Author: Tim

I’ve been assisting with the Ontario Literacy test this week at school.  Watching students have to put phones away in a system that allows full access all the time is like watching a long distance runner getting a foot amputated before having to run a marathon.  Students didn’t understand the instructions and many ignored them and had to be individually assisted in unplugging themselves from their devices.  They then looked disorientated and confused, and then we hit ’em with a high stakes literacy test!

The threats and fear generated by the test are also part of this wonderful experience.  “You can’t graduate without this” is the most common refrain.  I’ve been wondering why it’s all stick and no carrot with the literacy test, and then I got one of those ‘support education’ emails that’ll send the email an organization wrote in your name to your members of parliament.

We have a provincial election approaching and the stakes are high.  My problem is that no one has any vision for Ontario’s public education system that would actually improve it or make it sustainable into an uncertain future.  Liberals are entirely invested in keeping things as they are (they’re also the main reason why things are the way they are), and the conservatives aren’t interested in improving it at all as they collect supporters intent on privatizing it.

Rather than send off someone else’s words to my representatives, I sent a suggestion for a leaner, diversity-of-pathways honouring system that might also be greener, but no one in Ontario politics has a vision for public education beyond either keeping it as it is or selling it of to their donors.  Ontario students deserve better…

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Dear Candidates,

I’m going to cut out the form letter and speak frankly.  After years of Liberal stewardship, the public education system in Ontario wasn’t in the best shape and needed an overhaul.

As a teacher in the system, I believe the entrenched political entities (councils, unions, colleges etc) have become more fixated on their own continued status quo than they have in an education system focused on student needs.

I had hoped that the current government would go about the serious business of fixing it, but they seem entirely focused on dismantling it for private benefit, which isn’t going to help anyone.

Ontario’s education system was broken by the 2006 learning to 18 amendment to the education act.  There are many pathways and learning should be a lifelong commitment; schools do not own the concept of learning.  Forcing students to stay in public schools until 18 has done irreparable harm to students and the system itself, though none of the many groups with a vested interest in a bloated public system will want you to address this.

A lean and individually responsive education system (that is also more fiscally responsible) could be achieved if we shelved this legislation and opened up pathways by allowing students who have demonstrated sufficient literacy and numeracy skills to move on if they wish.  In this way our high-stakes and expensive OSSLT would offer an opportunity rather than being a purely punitive experience.  If students were able to graduate at the end of grade 10 with a basic Ontario diploma which would allow them to pursue pathways directly into the workplace or into alternate learning situations like apprenticeships, our senior classrooms would no long be daycare centres for students who don’t want to be there.  The students in senior high school would be there with intent and the system would be able to align their limited resources to serve students who are learning with the intent to continue on into post-secondary.

This change would drastically reduce our overages on building maintenance by reducing the number of buildings needed.  It might also offer an opportunity where schools can amalgamate beyond the rigid elementary/secondary system we run now, offering hyper local schooling that drastically reduces busing costs.  In a world where fuel prices are skyrocketing and supply chains are stretched to breaking, this seems like an inevitability.  Moving towards a digitally enhanced, hyper-local future now would mean it doesn’t come as a violent upheaval later.

With strong digital/remote skills and effective leverage of emerging technologies, we could create a leaner, greener and more individually responsive public school system in Ontario.  Academic teaching in classrooms works for students who understand that they need what’s being taught in order to prepare for post-secondary, but for many Ontario students who aren’t on that pathway, these final years are torture for them and for front line education staff trying to deal with them with ever shrinking resources.

No one will consider options like this because there are far too many organizations committed to the way things are for their own benefit.  Conservatives won’t do it because their private school friends won’t like them taking away customers.  The Liberals are so entwined with unions and other educational groups that they too won’t touch this.  I hope someone can see the light here and make moves to create a more student responsive, less bloated and more environmentally responsible education system.  In such an Ontario, redundancies like multiple education systems serving the same region would also end, but no political party will touch that either for fear of upsetting status quo religious privilege. 

Our public education system wasn’t in great shape before the last four years beat it to a pulp.  If Doug doesn’t win again this June, whoever does will give us half of what was stripped away back and we’ll be told by the various colleges/unions/councils they’re aligned with that we should thank them for it.  I don’t want things to go back to the way they were, I want them to respect the many pathways students choose and honour those choices by not forcing students to remain in classrooms that aren’t aligned with their learning needs until they are eighteen.  Does anyone in Ontario politics have anything like this kind of vision?

Sincerely,

Tim King
Classroom Teacher
Elora, ON.

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Four years ago I was advocating for BYOD.

I was a big fan of the bring your own device (BYOD) approach to educational technology.  I’d hoped that it would diversify the technology we were using in class that looked like it was evolving toward a Google owned Chromebook driven internet and would allow the students who wanted to differentiate their digital access to do so.  It should also have left more money free to ensure that all students have some kind of digital access, therefore addressing equity of access worries.  It turns out that offering free data to students means there isn’t a lot of money left for anything and has been detrimental to teaching digital fluency.


Our school board went in early and built out wireless infrastructure and developed a BYOD network that was open to anyone entering one of our schools.  In the years since this happened the number of students bringing in their own devices hasn’t changed (most do), but the type of device they bring and fill up the network with also hasn’t changed.  Laptops and other more creation focused devices are a non-entity on our BYOD network – it is packed full of smartphones focused on personal use.  You can make an argument for these devices as creation tools, but their function is built around consumerism and the data collection that monetizes the modern internet.  The vast majority of smartphone users are consumers by design, not creators in anything other than a selfie sense.


The vast majority of those smartphones are not used for school work and are often directly opposed to it.  Our administration is now trying to manage cyberbullying that is happening in class across the entire school on networks students shouldn’t even have access to.  The problems caused aren’t just lack of student focus in class, these devices cause systemic problems as well.

If a smartphone is used for anything class related it is a minuscule percent of its daily use.  Many of our teachers have issues with managing off task smartphone use in class.  Earnest #edtech types (usually with corporate backing) tell us this is because we’re not doing it right and we should buy into their system.  As someone who was doing it right before your Google/Apple/Whatever certification existed, I’m here to tell you that this is nonsense.  Smartphones aren’t creative tools, they aren’t designed to be, they’re designed by data collection companies to collect data.  Trying to build your classroom around a device like that is like trying to set up a roofless tent in a rainstorm to stay dry.


Our school  board has made numerous attempts to focus network data use on learning, but students are willing to open themselves up to phishing and other hacks by installing policy banned VPN networks to bypass website filters.  Even in our carefully moderated network environment we’ve got students sharing their data through unknown off shore servers just so they can Snapchat while in class.  They do all this without a clue about what they’ve done to their data integrity.


I’m not sure at what point school boards in Ontario decided that they should be providing free internet to students, but it isn’t cheap.  Our board has struggled to stay ahead of the data tsunami caused by all these vampire smartphones clamping on to our BYOD network each day.  Apps that constantly update and stream data are the new normal and the current round of digital natives expect to be able to drink from the tap all the time in whatever manner they see fit.  This is costing tens of thousands of dollars a month at a time when department budgets are tightening up and I’m not even given enough to cover the basic costs of consumables like wiring and electrical components in my technology classroom.


I would love to see BYOD being used for its intended purpose, but instead of valuing the network they’ve been given, students see it as an expectation, like running water or electricity.  They make minimal efforts to moderate their use of it and become incensed if it’s adjusted to try and focus them on using it for school related work while in the classroom.  If it was taken away at this point I think there would be much gnashing of teeth and agonized screaming by students who think that free internet access is some kind of constitutional right.  In the meantime we’re all paying millions of dollars a  month across the province to provide these students with bandwidth that feeds their habitual technology use and is more often a detriment to learning.


I’m as frustrated as anyone, but simply offering internet for everything doesn’t seem to be working.  Once again, I come back to the lack of a digital fluency continuum of learning in Ontario.  If students aren’t shown how to use technology effectively, offering them unbridled access to it isn’t going get us anywhere.

It’s been five years now and Ontario still has no mandatory digital skills continuum even though digital technology is pretty much everywhere now.  We expect students to learn foundational skills in other aspects that are curriculum wide (literacy, numeracy), but we magically expect them to understand and make effective use of digital technology.  The BYOD failure is just another symptom of this disease.


All we have to do to do it, is do it:

I don’t care whose skills development process we use, but can we start teaching technology if we’re going to use it in everything?  Digital technology is prompting systemic change in how we share information, create media and collaborate on learning.  Can we start to treat it like the fundamental skill it is?  Please?!?

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