Author: Tim

One of the more ASDish qualities I have is finding awards ceremonies difficult to fathom, especially graduations.  Being packed into a room with a big crowd of people is tricky enough.  Doing it under the constant threat of public acknowledgement is agonizing.  I get the sense that North Americans play this up more than in other places, so perhaps there are some cultural influences going on here too, but my savage disregard for awards seems to run deeper than just cultural dissonance.

I am in the process of weathering two days of back clapping by people who thrive on back clapping.  Their love of self aggrandizement (and don’t kid yourself, graduation ceremonies are all about acknowledging and empowering the system) makes my hatred of it confusing to them.  I never feel more alienated from neurotypical people than I do when graduation rolls around.


The first was my son’s grade eight graduation put on earnestly by his elementary school.  As in every other graduation I’ve had to weather, this one involved repeatedly congratulating the same students over and over again for being advantaged and conforming to norms in a manner so efficient that they produced outstanding results in a system designed for them.


And why shouldn’t all those advantaged, neuro-typical kids be awarded for these things?  They thrived in the artificial learning environment that is the classroom.  They arrived well fed and clothed, and culturally aligned with the process that was about to assess them.  These neuro-typical students all had a clear understanding of how to manipulate that system to their own advantage.  It was amazing to see how many of the awards focused on that socializing aspect, recognizing compliance in maintaining social norms as the highest virtue.  Awards for helping to run the school appeared thick and fast with happy teachers handing them out while not having to hide their favouritism any more.


I showed up to school in Canada as an immigrant from a lower socio-economic bracket.  I don’t think like other people and have trouble remembering who is who let alone how to create tight social bonds with teachers that would result in any kind of award.  My son gets to skip the immigrant thing and I’ve gone to great lengths to ensure that socio-economics aren’t weighing him down like they did me, but I’ve also given him an even healthier dose of ASD than I have.  He got to sit through two hours of hearing about how all these wealthy, socially engaged and advantaged, neurotypical kids deserve to be honoured by a school system designed for them.  How do you think that made him feel?  He has struggled to finish his elementary career this week on a positive note.  And yes, this makes me angry.


I just finished reading Paul Theroux’s The Happy Isles of Oceania: paddling the Pacific, so I’ve got nautical themes floating around in my head as I write this.  Paul is an odd duck himself.  He takes great pleasure in doing things differently and being alone doesn’t freak him out in the way it does most people; I imagine he’d find graduation ceremonies as alienating as I do.


As I fidgeted in the humidity of that packed room, the idea of a cruise ship came to me.  On that happy ship are all those students predisposed to success in school.  They thrive in noisy rooms full of people, they are socially tuned to make best advantage of the entire school system, and that system is eager to reward their compliance.  Their communications skills allow them to create positive, supportive relationships with their peers, but most importantly, their teachers.  These uber-kids are like professional athletes.  They excel in an artificial environment (the classroom), and get rewarded for it handsomely by the people who did so well in education that they went back to run the thing.


As if every day at school stepping into a shoe designed for you wasn’t enough, they then get graduation where everyone gets to hear about this very abstract and specific version of excellence, for the same people, over and over again.  These are the students that I meet in high school who don’t really care what Hamlet’s motivations are and don’t think there is anything to actually learn about human nature in literature, but they do want to know how to get the A+.  Education isn’t self improvement for these people, it’s a flag they wave around for social advantage.

From an outsider’s perspective it feels at best patronizing and at worst like you’re getting your face rubbed in it.  If you see any awards that aren’t based on ‘academic excellence’ (whatever that means), they tend to be tertiary awards given as charity without any other criteria.  The best you can hope for is someone saying how hard you tried, but don’t be patronized by that pat on the head.  For the neuro-atypical thinkers who don’t work best in a classroom, but are learning all the same, there are no awards for all the books you read  (or wrote) that aren’t on the curriculum.  There are no awards for all the art you made that didn’t happen in class.  There are no awards for all the sports you participated in that didn’t happen under the hammer of a phys.ed. teacher’s critical eye.


My son’s grades look remarkably like mine.  When you get grades like that they tempt you to say fuck it to school, which I’m sure makes the neuro-typical people who deliver them feel very powerful.  Assessment for compliance.  Assessment for conformity.  Assessment for learning?  Rarely.  Sitting through graduation ceremonies only exacerbates that feeling (I didn’t attend any of mine).  I had a chat with my boy afterwards and reminded him that what teachers are willing to see in the very limited classroom environment is not in any way an accurate reflection of what he is capable of.  When you have the kind of intelligence that is very difficult to observe let alone quantify, part of your genius has to be nurturing it yourself.

We’re all crossing the learning ocean, but some of us know what the waves sound like because we’re out in it on our own.

All those neurotypical kids on their big cruise ship crossing the learning ocean have the benefit of a system designed for them, but many of them also forget that they’re actually on the learning ocean; the cruise ship becomes their whole world.  When they have to disembark in that glittering graduation ceremony of privilege rewarded, they are lost.  They didn’t learn anything for its own sake, they learned things for grades and accolades.  They struggle to find their way in a world that doesn’t always reward their privilege with success, though they’ll never forget that feeling of privilege and will seek it again and again for the rest of their lives.


I ended our chat with this:  embrace your difference, don’t surrender to their assessment.  And if you don’t want to go and watch them clap each other on the back for being privileged, then don’t.  It’s the dropouts and outliers who tend to invent new things and it’s the fighting spirit you develop in yourself getting beaten up by the school system that will make you strong when you don’t have to suffocate in it anymore.  Whatever happens, never forget that learning isn’t school.  Always be learning.

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We emigrated to Canada in 1977.  Unfortunately, my parents weren’t really paying attention and moved us (an English speaking family from England) into Lasalle in Montreal, Quebec.  If you don’t know what was going on in Quebec in 1977, it wasn’t good for an eight year old English kid.  While we were struggling to adapt to a new country we’d also wandered into a nationalist revolution.  Bill 101 made it illegal for immigrants to learn in English.  Since that was my native language and I had no background in French, the provincial government told my parents I’d have to attend a french school and get dropped back two grades to accommodate my lack of language skills.


While that was going on, the kids in our predominantly French neighborhood had overheard me talking with my lovely Norfolk accent while walking home from school and had decided that I would be a great opportunity to express their Quebecois pride. Getting beaten up by half a dozen kids at once wasn’t any fun, but when they started bringing their german shepherd along to help, it was even less fun.  You’ll have to excuse me if I’m not enthusiastic about Quebec’s singular approach to immigrants.

Government letters arrived telling my parents that they had to move me out of English school or they would be charged and jailed.  My dad’s new job did backflips, opened up a branch office in Toronto and we escaped to free Canada in 1980.  I’ve had a soft spot for Ontario’s open arms approach to immigrants ever since.

@dougpete shared an article on Quebec’s math prowess this morning.  I have some strongly held beliefs about how they’ve managed this result that the article itself goes to great lengths to ignore.  While Ontario has what is described by many people as too many public school systems, Quebec has one, and it’s one that caters aggressively and exclusively to a single language supporting a single culture.  They don’t enjoy immigration and their provincial politics have backed that up since I was an eight year old way back in 1977.  If you’re looking  for a province that struggles to embrace multiculturalism, Quebec’s a fine example:


“Among the provinces, the greatest increase in the absolute number of police-reported hate crimes was observed in Quebec, where incidents rose from 270 in 2015 to 327 in 2016. This increase was mostly attributable to more hate crimes targeting Arabs and West Asians, the Jewish population and sexual orientation.”  
– Stats Canada Daily: Police reported hate crime, 2016

With the exception of New Zealand (which is significantly less multi-cultural than Canada anyway), there are few other countries in the top 20 that sport a significant immigrant population.

I would argue that if you’re dealing with a less diverse population you’re dealing with an easier education process.  In addition to removing hard barriers like language and the various qualities of education in home countries, you’re also bypassing many of the less tangible complexities like cultural expectations around gender and religion.  These benefits are clearly seen in international education rankings where monocultural societies are much more willing and able to force compliance and efficiently produce results for standardized tests; standardized populations feed strong standardized results.  With no language barriers or cultural confusion, it pays to be monocultural in standardized testing.  Canada is exceptional in those results, especially considering how it’s a country built on immigration.  That we are able to produce these results even while working with diverse often ELL populations is astonishing.  Statistics show just how challenging trying to cover curriculum while also teaching the language of instruction is.  Stretching your education system to provide support for such a diverse population means you aren’t going to score as well on a standardized test because your students aren’t standard.

Quebec students pay a third what Ontario university students do. They can afford to stay in four year programs for teacher training while Ontario teachers would end up paying tens of thousands of dollars more for that privalege.  You can encourage extended teacher training when you know it isn’t going to bankrupt your citizens.

In addition to the diversity of their students, there are a number of assumptions made in that article that ignore the cultural landscape that has allowed Quebec to produce this outstanding mathematical outcome that is out of step with the rest of the country.  Under more extensive teacher training is this:


Teacher preparation programs in Quebec universities are four years long, providing students with double the amount of time to master mathematics as part of their teaching repertoire, a particular advantage for elementary teachers. In Quebec faculties of education, elementary school math teachers must take as many as 225 hours of university courses in math education; in some provinces, the instructional time can be as little as 39 hours.

That Quebec students receive much more support for post secondary than Ontario students is a matter of fact.  Quebec looks after its teachers in training by not financially crippling them with this long term training.  Expecting Ontario teachers in training to foot an Ontario sized bill for their Quebec length training only goes to highlight the fundamental differences between the provinces.  Quebec students pay more than a third less what Ontario students do for that university training, and so they are able to extend their training.  It’s little wonder that they are producing better results on this standardized test.


The article kicks off rather hyperbolically sounding an alarm for Ontario’s math’s results:  
“That populist election cry resonated with Ontarians because Ontario students continue to lag in mathematics and were the only ones in the country to show no significant improvement on national tests from 2010 to 2016.“
Saskatchewan also has a dip in results and most of the other provinces were all within a couple of percentage points of their previous scores.  More importantly, Ontario led the results for English speaking Canada in 2010, 2013 and 2016, and even managed to slightly improve on it.  So this emergency in Ontario is based on the fact that we’ve always been leading in mathematics scores in English speaking Canada?  I hope everyone else catches up with us one day, but with the provincial government about to pull one of the top performing English Canada education systems to bits, I wouldn’t bet on it.


In researching this I came across some evidence that the Quebec of today isn’t as totalitarian as the Quebec I emigrated to in 1977.  This research on current Quebec schools summarized it this way:

“Quebec’s traditionally homogeneous French-language education system has undergone some radical changes over the past 30 years and continues to be shaped by public policies geared toward promoting French and openness to ethno-cultural diversity. The province has
come a long way and now compares favourably with other immigrant-receiving societies. Nevertheless, many challenges lie ahead. Among other things, the marginalization of some ethnic groups, and most especially that of the Black community, must be better understood and actively prevented.”


Perhaps Quebec is a bit less mono-cultural than I remember, but it still enjoys all the benefits of encouraging only primary language speakers into their system.  With that language of instruction time and energy freed up and with government subsidized education that allows their teachers to enjoy extended training without financially crippling them, Quebec is enjoying the results it deserves.  I’d rather Ontario didn’t try to copy them though.  As an immigrant myself, Ontario made me feel welcome in a way that Quebec didn’t, and I hope we’ll continue to do that for the people across the world, regardless of the language they speak, who come here to find a home.


The article ends up questioning its own bias on Quebecois superiority in math as it wraps up:


Quebec is markedly different when it comes to mathematics. Immersed in a French educational milieu, the Quebec mathematics curriculum has been, and continues to be, more driven by mastery of subject knowledge, didactic pedagogy and a more focused, less fragmented approach to student intellectual development. Socio-historical and cultural factors weigh heavily in explaining why Quebec continues to set the pace in mathematics achievement. A challenging curriculum produces higher math scores, but it also means living with lower graduation rates.


Perhaps the Ontario panic over mathematics could do with a bit of context, but I fear that won’t happen in the populist, reactionist times we live in.  It’s better to invent an emergency, compare ourselves to a system that couldn’t be more different and then try to imitate their results, than it is to continue to lead English speaking Canada in mathematics?  I sincerely hope not.




Other Research For This Piece:

Visble minority population by urban centre: https://www12.statcan.gc.ca/nhs-enm/2011/as-sa/99-010-x/2011001/tbl/tbl2-eng.cfm   Montreal barely makes the top 5 and is similar to Winnipeg in terms of immigration.  I couldn’t find language details, but Quebec’s focus on french is absolute.
https://www12.statcan.gc.ca/census-recensement/2016/dp-pd/hlt-fst/imm/Table.cfm?Lang=E&T=11&Geo=00
https://canadaimmigrants.com/canada-international-students-by-province-2016/

http://www.chereum.umontreal.ca/publications_pdf/Publications%20de%20la%20titulaire/Quebec%20Question%20Stephane%20Gervaisch19.pdf
https://www.canadastudynews.com/2018/03/19/canada-is-home-to-nearly-half-a-million-international-students/

https://www150.statcan.gc.ca/n1/daily-quotidien/171129/dq171129a-eng.htm
https://www150.statcan.gc.ca/n1/daily-quotidien/171129/dq171129a-eng.htm
https://www12.statcan.gc.ca/census-recensement/2016/dp-pd/hlt-fst/imm/Table.cfm?Lang=E&T=11&Geo=00

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Last March Break I attended an industry focused future of the workplace conference in Toronto.  That event aggressively underlined the importance of micro-credentials in the modern workplace.  The idea of years long programs, especially in technology where changes are happening regularly, suddenly feels like a lumbering has-been rather than a vital foundation to your workplace success.  The same conference caused me to examine the purpose of public education (there is much more to it than simply preparing students for work), but the gulf between school and the world beyond our classrooms continues to expand.


Since then I’ve worked with ICTC on a badging system for Focus on IT students that would allow them to micro-credential their progress through the program.  Anyone involved with the scouting program will know all about analogue badges well before there were any digital ones; badging has a long history of marking progress and expertise.  The military has always used badging to denote rank and expertise.  More recently badging has become popular in gaming culture to show skills and achievements and this has crossed over into the real world in terms of gamification of learning in education.  Badging as a form of micro-credentialing is a cultural phenomenon familiar to everyone, so micro-credentialing is nothing new.

We spent the afternoon yesterday attending the 4th annual CAN-CWiC Conference in Mississauga.  For someone who has been struggling against genderized pathways in his rural high school, attending a conference with hundreds of women in digital technology was like stepping into a future we may never reach where I teach, and isn’t the case in the vast majority of Ontario digital technology classrooms.


A couple of conversations prompted by the indomitable Alanna about how some of the women at the conference got into tech were very telling.  We’re both on the pathways committee at our school and the divide between high school career planning and what’s happening in the real world was shocking.  While we’re busy running a system that divides students by some pretty arbitrary standards and then builds up a marks history that defines student pathways into traditional post secondary learning, the rest of the world is struggling to find life long learners, something we only pay lip service to in our schools (don’t believe me? Find out how much PD time was spent on EQAO and how much was spent on life long learning).  What we view as a static, established learning schedules (one the vast majority of teachers work in very successfully), is pretty much meaningless in 2019 beyond the walls of our ivory towers.


We just did a staff survey on the last PD day and the data aligned with my anecdotal experience in secondary education.  When you fill a school with university graduates, many of whom have never worked in anything other than than the academic education system as either a successful student or teacher, you end up with a very blinkered view of the where the majority of our graduates go.  Academics tend to overly value their own experience and encourage students to do the same.  Students are directed to follow that long academic trajectory over developing lifelong learning skills valued elsewhere.  The students that do follow it are considered ‘the best’ ones.


What is happening in the workplace?  Digital disruption is rippling across all industry and is doing what it does, upturning traditional standards of practice and demanding agility before allegiance to tradition.  In everyone we talked to at CAN-CWiC, traditional credentials were nice to have, but by no means were they the standard requirement they used to be.  Industry people said that, sure, they have some post-secondary graduates in specific fields, but even in their case there was something that trumped any other credential:  the willingness to adapt and learn more, even if you have a Ph.D.


Danielle at IBM had a background typical of what many of our strongest female students experience.  She did well in high school, and especially English, but took no tech because she wasn’t encouraged to take it – it isn’t what academic girls do.  She went to the University of Guelph, ran the student newspaper, got a degree in English and then worked in radio as a writer for a couple of years until this shrinking traditional medium laid her off.  She then found a ten week full time boot camp training program on full stack developing and is now a web developer with IBM Canada.  She said that she greatly values her degree and time spent at Guelph and wouldn’t change any of it, but she wishes she’d had access to technology training in high school and university so she wasn’t getting into it with no experience in her twenties.  Our tradition education systems plays to traditional stereotypes.


I had what I consider a feminist/woke colleague tell me about how her daughter is now taking bio-technology.  I never saw her once in my computer engineering classes, but if it’s an academic girl aiming for university you’d be hard pressed to find anyone in high school telling them to take any applied technology course, even when that’s what they’re aiming at in post secondary.  It’s much more important that all your classes end in a U and are in an academic situation (rows of desks) that prepare you for university.  She’s now coding and is glad I put her on to Codecademy.  That’s like being handed water wings when there is an olympic swim team you could have trained with in the building.


Whether talking to post-secondary education, skills training organizations or companies, the idea that we need to be able to quickly adapt in a rapidly evolving workplace probably sounds like it’s from another planet to an Ontario educator inured in our factory shift driven system.  We aren’t skills focused, we’re shift focused.  You might be miles ahead of what’s happening in your 3U maths class, but that’s your shift and you’re going to sit through it, for months on end.  You might be miles behind in your 4U English class, but you’ll get passed along with the rest of your cohort with a mark that is pretty much meaningless.  What does a 60% in 4U English do for you?  What does a 100% in 3U math mean?  It keeps you with your cohort and does very little in terms actual learning.  We’re all held prisoner by our 19th Century education production line schedule that churns out grades.  Every time the bell goes off to signal a shift change I wonder what year I’m in.  But considering how difficult it is to timetable a grossly simplistic, generalized curriculum, I shudder to think what would happen if the system actually did need to schedule itself around individual student need.


Does this mean the end of traditional, years long learning programs?  No, specialists still need that depth of training, but for many these years long, financially crippling programs aren’t leading to a job, so we have to change that expectation.  I had a student last year who struggled in traditional classrooms but had good hands.  He went to college because that’s what everyone expected him to do but dropped out in the first semester due to a lack of maths fundamentals (he probably got passed through everything with a 60% – gotta keep ’em with their cohorts!).  My suggestion before and after all that was to start knocking out industry ICT qualifications and gaining experience in the workplace.  Demonstration of your willingness to learn and evidence showing that you have a good work ethic will take you where a college diploma won’t.  ICT is still a pretty new industry, so it doesn’t have the embedded, historically recognized apprenticeship pathways that other technology  pathways do, but it should.  Apprenticeship training with its mentored, skills focused, individualized learning is what the majority of applied training should be modelled around, but that system is foreign to all the Bachelor carrying people doing the teaching.

Nice eh? One of only a handful of people in Canada with this qualification, but it doesn’t count in our academics-only education system.

After my degree I went to work in ICT and ended up getting my qualifications as a technician.  Those were micro-credential bootcamp style courses I was taking way back in 2000.  I AQ’d (AQs are micro-credentials) frequently when I started teaching and recently did two more ICT qualifications just to stay current and give my students access to material.  OCT is very stingy around what it shows in teachers qualifications – mine shows only academic qualifications, but none of the technical qualifications including my apprenticeship because they are “less than” in our academically focused education system.  Teacher training only matters if a university had a hand in it.  Ironically, my board paid me nothing for my technical upgrading, even though it directly serves my students (thankfully my union did help me cover it).


Micro-credentialing is the new normal in the world beyond our school walls.  A big degree or diploma also shows your willingness to learn, but if it’s all you’ve got in 15 years on the job, then most companies will ignore you.  If you think it’s your passport to a good paying job, you’ll find yourself stuck in customs.  Micro-credentialing shows an employer that you’re always willing to upgrade your learning and stay relevant in a changeable workplace.  What they’re looking for is life long learners, not a one trick pony with a single degree or diploma from years ago, no matter what your grades.  Aiming for an outcome like that (earn my degree and I’m set) is aiming for failure in 2019, no matter what grades you’re getting and how excited guidance counsellors are about your opportunities.  If we were focusing our students on developing the confidence needed to always be open to learning something new, and the hunger and resiliency needed to leap into learning opportunities, they’d be in the right mindset to survive in the 21st Century workplace.  Dragging unwilling kids through months of instruction isn’t doing that.


What this has done for me is underline all the extracurricular training and competition work we do in our program.  All of those awards and the effort that goes into them highlights that go-the-extra-mile lifelong-learning skills that are so in demand in the world.  That these efforts aren’t integrated into our curriculum is yet another failure of our marks based, traditional model.


Maybe in the future Ontario classrooms we’ll begin to break down our schedules into micro-credentials.  Students aiming at current and emerging technologies could take quickly updated, personalized, micro-credentials that focus them on the specific skills they need without months long classes.  Traditional subjects like English could be broken down into their fundamental components.  While everyone would need to take the literacy strand, not everyone needs to take the historical literature piece.  What would our maths and sciences classes look like if students were working on particular, skills based micro credentials rather than grinding through months long, generalized curriculum aimed at a mythical average student?   Digital disruption has produced differentiated production lines focused on more high value, bespoke products. Education could follow the same evolution and begin using ICT to differentiate student scheduling and specify learning so that it wasn’t locked into a pedantic and ineffective 19th Century model.


In 2011 I imagined a fictional account of what a system designed around student differentiation rather than enabling our traditional model would look like.  The divide between what’s happening in our classrooms and the digitally disrupted workplace our students are graduating into has never been wider.  If the various stakeholders in the education system can rejig the system while maintaining the highest standards (this isn’t about cheaper, it’s about greater flexibility in service of our students), then it needs to happen yesterday – we’re falling further and further out of relevance for too many of our students.

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Back in the day when I was doing IT full time (pre-2004), we were doing a lot of local area networking builds for big companies.  There was web access, but never for enterprise software.  All that mission-critical data was locked down tight locally on servers in a back room.  When I returned from Japan in 2000, one of my jobs as IT Coordinator at a small company was to do full tape backups off our server at the end of each day and drop off the tapes in our offsite data storage centre.  Network technology has leapt ahead in the fifteen years since, and as bandwidth has improved the idea of locally stored data and our responsibility for it has become antiquated.


We were beginning to run into security headaches from networked threats in the early zeroes when our sales force would come in off the road to the main office and plug their laptops into the network.  That’s how we got Code Redded, and Fissered, and it helped me convince our manager to install a wireless network with different permissions so ethernet plugged laptops wouldn’t cronk our otherwise pristine and secure network where all our locally stored, critical business data lived.  We had internet access on our desktops, but with everyone sipping through the same straw, it was easy to manage and moderate that data flow.  Three years later I was helping the library at my first teaching job install the first wireless router in Peel Board so students could BYOD – that was in 2005.


Back around Y2K,  IT hygiene and maintenance were becoming more important as data started to get very slippery and ubiquitous.  In a networked world you’re taking real risks by not keeping up with software updates. This is still an issue in 2019, at least in education.  We’re currently running into all sorts of headaches at school because our Windows 7 image is no longer covered by Microsoft.  Last year one of our math teachers got infected by a virus sent from a parent that would be unable to survive in a modern operating system, but thanks to old software still infesting the internet, even old trojans get a second and third chance.  Our networked world demands a degree of keep-up if everyone is going to share the same online data – you can’t be ten paces behind and expect to survive in an online environment like that, you’re begging to be attacked.


Last summer I took Cisco’s Cyber Operations Instructor’s Program, which was a crash course in just how fluidly connected the modern world is, and how dangerous that can be.  After logging live data on networks and seeing just how much traffic is happening out there from such a wide range of old and new technology, it’s a wonder that it works as well as it does.  Many cybersecurity professionals feel the same way, our networks aren’t nearly as always on as you think.


This past week I attended Cisco’s Connect event which once again underlined how much IT has changed since I was building LANs in the 90s and early 00s.  The drive to cloud computing where we save everything into data centres connected to the internet comes from a desire for convenience, dependability and the huge leap in bandwidth on our networks – and you ain’t seen nothing yet.  There was a time when you had to go out and buy some floppy disks and then organize and store them yourself when you wanted to save data.  Now that Google and the rest are doing it for you, you can find your stuff and it’s always there because you’ve handed off that local responsibility to professionally managed multi-nationals who have made a lot of money from the process, but there is no doubt it’s faster and more efficient than what we did before with our ‘sneaker-nets‘.

You probably spend most of your day with a browser open.  Ever bothered to understand how they work?  Google’s Chrome Intro Comic is a great place to start.

If you ever look behind the curtain, you’ll be staggered by how many processes and how much memory web based applications like Google Chrome use.  Modern browsers are essentially another operating system working on top of your local operating system, but that repetition will soon fade as local operating systems atrophy and evolve into the cloud.


At Cisco Connect there was a lot of talk around how to secure a mission critical, cloud based business network full of proprietary IP when the network isn’t physically local, has no real border and really only exists virtually.

Cisco Umbrella and other full service cloud computing security suites do this by logging you into their always on, cloud based network through specific software.  Your entire internet experience happens through the lens of their software management portal.  When you lookup a website, you’re directed to an Umbrella DNS server that checks to make sure you’re not up to no good and doing what you’re supposed to be doing.  Systems like this are called IaaS – infrastructure as a service, and they not only provide secure software, but also integrate with physical networking hardware so that the IaaS provider can control everything from what you see to how the hardware delivers it.


In 2019 the expectation is for your business data to be available everywhere all the time.  It’s this push towards access and connectedness, built on the back of our much faster network, that has prompted the explosion of cloud based IT infrastructure.  In such an environment, you don’t need big, clunky, physically local  computer operating systems like Windows and OSx.  Since everything happens inside one of the browser OSes, like Chrome, all you need is a thin client with fast network access.

The irony in Chromebooked classrooms is that the fast network and software designed to work on it aren’t necessarily there, especially for heavy duty software like Office or Autocad, so education systems have migrated to thin clients and found that they can’t do what they need them to do.  If you’ve ever spent too much time each day waiting for something to load in your classroom, you know what I’m talking about.  A cloud based, networked environment isn’t necessarily cheaper because you should be building network bandwidth and redundancy out of the savings from moving to thin clients.  What happened in education was a cash grab moving to thin clients without the subsequent network and software upgrades.  This lack of understanding or foresight has produced a lot of dead ended classrooms where choked networks mean slow, minimalist digital skills development.  Ask any business department how useful it is teaching students spreadsheets on Google Sheets when every business expectation starts macros in Excel.

Seeing how business is doing things before diving back into my classroom is never wasted time.  The stable, redundant wireless networks in any modern office put our bandwidth and connectivity at school to shame.  In those high speed networks employees can expect flawless connectivity and collaboration regardless of location with high gain software, even doing complex, media heavy tasks like 3d modelling and video editing in the cloud – something that is simply impossible from the data that drips into too many classrooms onto emaciated thin clients.  Data starvation for the less fortunate is the new normal – as William Gibson said, the future is already here, it’s just not evenly distributed.


Seeing the state of the art in AI driven cybersecurity systems is staggering when returning to static, easily compromised education networks still struggling to get by with out of date software and philosophies.  The heaps of students on VPNs bypassing locks and the teachers swimming through malware emails will tell you the truth of this.  The technicians in education IT departments are more than capable of running with current business practices, but administration in educational IT has neither the budget nor the vision to make it happen.  I have nothing but sympathy for IT professionals working in education.  Business admin makes the argument that poor IT infrastructure hurts their bottom line, but relevant, quality digital learning for our students doesn’t carry the same weight for educational IT budgets.


In addition to the state of the ICT art display put on at Cisco’s conference, I’m also thinking about the University of Waterloo’s Cybersecurity & Privacy Conference from last month.  The academic research in that conference talked at length about our expectations of privacy in 2019.  Even a nuanced understanding of privacy would probably find some discomfort with the IaaS systems that cloud computing is making commonplace.  The business perspective was very clear: you’re here to work for us and should be doing that 24/7 now that we’ve got you hooked up to a data drip (smartphone) in your pocket.  Now that we can quantify every moment of your day, you’re expected to be producing. All. The. Time.  I imagine education technology will be quick to pick up on this trend in the next few years.  Most current IaaS systems, increasingly built on machine learning in order to manage big data that no person could grasp, offer increasingly detailed analysis (and control) of all user interaction.  Expect future report cards to show detailed time wasted by your child data on report cards, especially if it can reduce the number of humans on the payroll.


These blanket IaaS systems are a handy way of managing the chaos that is an edgeless network, and from an IT Technician and Cybersec Operator point of view I totally get the value of them, but if the system gives you that much control over your users, what happens when it is put in the hands of someone that doesn’t have their best interests at heart?

WIRED had an article on how technology is both enabling and disabling Hong Kong protestors in the latest edition.  While protestors are using networked technology to organize themselves, an authoritarian government is able to co-opt the network and use it against its own citizens.  I wonder if they’re using business IaaS software that they purchased.  I wonder if many of the monitoring systems my students and I are becoming familiar with in our cybersecurity research is being purchased by people trying to hurt other people.




As usual, after an interesting week of exploring digital technology I’m split on where things are going.  We’ve seen enough nonsense in cybersecurity by criminals and government supported bad actors on the international stage that there is real concern around whether the internet can survive as an open information sharing medium.  Between that and business pushing for greater data access on increasingly AI controlled internets of their own that could (and probably are) used by authoritarian governments to subjugate people, I’m left wondering how much longer it’ll be before we’re all online through the lens of big brother.  If you’re thinking this sounds a bit panicky, listen to the guy who invented the world wide web.


The internet might feel like the wild west, but I’d rather that than blanket, authoritarian control.  Inevitably, the moneyed interests that maintain that control will carve up the internet, reserving clean, usable data for those that they think deserve it and withholding it, or leaving polluted information from everyone else.  I get frustrated at the cybercriminals and state run bad actors that poison the internet, but I get even more frustrated at the apathy of the billions who use it every day.  If we were all more engaged internet citizens, the bad actors would be diminished and we wouldn’t keep looking for easy answers from self-serving multinationals looking to cash in on our laziness.  I’ve said it before and I’ll say it again, if I could help make a SkyNet that would protect the highest ideals of the internet as its only function, I’d press START immediately.


The internet could be one of the most powerful tools we’ve ever invented for resolving historical equity issues and allowing us to thrive as a species, but between criminality, user apathy and a relentless focus on cloud computing and the control creep it demands, we’re in real danger of turning this invention for collaboration and equity into a weapon for short term gain and authoritarian rule.

https://webfoundation.org/2019/10/as-the-internet-turns-50-we-must-protect-it-as-a-force-for-good/

“It’s astonishing to think the internet is already half a century old. But its birthday is not altogether a happy one. The internet — and the World Wide Web it enabled — have changed our lives for the better and have the power to transform millions more in the future. But increasingly we’re seeing that power for good being subverted, whether by scammers, people spreading hatred or vested interests threatening democracy.”

“The internet could be our greatest collaborative tool for overcoming historical inequity and building a fair future, or it could be the most despotic tool for tyranny in human history.  What we do now will decide which way this sword will fall.  Freely available information for all will maximize our population’s potential and lead to a brighter future.  The internet should always be in service of that, and we should all be fighting for that outcome in order to fill in the digital divide and give everyone access to accurate information.  Fecundity for everyone should be an embedded function of the internet – not voracious capitalism for short term gain, not cyber criminality and not nation state weaponization.  Only an engaged internet citizenship will make that happen.”

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