In another confluence of events I’m reflecting on just how much of an effect teachers have on a student’s trajectory.  A misread tweet on how damaging assessment can be was followed by a post on Google+ and punctuated by a graduated student showing up unexpectedly this week.  It all got me thinking about how damaging to students teachers can be.


I got into computers when I was ten years old.  By the time I was twelve I’d published code and was writing my own programs.  It took a single dismissive remark by my computer science teacher to knock me off that trajectory for years.


I did grade ten computer science on a freaking computer punch card reader and did well.  I’m not a mathlete and struggled with the theory, but as a hands on coder I’m more than capable – I sympathize with the machine and understand what it needs.  In grade eleven we finally got to move to 286×86 IBM PCs and I was very excited.  I’d signed up for grades eleven and twelve in consecutive semesters, but after the math teacher running the program basically turned it into a math course, I didn’t do very well.  When I walked into the grade twelve class in semester two he looked down his nose at me and said, “Tim?  Really?”  I dropped the class shortly thereafter.  If you asked him now he’d probably say he was doing me a favour.  He did me no favours.


Last week I had a young man drop by who graduated a couple of years ago.  He asked me if I remembered what our computer science teacher at the time had said to him in grade eleven.  He’d basically done to this kid what my computer science teacher did to me.  Jake said he bounced back because I essentially designed our new software engineering course around his suggestions, which encouraged him not to give up on his love of coding; he’s about to finish the programming course at Conestoga and he’s debt free because his game studio is making him enough money to pay for his college.  Teachers who have never published anything telling people what they can and cannot do really get on my nerves.

This student and I both tend toward a right-brained approach to things, thinking laterally and often intuitively about problem solving.  We’re foreign beasts to predominantly left brained math and science types.  That linear, concrete thinking allows left brained teachers to place a lot of faith in grades – they believe that they are something more than a vague, abstraction of a student’s abilities.  When these mathlete computer science types look down their nose at you in condescension, they believe that the D they gave you means something.  I would posit that their certainty makes them a liability in any classroom.


Becoming a high school teacher was never a goal of mine.  With a few exceptions I didn’t enjoy school when I was in it and I certainly wasn’t aiming to make a career of it.  Now that I find myself teaching I’m constantly aware of just how damaging those gatekeepers in my own background were.  


In grade ten I wanted to be an astronomer more than anything else, but a series of science teachers made a point of crushing that dream.  I’m hardly stupid, and I was willing, but it was their way or the highway and I don’t bow to authoritarianism very well, especially when my scrappy, experimental approach to problem solving bares fruit.  They didn’t like that I struggled to a solution myself rather than following the well trodden path of ‘the right answer’.  In retrospect, and with some pedagogy to back me up now, I’d wager that my hard won answer is still with me today while the A+ students who memorized the process have long since forgotten it.  Learning is supposed to be messy.

When you think in absolutes you have the potential to do some real harm to children.  Every day I make a conscious effort to consider how what I’m saying will encourage genuine learning in my students.  I’m not an easy teacher, and often have the biggest friction with the A+ crowd who just want to know what to write so they can do what they’re told and get that A plus they’ve become accustomed to.  In those cases I celebrate their efficiency while expanding their resiliency.  You don’t need to belittle someone because they do things differently to you.


As teachers we could do a lot worse than following the Hippocratic oath doctors use.  If at any point you think you’re helping a student by disciplining them with assessment, you’re not – that was the subtext of my tweet to the Ministry.  


If at any point you dismiss a student’s approach to a subject because it’s not the same as yours, you’re helping yourself more than you are your student.


Try and be what you’re supposed to be: the adult in that student’s life who can dispassionately see their potential and then do everything possible to realize it.  This can be much harder work than simply attacking kids with numbers because they don’t conform to your process, but it’s much more rewarding.


So many secondary teachers fall into a comfort zone around their familiarity with their subject and are unwilling to see any other way to do it.  It might take a bit of lateral thinking, but seeing the value in how a student approaches a subject instead of assessing them based on how closely they follow your methods would be a significant pedagogical step forward.  We’d suddenly be assessing how they are grappling with their learning rather than forcing our methodology on them, and that would mean far fewer teachers slamming the door in student’s faces with or without realizing it.

from Blogger http://ift.tt/2ntJ7xx
via IFTTT

I’ve often been at odds with how new media makes its billions.  People self-identify with new media like nothing else because it is such an intimate part of their lives.  The hardware is always at hand and the software makes personal demands on our information and our time that would have felt foreign and invasive twenty years ago, but like a frog being slowly brought to a boil, we haven’t noticed how it’s killing us.

We suddenly feel time compressed like never before because we have become a commodity in an always on attention culture.  The tech giants feeding from this frenzy that they have created present themselves as saviours of the people, democratizing media and making the world a better place:

Yet there is a change in how we are relating to the strange new mediascape we find ourselves in.  Facts are no longer facts and the tech companies enabling this, up until recently, were willfully unaware of how damaging that can be, though more than happy to make advertising revenue from it.

The hand wringing helplessness felt over this epidemic of fake news always struck me as odd, like an alcoholic wondering why everything is going to shit when the answer if obvious (it’s the alcohol).  Yet the vendors of our hangover kept it paying off until the damage was done.  

This was brought into sharp focus for me after reading this article by WIRED.  It tells the story of disenfranchised teens in a former Soviet Bloc state who found a way to make silly money by aggregating fake news.  Google, Facebook and others were only too happy to make a mint from this process in advertising revenue.

By leveraging the information collection platforms (aka ‘social’ media) they have created to produce targeted ads, these new media advertisers found an avenue for stale marketing budgets.  Companies flooded in to Google, Facebook and the rest, desperate to tap a younger demographic unreachable through traditional media.  But social media companies offered something more than just the vaunted Millennial crowd, they also offered targeted advertising.

You don’t get Gmail, or Facebook Messenger or any of these other complex, expensive services for free.  You get them because they are constantly mining your data and using that information to target ads.  Social media companies ARE advertising companies.  How powerful is this technology?  Last year Facebook made six billion dollars more than the largest advertising agency in the world.  Google made tens of billions more.

Tech companies present themselves with noble ideas like organizing the world’s information or giving people the power to share and make the world more open and connected, but they aren’t non-profits, quite the opposite actually.  While they might engineer their technology to organize and share, the way they pay for their private jets is to monetize those noble ideas while avoiding paying taxes as aggressively as they are legally able.  

Google, Facebook and social media itself is now the largest advertising system on the planet.

That some shifty Macedonian teens made a bit on the side is really an afterthought.  What should strike you as most illuminating is that the multi-nationals driving social media were more than happy to make millions from obviously false and plagiarized information that was dressed up as news.  If you think this didn’t have any effect, look to the damage done to one of the oldest democracies on the planet.

Google stopped cashing in on fake news when people complained, not before, and the people who lost money on it were the website owners, not Google, they kept every penny.

By aggregating bonkers right wing fiction into easily consumable content (usually by stealing it outright and dressing it up as news), those kids made years of salary in a month, but what are pennies on the dollar compared to the profit social media advertisers pocketed?  Google and others were not only making a fortune off the fake news epidemic, they themselves were the cause of it, using their customer data collection systems to feed lies back to the people who most wanted to read them.

It wasn’t until the flaming mess of the US election that anyone stopped to consider what the ramifications of this approach were.  These tech companies love to claim the moral high ground, but their highest ideals take a back seat to greed.  Perhaps Google needs to try a bit harder with it’s motto of ‘don’t be evil’.

Try harder.

I’ve struggled with how these companies have insinuated themselves into education, branding teachers and even information itself with their logo.  Looking over nearly seven years of Dusty World I can see myself slipping from a technology evangelist into an increasingly uncomfortable relationship with these companies.  As they’ve become richer and more influential, their ability to make decisions based on the public’s best interests seems to have steadily deteriorated.  Nowhere is this more apparent than this latest social hack: design a system that feeds lies to the people who most want to believe them, and then make a profit from it.  They’re making it mighty difficult to like them, let alone admire them.  


Meanwhile Britain Brexits and the US government can best be described as a maelstrom.  At least some poor kids in Macedonia made a bit of money in a world were it’s usually the super rich who make something from nothing.  Maybe social media systems are blameless in all of this. After all, they only give us what we want.  If we’re too stupid to educate ourselves, perhaps it’s what we deserve.  Is it still propaganda if we’re doing it to ourselves?

from Blogger http://ift.tt/2o6krzG
via IFTTT

This provocative article was shared on Facebook recently.  Teachers sharing and talking about education during March Break, I know, crazy, right?

There is an technologist slant to this article that, like everything else people do in the age of information, reduces complex human interaction into a simplistic informational exchange.  We fall into this trap in every age we live in.  When society was church based we defined ourselves as souls and saw ourselves as intangible spirits in a material world.  When we industrialized people started to see themselves as machines.  In the information age, unsurprisingly, we treat ourselves like computational nodes in a network.  We always seem trapped in our sense of self by the reflection our society casts casts back at us.  In every case we’re taking what we are and reducing it to the limitations of the flawed technology we are producing.

By forcing our definition of people to fit the technology at hand we make humans an integral and exploitable part of that technology.  If you can reduce complex human social interaction into simplistic social media exchange and centralize the profits from those interactions you’ve made a fortune.  The same companies doing this do everything possible to avoid paying taxes to support the societies providing that data.  This is one of the best examples of business leaching off society (other than the stock market itself) that I can imagine.

The fortune to be made reducing students to data is often dressed up under the guise of happier more engaged children, but in my experience the self directed learning suggested by the author of this article is neither efficient nor particularly engaging. Self directed learning requires the kind of focus, self discipline and appreciation of future benefit that most children are incapable of because they haven’t developed that bit of their brains yet.  

Many adults are equally stymied by self-direction.  For most, getting into a directed course of action means happily surrendering free will in order to work out of habit.  This a much less stressful way to live a life.  Developing routines and sticking to them means you get to off-load responsibility for the outcomes of those routines onto the people or devices that manage them.  Being able to complain about this while taking no responsibility for what is happening (you’re a helpless cog in the system) is one of the most cathartic things your typical human being does in modern society.  Schools are a favorite target of the lazy or aimless; an easy institution to hate because they are trying to develop you into a more fully functioning human being against your every effort.

The brave new world of self directed child geniuses being monitored by cheap, non-professional facilitators that require no special training get a lot of neo-liberals excited about the cheap and engaging de-institutionalized future of education. In the coming age of machine intelligence computers will do all of the thinking and management. Human beings won’t have to do anything more than assimilate with those machines… and complain about them. 

Perhaps this writer has a point.  In 20 years when AIs are doing the jobs of most of the non-specialized workforce, why waste money educating them? Students can go to school and perform the same mind numbing habitual activities they do at home. Once we’ve achieved this nirvana we will have taken the final step toward becoming nothing more than the technology we create.

from Blogger http://ift.tt/2mUioLI
via IFTTT