Tag: edchat

Originally published: Sunday, 6 May 2012 on Dusty World

I’ve recently cut most of the ‘educational consultants’ from my twitter feed.  I found the tweets, blogs and emails I was getting from them had a funny, self interested smell.  If I have to pay for entry into their private realm of secret ideas about how to become a super teacher, then what am I really paying for?  It reminds me of other groups that want to get me on a pyramid and get themselves another believer (with cash).

Can I not do this with any PLN?  Ask a colleague, it’s cheaper, and more honest

I realize that Educational Consultants have to make a living, but the constant up-sell I’ve been getting on work email, and the secretive approach to building closed groups who will ‘show you the way’ that can only be entered through joining the club to learn insider information gives me the willies.

I don’t even feel comfortable when public educational computing leans heavily on private companies to run their computers.  Our own board has a strange affiliation with MDG, Microsoft and Wordperfect that defies logical description (as well as expensive, foreign, consultant/keynotes when we have locally relevant talent available).  When open source, free, democratically (and transparently) developed not-for-profit operating systems and software are available for educational use, why would we be in tightly worded, long term contracts with for profit companies like these?  There might be a situation where a private option is the only one, but it appears to operate the other way around; the private option is the only option.  Ed-consultants seem to work under the same logic.

Given a choice, I think I like my professional development on an open source model; freely shared with people who, you know, actually teach, instead of just talking about it (from a country that has gutted its own public education system).  I know it’s exciting to get some big money, charismatic cult-sultant up from the States (because evidently they like to export their poorly performing educational system world wide), and many senior educational administrators feel that this is real value, but after tasting the freedom of unconferences, ed-camps and keynotes from professors who are working to understand the complexities of change in 21st Century education, I’m wondering why we keep going back to the (expensive) snake oil.

It worries me to think that even educators would rather be told what to think than try and work it out for themselves.  It doesn’t bode well for a 21st Century classroom when we ourselves aren’t willing to be the experimental, freely collaborative learners we expect our students to be.

I’m still mulling over the discussion we had around what teaching is at EdCamp Waterloo the other week.


In teacher’s college what seems like a long time ago, one of our profs tried to get us to explain what the process of learning was in a typical classroom.  He asked, “is what  you’re doing more difficult than surgery?”  The general answer was, “no, surgery requires precision, great expertise and can kill people if done wrong; it’s more difficult (and important).”


Our prof went on to try and describe what happens in a classroom as we teach people new ideas in a way that allows them to retain the knowledge and make it their own.  It’s complicated in social, psychological and physical ways, and you don’t get to focus on one person at a time, like that surgeon does, you typically have 90 students in circulation each semester and you’re dealing with 30 at a time.  Considering the circumstances, it’s amazing that teaching and learning happen as well as they do.


At Edcamp a discussion wandered into focus on this, and the complexity of the process is quite staggering.  If you truly care to understand how we teach and learn from each other, you’ve got to recognize the uniqueness of this ability (#11) in humans.

Teaching isn’t purely a learned behavior as many would have you believe… we’re hard wired to learn!  This begins to explain why classrooms are able to teach as well as they do; it wouldn’t work as well in a room full of chimpanzees.


It also helps explain why teaching is such a personalized set of skills.  Many teacher’s colleges, educational experts and administration would love to develop that perfect teaching algorithm that allows them to streamline the process, make it cost effective and minimize differences in education.  This approach fails to recognize the complexity of the process.


When I became a teacher, I was surprised at how much I was imitating those teachers who had a positive effect on me when I was young.  The job is challenging, overwhelmingly so for many people.  Those who stick it out and begin to develop some mastery in this very slippery (psychological, sociological) profession might have used the same process.  


When I was a student, long before I thought of becoming a teacher, I was subconsciously apprenticing.  From Mr Rattray in grade four to Mrs Thomas in grade six, Mrs Fraser in grade seven, Mr Stern in grade 13, I was seeing what worked in master teachers, and then subconsciously imitating it when I suddenly found myself in front of a class years later.


I find it strangely comforting to sometimes find myself speaking with those voices, some of which are long gone from the Earth.  It’s one of those ways that teaching reaches deep into what we are.  But if you’re unlucky enough to be in a college that doesn’t help you understand how vital you are to the process (by over-emphasizing curriculum, or administration, or control), you will end up a cardboard cutout, someone not being human in this most human of activities.


You might try to approach teaching as a science.  If you do, I suspect you are either not going last in the profession long, or you’re going to get out of classroom teaching as soon as  you possibly can and administrate.  There is something unique and personal to every successful classroom teacher.  Some can be the stern disciplinarian and be very effective as that teacher, others can be personable and relaxed with their students and approach the same level of effectiveness as a teacher from a completely different path.  Whatever it is that they do, if it’s ‘put on’, disingenuous, then students won’t do what they have a predisposition for: learn.


Those that try and distill this most complex of professions, one that actually defines us as a species, into a statistically, standardized process fail to grasp that teaching and learning, more than medicine, science or even religion, is what makes us uniquely, and powerfully human; it has been the single most important defining factor in our evolution as a technologically advanced species.

Ah, the Ontario Secondary School Literacy Test (OSSLT).  An annual event in which we sit down all the grade ten students across the province and spend four and a half million dollars to tell the ones who are already failing English that they can’t read or write very well.  It also fails the ones who might read and write well but have anxiety about writing tests, but highlighting their weaknesses is just an added bonus!

I think the monkey’s got it

Without this redundancy where would we be?  Does a standardized test create quality or accountability?

Of course it does!  The only real way to ascertain a student’s ability to read or write is to put them in an unfamiliar situation and then drill them with specific questions about subjects they may or may not know about in a test format not followed anywhere else in the curriculum.  Literacy is nothing if not a test of your ability to handle stress in unfamiliar situations.

Some say that the OSSLT is an empty bureaucracy created by an educationally bankrupt, long-gone provincial government in order to create the illusion of credibility.  This is obviously not true.  The OSSLT is a shining beacon of hope in an educational system that is in obvious crisis.  By population, Ontario is a key piece of the Canadian educational system, yet Canada’s poor performance in reading and the importance of literacy in all subject areas clearly necessitated this pedagogically vital and expensive standardized test.

To date we’ve spent well over fifty million dollars on this pivotal piece of our literacy puzzle!  Just because there is a financial crisis in Ontario and drastic cuts are needed so our government can financially justify supporting failing American car companies and banks, does not mean we should consider cancelling this pivotally important and expensive opportunity to further belittle our weakest students.

Without intentionally and clearly marking our literacy challenged students, we can’t hope to improve Ontario’s dismal performance in education.

In this case, the money doesn’t matter, it’s all about quality, accountability and the ongoing repairs to our crippled educational system.

The OeLC Conference (Feb, 2012) approaches and I’m considering the agenda.

I find elearning in my board to be a tricky proposition.  I’d like to do it, I’ve spend a lot of time (much of it my own), working on elearning in one way or another.  I’ve adopted many web2.0 tools into normal classroom situations, doing wikis in English, Nings in media arts and message boards in everything from English and computers to career studies.  I’ve also worked in multiple LMSs from Angel to D2L.

Having an online location to share resources, information and communicate with students, whether in class or out, is where education should be.  I don’t run a course now without having an online means for students to reach me.  It comes in handy in everything from exam review to student absences to extended absences due to vacations or overseas exchanges, and saves me and my department(s) hundreds of dollars a year in paper.  Last semester I did $17 in copying, the top copier in our department was over $350.

I don’t need to go to a conference to learn how Jing works.  I’m already a carpenter, I don’t need to learn how to hammer nails.

I’m a 21st Century tool who really enjoys digital learning opportunities, and I want to be involved in how these learning processes, which are in a seminal phase, are being developed; elearning itself has barely begun!  I’ve found the best opportunities to do this through social media and PLN building, and ECOO and OTF conferences rather than within elearning.

Which brings me to the OeLC conference.  I’d like to go, but I’m not actually teaching any elearning classes.  I’m not teaching elearning classes because the development of elearning in our board has been, at best, inconsistent, and at worst actively dismissive.  Teachers who go out of their way to take the training, find nothing available to teach.  I’ve found myself teaching elearning or blended learning (elearning supported courses in physical classrooms) only as a pinch hitter, either doing courses no one else wants (summer school) or taking over courses that other teachers were given.

For someone who has consistently (even before my current board began elearning – in a previous board) demonstrated an interest in elearning, I’ve found opportunities to teach it to be vanishingly small.  Whether politically or financially motivated, this shifting ground makes it hard for me to get excited about this conference.

In the meantime I’m creating language around elearning for our union (OSSTF).  Our contract is about to be negotiated and the union is very suspicious of elearning and what the board will expect teachers to do with it.  Their track record around elearning expectations hasn’t been spectacular, and there are real concerns about how elearning will be used as a means of watering down teaching, or forcing multiple classes and higher class sizes on single teachers.

The rock and a hard place feeling has been around for me since I began teaching.  As a new teacher who left behind a career in IT, I found myself digitally literate in a profession that seemed (s) to pride itself on not being.  One year I’m trying to overturn board doctrine around digital access, only to have them say back to me (word for word) what I’d been telling them previously.  I’m OK with that as long as the changes are happening, other people can play the politics.

The union also wants to try and slow what I see as an inevitable societal shift.  Both union and board still word their contract negotiations around brick and mortar, industrialized, 19th Century teaching habits; I think both sides find the clarity of bells, sages on stage and physical classrooms comforting.  They make a lot of noise around student centered learning, digital education and experiential classrooms, but they don’t write this into the rules we all live by.  Contractual language is couched in the way we’ve always done things, it’s safe and familiar to both sides.

So here I am, an active web2.0 teacher who doesn’t particularly like LMSs, finds himself outside of whatever the board wants to do with elearning (if there is actually a plan), constantly finds himself pushing against pointlessly restrictive board digital policy, and who continually butts heads with his union colleagues who see elearning as a debilitating attack on the sanctity of their profession.

… and there’s this conference coming up…

All stats are derived from the November 2010/January 2011 Centre Wellington DHS blended learning career studies pilot (102 students in four sections).  

More than 75% of my students have high speed internet access at home.  This internet access offers stable multi-megabit per second through-put, allowing for instant web access.  These students have none of the headaches of a closed educational network with network drives, secure individual logins, forgotten passwords or thousands of people trying to share their connection.  They are used to instant on, always on, fast internet.

With that access they play the latest games, many of which include multi-player massively online environments and astonishing graphics where they socialize with many people simultaneously.  Their home computers use the latest OSes almost exclusively and include the latest drivers and software.  An unusually high percentage also live in Apple OSx or the latest Linux distro.

At home they tear across the internet, downloading, uploading and multi-tasking with ease.  They are able to select a browser based on personal preferences and then load it with apps of their own choices; they are able to author their access, which is a key component in developing digital skills.

Then they come to school.

At our school they get to share our school bandwidth with fourteen hundred other people in the building, and then it gets funneled down to the board office where it’s shared with dozens of schools and thousands of other people.  And when that single link (single point of failure) fails?  The whole board goes dark.

“School internet sucks” is a standard description of the experience.  At school you know you will click on google docs and wait, and wait, and wait.  When you’re typing in a googledoc you’ll sometimes see no text, and wait, and wait, and wait.  In many cases, this is the only time students see web pages timing out. This even happens with text pages, not just media heavy stuff.

The school network uses an image that has a pile of Ontario Ministry of Education software installed on it, but it’s not what they use at home.  Microsoft Office?  No, you get Wordperfect (which isn’t).  Trying to balance all of that software so that it plays well together is an ongoing challenge, and what many of our techs spend their time doing.

On top of all of it, when you login to a school computer you’re greeted with a pixelly WindowsXP screen.  WindowsXP?  Students remember that, it’s the OS their parent’s used when they were small children.

Internet at school.

A game is a deceit, designed to entertain.  If that entertainment becomes a perceived memory, and the actions in it something you believe you actually did, then what is the difference between you and someone with an associative disorder who thinks that they are Stalin?  Both experiences are fabricated on beliefs founded on false memory.  Both are a kind of insanity.

You have the problem of the teen who plays a lot of fighting games and believes himself a master pugilist.  He gets into a fight at school after shooting his mouth off, believing that he is something that he is not.  The result inevitably gets posted on youtube where he looks like a penguin trying to slap another penguin; yet his own recall of events is that of a flawless victory.

I see this with skateboarders all the time.  They play Tony Hawk like it’s going out of style, but can’t land an actual trick in real life, yet they carry themselves as though they do.  It’s a kind of digital machismo that is leaking into the real world.

Even in games themselves, you hear trash talk from the most inept players who flip out and rage because they clearly (and repeatedly) get pwned.  That Generation x-box mentality wins out, it’s a kind of self-belief that defies logic (and reality).

The ongoing problem I see with gaming related egoism is that games are designed to be beaten.  Through staging and a careful progression of skills development, games lead a player to success.  If only real life were like that, there would be far fewer meth-addicts, addicts in general for that matter, welfare cases and criminals, not to mention poverty, obesity, school failures, cancer and bullying (this list could get quite comprehensive).  Life isn’t remotely fair, or designed to entertain you while you succeed.

If your entire self worth is built around the idea that you beat something designed to entertain you while you defeat it, you have to wonder what happens when you get to something like, I don’t know, school or a job, where we expect you to handle complex tasks that aren’t designed to entertain you, and not everyone wins, even when they might be better at something.

Rather than a Ra-Ra Gamification high, perhaps we should be looking at this from a more Orwellian/Huxleyan point of view.  Games are designed to placate the masses, make them feel like they’ve accomplished something while enhancing their self worth in meaningless ways.  We take our soma where we can get it, I guess.

I just wrote about the spell casting nature of technical support when the Harry Potter metaphor extended itself.


In a grade 12 academic English class we were talking about 1984 and Brave New World.  The idea of a technological dystopia seemed very immediate for those seventeen and eighteen year old students.  They felt trapped by their technology, dependent on it, desperate for it, addicted to it!

One student mentioned that he forgot his smartphone on a recent trip and was beside himself not knowing what was going on.  I told him, “that used to happen in the old days, we called it blindness.”  It was said partly in jest, but the conversation turned to the idea that technology is becoming a part of us and when you leave a piece of personal electronics behind you actually suffer withdrawal.  Any modern teacher who has watched students in exams fidgeting and anxious will know the truth of this.


That student didn’t just feel like he’d lost a sense while he was away from his Blackberry.  The physical aspect of that very personal piece of electronics was like a missing body part; he even had phantom pains, reaching for it constantly when it wasn’t there.


With the Harry Potter spell casting through technology thing floating around in my head, it seemed a logical next step to look at his smartphone as a horcrux.  These personal pieces of electronics give us senses and abilities that a few years ago would have seemed magical.  


In the case of personal devices like smartphones, tablets and even laptops, especially the really fetishy ones that Apple is famous for (though not exclusively), our tech has become as much a part of who we are as our clothing or other worn, personal icons.  If our personal technology defines us, then it’s a small psychological step from identifying with a physical object to believing our self-worth is an aspect of it.


The difference between passive items like clothes and our interactive tech is that the tech touches our minds as well as our bodies, it feels like a piece of how we think.  From there it’s a small step to feeling like they are part of our core being; a piece of our souls.


When I was a teen, I wanted a car more than anything in the world, it meant freedom and mobility.  I had no interest in cars before I was able to drive, and then I was infatuated with them.  My encyclopedic knowledge of everything build in the ’80s and ’90s is a result of that infatuation (as well as my entirely dodgy string of vehicles).  I’ve been all about anthropomorphizing mechanical devices since I was a kid watching Lost in Space.


The relationship with personal electronics seems destined to eclipse the earlier affection we had for our mechanical devices.  The nature of these electronics means a mental as well as physical interaction, and our adaptable brains are more than ready to accomodate the change.


Voldemort put his soul into horcruxes to prevent his own destruction, much as Sauron did in Lord of the Rings.  The idea of off-loading or decentralizing ourselves to external devices isn’t a new one.  Looking at the involuntary and constant connection to smartphones in today’s teens, it appears to already be happening on a massive scale, and they themselves realize how different it makes them from the people who came before them.


You’ve got to wonder though…  why did these authors always have the villain do this de-humanizing thing for their own self-aggrandizement?

Thanks to @fitfatman I now have a working term for an emergent student behavior:

PHOTOBOARDING: an emerging student response of taking pictures of in-class notes from overheads or the board, rather than writing notes.

In a senior academic English class we began a unit on short stories.  The instructions were complex and specific (across several pages) and involved creating a lesson on the short story of their choice, and then teaching the class that lesson (good prep for university seminar work).

Pretty much every student looked over the paper without reading it, made no effort to create a plan based on the criteria and then talked about their weekend with each other (while occasionally complaining about how much reading was involved with this unit).  It’s a week before the holiday break, they weren’t particularly motivated to be there.  Fortunately universities never set exams or anything important right before the holiday break.

One of the sharp ones came up and asked for clarification.  I spent 20 minutes sketching out a timeline/chart based on the criteria in the assignment with him on the board (in other words, I made notes).  By the end of our chat he had a clear idea of what to do on this specific assignment (I didn’t suggest anything, I simply wrote down what he found in the handout).  He also had a useful means of organizing himself for future assignments.

When we were done half a dozen students came up and took photos of the board with their phone cameras.  There were maybe 50 words in the chart.  In talking to other teachers, this appears to be an emerging student habit, taking pictures of notes written in class.

There are a couple of difficulties with this.

It turns out that writing by hand creates all sorts of interesting neurological connections between the sense experience of hearing and seeing, and the development of memory structures around new ideas.  I’m guessing that the ‘push a button’ approach doesn’t create the same linkages, and doesn’t allow you to work through the material a piece at a time so much as simply grab it up all at once, and they aren’t even the ones doing the grabbing.

The other difficulty lies in what this approach says about what happens in a classroom.  Students often come in after missing a class and ask what they missed.  They expect access to information, easily handed over, often online.  If information transmission is all that happens in the classroom, then you really don’t need a teacher to do that.  If information transmission is the point of education, then we really don’t need many people at all.

In the moment that I modeled, experimented and tried to demonstrate a self-sufficient way for a motivated student to get a handle on complex instructions, I wasn’t merely transmitting information, I was trying to create a memorable moment using written and verbal cues that would give him the tools to deal with this situation in the future.  The notes were an expression of this, but the goal was a change in his behavior that allows him to be more self sufficient and effective in dealing with complex tasks.

Taking a picture of the notes, reducing that moment of teaching to a few pieces of information on the board, fails to recognize the importance of internalizing learning.  If we develop digital habits that limit our ability to effectively remember what happens, and in the process reduce the complex internalization of ideas by simplifying teaching and learning into information transmission, we’re one of the main components in the creation of digital natives who wallow in the shallow end of learning.

Many teachers speak of their students’ horrific memory.  Without the process of deep reading and writing to gradually introduce ideas into our minds, we become surface dwellers, never considering ideas in deep, contextual ways.  Our brains are able to consume great amounts of detail if the information is streamed in (reading and writing happen to do this wonderfully well); snapping a picture does not allow for that.

The mechanics of reading and writing aside, my real concern is in the externalization of ideas.  It is going to become increasingly difficult to teach (encourage growth in understanding and resultant behavior change) if the process of learning is simplified into data transference.  In courses of study that develop complex curriculum over long periods of time (ie: all of them), we are displacing complex neurological actions that develop deep, contextual understanding and provoke personal growth with the click of a button.

As long as technology is seen and sold as a means of simplification and way of reducing effort, we’re doing our students a disservice by pushing it, and ultimately creating imbeciles.  Until we begin to advocate for technology that doesn’t dumb us down, for technology that allows us to effectively complicate and empower our thought processes, we’re part of a major societal problem.

In the meantime, students take photos of notes, replacing a cognitively engaging means of remembering and internalizing new ideas in a personal, contextual manner with the push of a button jpeg.  Most digitally interested teachers would call this efficiency, but we seem to be constantly confusing efficiency with gross simplification.

Why We Remember What We Write
http://www.lifehack.org/articles/productivity/writing-and-remembering-why-we-remember-what-we-write.html

Memory & Writing
http://www.neurology.org/content/46/5/1467

What is learning?
http://www.learningandteaching.info/learning/whatlearn.htm

Deep Reading & Memory: A professor’s guide to integrating writing…

How do you show someone what something really is when they already think they know?

Building digital competency is made harder by the fact that students believe that they already know what they’re doing.  Students who think the our networked world consists of facebook, youtube and Google think they know it all, because it’s all they know.

If we’re going to develop meaningful skill sets in students, we need to break down some long standing habits around believing that computers exist only for recreational use, and show students just how world wide the world wide web really is.

If we can break them out of their habits, and their very limited idea of what computers can do for them, we might be able to break the curse of the digital zombie, and develop some technology savvy students who are able to use technology instead of having technology using them

Operating a computer is like driving a car.  In both cases the technology enhances our natural abilities, and in both cases there is virtually nothing in the way of real understanding of what the technology is doing on the part of most users.  The vast majority of drivers are habitual creatures with little idea of the physics and mechanics behind what they are doing.  The majority of computer users are unimaginative, habitual users of their machines who stay away from experimentation in favour of what they know, mostly for fear of breaking what they know they can’t fix.

I used to think I was a dynamite driver, then I took a performance driving course at Shannonville, and realized how little I knew.  Following this up with a couple of years of cart racing in Japan, and I started to develop the craft of driving, rather than reinforcing the habit.

The defeat of habit in developing skill is the key to mastery.  If you can create a sense of perspective and experimentation with what you know, and what you don’t, you can learn to develop a set of skills beyond what you’ve already habitualized.  If your ignorance restricts you to the idea that you know everything, you are unlikely to ever move beyond that false sense of security and ignorance.

Many of our students live in this cave, watching the flickering lights, thinking that the flicking lights are all there are.  Pulling them out of their habitual ignorance is difficult, and I’ve often found that it’s best served by a drop in the deep end.  I’ve gotten more traction daring students to do something they thought they couldn’t than I ever have doing it for them (again and again).

As long as you can hang in the Zone of Proximal Development, you’ll be able to make them aware of their ignorance while offering them the tools to overcome it; the real heart of the teachable moment.