.

The full report is available here.

Kang also tells stories about how parents perceive the value of the technology. Some parents are convinced of the value of these devices and apps- from keeping children occupied while doing errands to helping students learn basic reading and math skills.

Others caution on misrepresenting the education value of these technologies, while experts like Harvard professor Howard Gardner points out that no technology can replace real world learning experiences.

Kang's article provides a balanced view of how different people are using these technologies with children.

Parents are like Educators

In trying to understand the potential applications, benefits, and challenges of using these technologies with children, perhaps parents are not that much different from educators.

Many parents and educators recognize the educational value of technology, being able to achieve a healthy balance in how technology supplements a well-rounded learning experience.

Some parents, just like some educators, may not be as successful in achieving this balance. They may see technology as only a quick Band-Aid solution to a deeper and more complex problem.

Sometimes, it's easier to buy the technology rather than address the underlying reasons for the problem.

And just as Howard Gardner remarks in the article that there is no app for encouraging imagination; unfortunately, there is no app to help parents or educators use technology wisely.

In the end, technology and apps are only tools. It's up to the user to use the tools appropriately and wisely.

But ultimately, we will use whatever tools are available to us in the best way we know how.

As the saying goes, "It is what it is..."

So, will you be buying any technology for children on Black Friday?

Posted by Patrick Ledesma at 7:00 AM | Permalink | Leave a comment | Recommend

Do you believe that all students will have tablet computers within 5 years?

Gene Munster, a senior research analyst at Piper Jaffray, recently surveyed of 25 educational technology directors about their experiences and opinions of the potential of tablets in schools.

The results of the survey were discussed on sites such as Apple 2.0 on CNN, the The Unofficial Apple Weblog (TUAW), and the All Things D on the Wall Street Journal.

While Munster admits that the sample size of 25 Technology Directors is small, the opinions of technology directors are important since they often make decisions on technology policies.

Here are some of the interesting findings:

• All 25 technology directors are currently testing or deploying iPads in their schools. (Disclaimer: The school district I work in is also deploying iPads in schools.)
• None of these districts are deploying Android tablets.
• The current ratio of students to computers in the schools are 10:1.
• 17% already have one computer per student.
• Another 41% believe that their schools will reach one computer per student within 5 years.

Apple's former retail chief Ron Johnson's suggested that the current crop of students might be "the last generation with backpacks." In reviewing this survey, Apple 2.0's Philip Elmer-Dewitt suggested, "iPads in schools: 'The last generation with backpacks'?"

As a School Based Technology Specialist at a middle school, it's always interesting to see the enthusiasm and hype surrounding technology.

Personally, I'm a iPad fanatic. I've had an iPad since the first day of its release. My wife has an iPad 2.

This is what the iPad has replaced or enhanced in my personal life:

TV: With my subscriptions to Netflix and Hulu, I've cancelled my cable subscription and haven't looked back. For the latest shows not available online, the "season pass" on iTunes fills the gap nicely. The money saved from cable can go to new gadgets.

Casual Reading: Who needs paper based books? I read books through my Kindle App. For journal articles and other documents, I download them in PDF form and use GoodReader or iAnnotate for reading.

Most Desktop Computing: Who needs to sit at a desk hunched over the keyboard to use the computer? The iPad is more than capable for web browsing, answering email, and doing light work with Evernote. Since the iPad is a portable, I can use it anywhere.

Paper Notepads: With a stylus and the Note Taker HD app, I'm experimenting if I can do away with paper. Unfortunately, my handwriting is just as messy on the iPad as it is on regular paper. A cure for messy handwriting for adults- there is no app for that.

Music Tools: Who needs sheet music on paper when the Guitar Pro App has access to thousands of free sheet music and can even play the different instrumental parts of the song? Or, what about the Amazing Slow Downer that can slow down and repeat parts of songs for review and analysis? Or, what about GarageBand and other music recording Apps that can record what you play? And the n-Track Tuner App helps keep the strings in tune. All of these tools on an iPad....

Listening to Music: I don't use my stereo anymore since the iPad can multitask iTunes and other Apps. Now, I can listen to iTunes while using Safari. Having the Pandora and the Sirius XM Apps? All the music one needs.

Communication: With Facetime, Messages, and Skype, the iPad is a convenient communication device for real time chat and email.

File cabinet: With the Dropbox, all my documents are synchronized and available on my Windows desktop computer, MacbookPro, iPad, and iPhone.

So in my personal life, the iPad has replaced a lot of things. One would think that such a powerful device could easily replace the old-fashioned textbooks, notebooks, and backpacks for students.

But will the iPad replace the backpack?

iThinkNot!

As much as I like the iPad in my personal life, a tablet device has serious limitations for higher-level schoolwork.

I wrote about these limitations last year on "Schooled on my iPad." It's still true over a year and a half later.

It's not about the technology; it's about the limitations of screen size and multitasking.

If you have a tablet, try writing a research paper using only a tablet. It's very difficult to analyze more than one document, take notes, and write a draft on a word processor app all on the iPad. It can be done, it's just not very efficient.

If we want students to be proficient with research and higher level thinking skills, we should be careful about replacing the old technologies for the new. Technology should make the learning process easier, not harder or more complicated.

In terms of research, nothing beats a big desk where multiple books and articles can be spread around for quick access and analysis.

As much as I like my powerful iPad in my personal life, as an educator, I value our traditional old technologies of books, paper, pens, and yellow highlighters.

Perhaps someday educators will have the type of technology and interface from Minority Report. This could replace my large desk for research writing, but watching Tom Cruise manipulate the large 3-D graphical interface looks a little physically tiring to use.

Paper Endures, So Will the Backpack

And finally, Adobe announced last week that they will discontinue Flash development for mobile devices.

Why is this important? Because the digital textbooks from a large textbook publisher we use in my district require Flash.

Since Adobe will not develop Flash for mobile computers, like tablets and the iPad, that means that students cannot use iPads to access their digital textbooks until the next (Flash-less) version of the digital textbook or some kind of App is developed.

The paper textbook endures for a little longer. And so will the other old technologies whose functionalities cannot be easily replaced by the new, shinier technologies.

So enjoy the iPads for what they are best at, and let's stop trying to force them to replace tools that they shouldn't.

Posted by Patrick Ledesma at 6:12 PM | Permalink | Leave a comment | Recommend

Can you define what makes a good teacher?

Fareed Zakaria aired a Global Public Square (GPS) Special: Fixing Education on November 5 on CNN.

During one of the segments, Mr. Zakaria asked Mr. Gates what he thought makes a good teacher. (The Gates Foundation is investing millions of dollars to understand, in their words, "how America can foster great teaching.")

Fareed Zakaria: What do you think makes a good teacher?

Bill Gates: Clearly, there's something about engaging the student. As I've watched the videos of great teachers, they are constantly looking out and seeing that the kids are starting to fidget. They're bringing up the energy level. They're calling on this kid. They're using examples.

Listening to Mr. Gates talk about his beliefs of what the good teachers do in classrooms reminds me of the professional development courses I taught when I was an Instructional Resource Teacher with the Office of Staff Development for my district.

This professional development class was designed to help experienced teacher leaders improve their teaching.

The class began with this opening activity to ease into discussion about what makes a great teacher.

Activity

Think of a teacher who has made an impact on your life. Describe what that teacher did that made a difference for you.

The Similarities

Like Mr. Gates, the teachers talked about that "something about engaging the student."

The teachers talked about how their memorable teachers cared about them as individuals. The great teachers knew their students as people- their interests, academic strengths, and emotional needs.

The best teachers had that, as Mr. Gates remarked, "something about engaging" them.

Other teachers talked about how their memorable teacher inspired them to develop a "love of learning" of the content and subject. The memorable teacher could make the subject come alive.

The best teachers had that, as Mr. Gates remarked, "something about engaging" them.

Other teachers described their memorable teacher as being community foundations - actively involved with students, the school, families, and the community.

The best teachers had that, as Mr. Gates remarked, "something about engaging" them.

These descriptions are the "something" that Mr. Gates is talking about. Educators can specify what that "something about engaging" is - that the best, great, and ultimately, memorable teachers build personal, academic, and emotional relationships with students each day.

That's the engagement that Mr. Gates is seeing in those videos in his research.

That "Something" from 23 Years Ago

Educators in schools already know what makes a great teacher. That "something about engaging" had been defined in the Five Core Propositions of the National Board for Professional Teaching Standards.... in 1989.

These Five Core Propositions describe what makes teachers great. The Propositions are defined in the policy document "What Teachers Should Know and Be Able to Do."

The Five Core Propositions

Proposition 1: Teachers are Committed to Students and Their Learning

Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students

Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning

Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience

Proposition 5: Teachers are Members of Learning Communities.

The full policy document outlines the National Board's vision for accomplished teaching and is available here.

Anyone who has any interest in understanding what the best teachers should do should read this document. It's an inspiration testament to the life, rewards, and challenges of a classroom teacher.

Full Circle

It is very commendable that the Gates Foundation is investing millions of dollars to understand good teaching.

I am going to predict that the findings of this research will lead back to the Five Core Propositions- the same Five Core Propositions that were created almost 23 years ago.

Perhaps the difference this time will be everyone involved in these education debates can engage in productive discussion about promoting good teaching.

And most importantly, all stakeholders can discuss the types of policies, funding, and supports needed to make a vision of making more good teachers a reality. After all, there is a history that began in 1987 of a mission to define good teaching, define a process to capture it, assess it, identify those who do it, and advocate for policy and funding to promote and sustain it.

Time to move forward.

Posted by Patrick Ledesma at 8:18 PM | Permalink | Leave a comment | Recommend