Tag: education

Facebook, Google, whatever…

As we’ve been forced to shift online during the pandemic we’ve been placing demands on
Google Apps for Education that it simply isn’t capable of.  GAFE is, at best, a bunch of cheap software cobbled together by an advertising company in order to collect user data so they can sell things.

Trying to be productive in this environment is infuriating.  This cobbled together suite of software has atrocious UI (user interfaces) that my grade 11s could do a better job with.  Google has a rep as a software company but they’re really an advertising company that buys software companies and then twists them to feed their primary business.

The other day I likened using GAFE as a productivity tool to trying to do the Tour de France on a bicycle made out of soap.  Anyone who tells you GAFE is great has probably capped their professional teaching designations with an advertising company’s logo and is more interested in selling that than they are in providing you with a working edtech solution.  I’m willing to bet none of them have ever used other business based productivity suites and don’t know what they’re missing. 

***

Our edtech ecosystems aren’t designed with pedagogy in mind and are entirely predicated on liability management at the cheapest possible price, even though they aren’t particularly good at protecting privacy or providing a secure environment either.

While chasing this freemium software, education has tied itself to these questionable systems delivered by dodgy advertising companies that aren’t designed for productivity.  This makes one of the greatest expenses in education (the professionals who provide it) less efficient than they otherwise could be.  How we got to this point where we hand teachers software that actually gets in the way of teaching is beyond me.

An example of how non-educational the apps-for-edu suite is can be found in the evolution of Google Sites.  What was once a relatively modifiable system that even let you write your own HTML has evolved into a drag and drop toy that lets people ‘develop’ websites without any understanding of what’s going on behind the curtain.  As a means of teaching web development or even just graphic design, it’s about as useful as a slideshow.  Google loves to automate things for you to make life easy, but it doesn’t do much for you educationally or productively.

If we treated digital fluency, which is a system wide expectation in all aspects of education since the pandemic, in the same way that we treat literacy and numeracy (also expected in all aspects of education), we wouldn’t be selecting tools that do things for us to replace our understanding.  We don’t use tools in literacy and numeracy that just take the hard work out of your hands and do it for you – if we did no one would be able to read, write or do maths.

Our technology stance with digital fluency is the equivalent of teaching spelling by giving all students a word-processor that reads and writes for them while we pat ourselves on the back for a 100% literacy rate.  This laziness with digital fluency seeps into all aspects of education where automated digital tools are quickly coming to replace fundamental student skills instead of supporting their development.  There are neurologically tested negative results to this kind of digitization, like the inability to recall details when entering new learning digitally.  Of course, Google has no interest in you hand writing notes because they can’t monetize that.  Reconsidering our educational digital technology would not only mean we could teach digital literacy like it mattered, but we’d also protect pedagogy throughout the system from companies that have no interest in it.

I still dream of a day where we don’t line up to spend tax payer’s money on inefficient and questionable educational technology that has no interest in providing the best possible pedagogical experience for our students while maximising teacher productivity and focus on teaching.  Working from a credible basis like that, we could build our own open source educational technology (both hardware and software) and develop the kind of deep understanding of digital tools that would make our classrooms relevant and our students world leaders in terms of technology understanding and use.

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 I’ve been struggling to reflect my way out of another double cohorted double class semester with no breaks to plan, mark or otherwise manage a radical change in time tabling.  In the face of this I’m trying to describe the situation in the hopes that verbalizing it more clearly defines it for me and helps me figure out a way to survive another quadmester of maximum COVID-classroomness.

In order to keep face to face class sizes below 21 students we are running a split day where half the class is face to face and the other half is remote, then they switch.  This exhausting system has me trying to respond to remote student questions while teaching face to face all day every day.  It has all the challenges of a face to face technology classroom with all the headaches of remote teaching.

The term for it when you have two double cohort classes in a single quadmester is a double-double (ala Tim Hortons).  It basically means you’re teaching in two places at once all day every day.

All of my classes this year are double cohort classes.  I appear to be a minority in this even though I’m one of few teachers in the school who has unique qualifications that no one else has or can teach.  This means any ‘online support’ teacher I get has no facility with what we’re teaching, leaving me with the job of managing both cohorts simultaneously.  Piling on this lack of equity in the workplace are the covering teachers we’re supplied with in class.  They are supposed to free us from the classroom so we have some prep time to completely re-write the curriculum to suit this new format, but none of those teachers are tech qualified which means if I leave students should be taken off hands-on work (only tech teachers are qualified to cover tech safety requirements in class).  Further cutting hands-on work in a year where we’ve already cut instructional time in half is problematic.

Because that’s not enough, I’m also teaching a double-double with a senior stacked class of two different grades (a double-double-double?).  I’m currently unable to sleep very well and I’m frequently up at 3am, which is when I’m doing all my planning and marking because I have no other time to do it when I’m at work.

We’re not given any data on our students so I dig it all up myself.  I’ve started this double-double-double with a stacked to maximum capacity of 31 students in two grades (20 in the maxed out morning cohort and the other 11 in the afternoon) senior class.  This is an ‘M’ level senior technology class.  In other places these are capped much lower, but my hands-on technology class is capped the same as a grade 12 university bound calculus or English class even though we’re hands on with live electricity, power tools and 400 degree soldering irons.  Out of those 31 students, 26% are applied level students and 10% are essential level.  52% of students in the class have an individual education plan that demands differentiation of instruction (both online and f2f – simultaneously).

Ontario high school classes are supposed to be 110 hours long.  I only get 52.5 hours of face to face instruction with my students in our pandemic quadmesters.  The other 52.5 hours I’m unable to support them online because I’m face to face with the other cohort of the same class.  I suggested we use the empty room next door and spread out across two classes.  My non-shop regular classroom packed with technology makes six foot separation even in cohorts of 20 impossible, but spreading out across two classrooms would allow us to maintain social distancing while also providing a qualified instructor for online learning since we’d be a single cohort class (all 31 students in but spread across two classrooms means smaller cohorts in each room than with the class cut into morning and afternoon cohorts), and I’d be supporting my own students in the afternoon online.

This seemed like a reasonable ask but I got a hard “no” from above.  Evidently what I teach is too dangerous for  me to be able to manage students in two rooms at the same time.  Not too dangerous to stuff 31 students of every skill level into a stacked class, but too dangerous to work in two rooms at the same time.

Our media arts room and even our metal shop full of lathes and other metal cutting tools that can chop your fingers off operate in two spaces walled off into two separate rooms where the teachers have to be in two places at once, but evidently I’m a special case.  My students don’t warrant qualified teachers for the remote half of their class, or a safely distanced space to work in.

While I was trying to sort out a pedagogically sensible and safer solution for my senior students I’m also juggling another double cohort of grade 9s in the other week.  That class is more academically leaning than my previous two classes but still rocks a 26% applied, 9% essential mix (including one DD student who is occupying almost all our in-class and remote support).  Over a quarter of that class has IEPs as well.

I’m trying to keep the hands-on aspects of the course alive but finding parts in a pandemic isn’t getting any easier as we stagger through another quadmester.  I have only a few PCs left for grade 9s to learn building on and what I do have is in rough shape.  When I’m up at 4am I’m also contacting my usual suppliers to see if I can get any more parts in.  They’re moving mountains for me but I’ll have to drive down to Brampton to pick them up because I’m not allowed to charge for shipping suddenly.  Not sure when I’m going to do that.

I’m still left wearing the same mask as everyone else.  The other morning I was walking down the hallway with two colleagues.  If you put both of them together I’m still bigger, but we’re all handed the same mask, though I half swallow mine because it’s much too small for me.  Every day I finish with a cracking sinus headache from the constant pressure.  I offered to bring in my own PPE but I’m not allowed.

While all that’s all going on I also helped a science teacher get the cables she needed to run her smartboard in class, helped another with speakers so they could play things out loud in class, explained to multiple people how to get tech working online and helped yet another whose VR pc we’d previous built for them stopped working.  It had stopped working because someone had gone into the PC and taken one of the memory sticks out of it – the other one was half hanging out of the motherboard (likely in the process of being stolen when someone walked in).  So I’m helping that teacher get the RAM they need to get the machine working again.

I’ve also got a coop student this semester, but I can’t get her out into the school doing the usual IT repairs we do because there’s a pandemic.  She’s actually a life saver in terms of being an extra set of hands in the classroom because we’ve had a number of technical issues with our DIY lab because many of the grade 9s have never used a desktop computer before and have caused many intermittent crashes that we’re trying to diagnose on the fly.

I’m one of the only teachers in the school to keep extracurriculars alive as many students depend on them, and I’m still trying to chase down awards and monetary support for our poor graduates who are trying to navigate this deepening crisis at a critical point in their lives.  Even that has come back to bite me.

Last Friday I discovered that my support of female students pushing back against sexism in technology pathways was so wrong that the higher ups who said no to a more socially distanced and qualified teacher supported classroom wanted me reprimanded.  Only local administration’s focus on rebuilding relationships in our school prevented that from happening.  I guess I should be happy for the little things.

Last Tuesday we had a blizzard that shut down the area and caused a number of blackouts.  We don’t live in an place with public transit or timely road clearing; weather can still stop things here, but that doesn’t stop the always-more treadmill we seem to be running on.  Online the message was, “All students are to shift to remote learning for the day. Staff are not to report to their workplace and are to work remotely.”  Meanwhile the telephone message from school said, ” school is closed and all buses are cancelled. Students and staff should not report to school, thanks and have a great day.”  This mixed messaging resulted in low online engagement.

I got to spend a day I would usually be catching up on the two weeks of marking I’m behind on or trying to recreate entire courses to suit a never-before-seen timetable babysitting students with the socio-economic advantage (who are predominantly ‘academic’ level students because we stream as much by privilege as we do intellectual ability) online.  The kids who didn’t have the tech or connectivity or home life conducive to online learning, or were just unlucky enough to live in the parts of town where infrastructure failed all got to come to school Wednesday already a day behind.  I’m going to be the hammer for that kind of inequity any more.

I keep trying to find ways to make this work but the answer always seems to involve disrespecting the ever deepening difficulties we’re drowning in.  I’ve quit being the school CBC rep because our local OSSTF district won’t reply to any questions about working conditions, even when I’m asking on behalf of other members.  It’s difficult to not take this personally and I know everyone is struggling to make things work under difficult circumstances, but I’d love to know just how much of a minority I am in terms of teaching load when I’m the only one in the building qualified to teach what I teach.  I’m beginning to see why unicorns died out; it’s not easy being unique.

Talking to super-students who at any other time are the epitome of initiative and drive, they tell me that they are exhausted and just don’t care any more.  If the go-getters are feeling that way then I’m sure the students without that resilience and drive are in tatters.  Parents of students with IEPs are asking me why their child’s grades are falling in all their classes, but saying anything about systemic inequity got me a reprimand.  I’m no longer willing to be the hammer that grinds children into paste so that a broken system can pretend everything is business as usual.

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Some people make leadership their life’s work, but I’m not one of them.  I find managing other people tiresome and tedious.  The only time I pursue leadership is if I feel it’s the only way to get things done.  Getting things done is what I’m all about and with a few exceptions I prefer to do it without management hierarchy.  I greatly enjoy collaborating and find few things more satisfying than a team working well together, but those teams are best when populated with experts pursuing their expertise, not when dictated to by a hands-off management expert.


I just completed a two year term as co-head of technology at my school.  The only thing worse than leading is having to go to committee every time a decision has to be made, which is what the co-head structure was designed to do.  Rather than get tangled up in that nonsense I focused on the things my co-head wasn’t conversant in, like communication and encouraging department improving extracurriculars.  At no point was I embroiled in co-head who’s-the-boss arguments (as others were) or telling anyone what to do, though this approached baffled many of the other people on the leadership team.  My co-head took care of safety and hard-tech shop requirements, I did the other things.  We collaborated on things like sectioning, though even here there was sometimes friction.  I wouldn’t recommend co-headships.  At their best they are a compromise.


At the end of my tenure our department had re-established itself as one of the leaders in the board in Skills Canada participation, re-connected with board funding for technology and had become used to actually knowing what happens in leadership team meetings thanks to my detailed, live and often colourful note taking.  I think I left the department in a more aware and positively engaged extracurricular place than I found it.


I’ve been a drill sergeant, I know how to bark orders and expect them to be obeyed.  It is only in very hierarchical situations that a dominating leader can operate effectively.  The punishments have to be immediate and the focus razor sharp.  Everybody involved is usually willing to do this because you’re training for a life and death situation so you need to have your shit together.  I enjoyed operating in an environment like that because expectations were clear and the efficiencies were obvious, but leadership in education is anything but clear on objectives and expectations (it’s managed by politicians).


It is such a relief to put that headship down.  The lack of focus or clarity of purpose makes for a very murky operating environment.  Everyone’s opinion is carefully listened to and then decisions happen seemingly of their own accord.  Having to listen to people who think everyone should do what they tell them for hours at a time in Head’s meetings is one of my least favourite things to do.  Trying to find quorum in a crowded room of conflicting self interests led to never ending discussions that never produced conclusions.  A room where less was said for longer amounts of time I don’t think I’ve ever sat in.

Now that I’m free from the yoke of leadership I’m doing what I do best and doubling down my energy on research and development.  I voluntarily took on too many sections of teaching again just to give my students opportunities to explore the technology they want to make their life’s work.  We’re taking a run at cyber-security competition for the first time with ICTC’s Cyber Titan program.  We’ve already put together a powerful roster of Skills Ontario competitors, and I’m pursuing half a dozen emerging technology initiatives.  My seniors are building VR ready computers for schools across the board and we’re developing ipad based software for DD students to better understand emotional expression.  We’ve repaired dozens of Chromebooks and other school hardware, installed software and enabled technology across the school.  We’re also in the process of working out how to create immersive 360° video as an introduction to the school so that students can become familiar with the layout before they arrive.  All that’s happening while I’m teaching five sections in three classes.


It’s my kind of work; it’s wide ranging, there are no right answers, there are no instructions because no one really knows how to do a lot of it, and it demands a real sense of discovery.  Isn’t this just another form of leadership you ask?  I’m certainly managing a lot of activity, but I’m back to my flat hierarchy where I work to develop expertise in my students so that they can self-govern their work (an expert is defined by how they design their work space in order to display their expertise).  I don’t want a production line, or even submission to hierarchy, I want experts I can collaborate with in pursuing solutions to challenging, non-linear, real-world engineering problems.  That might be the worst definition of leadership ever devised, but it’s what I value, and it’s the opposite of exhausting.

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Last year we were stunned to get an email saying we’d made it through to the Canadian national finals for the first ever CyberTitan student cybersecurity contest.  We knew, on the face of things, that we weren’t up at the pointy end of things, though we had made big improvements as we came to see what the competition wanted from us.  We couldn’t really understand how we’d finished top two other than the fact that there really weren’t many teams in the eastern division.


CyberTitan is the Information and Communications Technology Council (ICTC) of Canada’s national competition for Canadian students interested in developing skills in cyber security.  We’ve become so dependant on ICT infrastructure that it underpins many other critical systems like our food delivery, energy and finance sectors.  Yet this critical infrastructure is taught as an afterthought in Ontario’s education system (even as it becomes instrumental in delivering curriculum in all other areas of learning).  Being able to secure and maintain ICT infrastructure isn’t a nice idea, it’s increasingly a life and death one.


ICTC’s creation of the CyberTitan program is a forward thinking move.  With one of the largest job vacancy rates of any field and while other countries create military and civilian agencies to develop this new expression of ill intent, cyber security is being ignored at our own peril, but ICTC is trying to do something about it.


We went to last year’s nationals in Fredericton and had a fantastic experience.  Three of our team had never left the province or been on a plane before.  The competition took a radical turn from the Cyberpatriot rounds we’d done previously, but we did our best and managed a fifth place finish being beaten only by teams who have been doing this for years through the American Cyberpatriot competition.

This year we hit the ground running in September.  I’d already arranged a senior team and an all female team, but interest was so high I took the hit before I discovering my department budget had been eviscerated and paid the late fee for another team of interested junior students.  Those students named themselves the Cybears and stunned everyone by topping our scores in the first two rounds of Cyberpatriot, the US run competition that CyberTitan follows in the early rounds.  Cyberpatriot tiers the teams after the two opening rounds and then pitches challenges to each tier depending on their ability.  Platinum teams are still in the hunt for the world wide title but lower tiers still get to compete for top of tier prizes.


Since this was our first time seeing platinum level challenges, the State Round was a rough ride for our Cybears. They didn’t manage to finish in the top 25% of platinum teams worldwide and as a result they are out of the semi-final round coming up next week.  Having to tell our strongest team that they are out wasn’t easy, but it did shed light on how we got to nationals last year and how the competition is organized.


Last year we struggled at the beginning but got better and better each round.  We ended up Gold tiered and in the State Round had our best run yet, which is what got us to the Canadian Nationals – CyberTitan only looks at State Round results and doesn’t take tiering into account.  Platinum teams trying to climb Everest are considered on equal footing with Gold and Silver teams climbing Blue Mountain.  It would be like having some students write a 4C exam and others a 4U exam and then saying the grades are equivalent.


This led to an interesting conversation with the frustrated Cybears who, had they backed off on points in the early rounds would have landed in an easier tier and had a direct run to a top score in the State Round.  Do we play dumb and get an easier tier to get higher scores at the end?  That’s the path we unknowingly took to the national finals last year.


In talking it through we all eventually came around to the same conclusion:  we go full bore the whole time even if it means a tougher time later on in the competition.  The goal should be to go Platinum and then qualify for the national semifinals and get through the hard way.  This puts us in the best possible place to actually win Nationals.  We could be cunning and play this to our advantage and get easier points to game our way into the Nationals, but getting to Nationals isn’t the point, improving our skills and being competitive in it is.


Next year we’re aiming to build an all-star team out of the strongest contenders in this year’s three teams.  That team isn’t going to try and game its way into a National finalist spot.  We’re going the long way around, or not at all.


Meanwhile, our senior team got strong in Windows security management and thanks mainly to the scores of those Windows boys ended up finishing 2nd in Canada in the Gold tier.  Their Cisco networking and Linux results, while slowly improving, are way out of line with other teams around them, so they have an uphill battle to get the points they need to survive the semi-final round.  Since they’re in the Gold tier the images won’t be as hard as they might be, so points should be findable.  They’ve gotten better in each round, so a strong national finish is in the cards.


Our junior team is actually our girls’ team. Most of them were grade 9s last year with only two in grade 11.  The contest stressed them early but they showed incredible resilience and adaptability, pulling themselves up into the Gold tier and finishing right behind the senior Cybeavers, 3rd in Canada in their tier.


Last year’s nationals was a very male centric contest.  This doesn’t surprise me as finding females willing to stick with digital technologies has been an ongoing struggle at my conservative, rural school.  The all-female staff of ICTC people at the Nationals noted the lack of female competitors.  Getting women into technology is an ongoing battle, but more than a wildcard entry, I’d love to see the Terabytches win their way into the National finals and be the first all female team to do it.  I’d then like to see them take a serious run at winning it.


Unlike last year when we built a team of graduating seniors who all left us for university, this year we only have one or two graduating seniors.  We have already seen a significant step forward in terms of raising our skills and knowledge of cybersecurity (all three teams beat last year’s team’s State Round score).  By being able to cultivate talent and build experience year over year, our future teams in this competition look promising indeed.

Two Gold Tier finishes in the 2019 State Round – nice to see!

The Cyberpatriot competition does a lot of things that align with Ontario’s computer technology curriculum.  Joining it gives you access to Cisco’s Netacademy while also encouraging focus on what to get better at quickly.  The maintenance work we do in Windows 8.1, 10 and Server aligns with Skills Ontario’s IT & Networking scope, acting as a great review for our Skills competitors.  We struggle with Linux, but understanding Unix based operating systems is vital for web development, another Skills Ontario scope we’re chasing, so getting better there is no bad thing.

With so much student interest, our successes to date, and how complementary CyberTitan is with our other activities, I don’t see us dropping it any time soon, though it was mighty difficult to tell the hardest working, most focused and most successful team that they are out because they qualified too well.  Spending the $400 on registration and then another couple of hundred feeding my CyberTitans while they were battling in this cyber-marathon is also hurting now that I’m looking at an eviscerated department budget.


Friday, February 1st, while everyone writing day four exams thanks to some nasty winter weather, I’ve arranged to have all my competitors’ exams bumped to Monday and we’ll be in a six hour battle to see if we can win our way to the National Finals for the second year in a row.  I hope both teams show up ready to do their best work.  As long as we’re running at 100% of our capacity, the results don’t really matter, though when we’re this close, it’d be nice to win!

It looks like at least two eastern division teams are ahead of us on points, so it looks like our 2018-19 CyberTitan drive is at an end.

As a quick follow up, it looks like we’re finally out of the competition after the semi-finals.  The Terabytches did great work in Windows and Cisco, but struggled in Linux and fell short in the semi-finals.  Doing this round we’ve never seen before in the middle of exams made it very difficult for the everyone, but especially the juniors, to focus on preparing for semis.  The Terabytches (for the first time in the contest) seemed ruffled, making mistakes they hadn’t previously when managing images and working within the competition framework.  The penalties received were all good experience though and will only make for a more resilient team next year.  Now we’ve seen what can go wrong, we know how to avoid it in the future.

Creating senior teams that are strong across all sectors of the competition (Windows OS and Linux OS security management and Cisco networking) is going to be the goal for next year, and looking at our two junior teams, we’re spoiled for choice.  Up until last year I was still getting bumped into teaching English and wasn’t even a full time ICT teacher.  Computer science at our school is only a couple of sections and digital technologies in general struggle to reach a sustainable level in our building.  That our peripheral program in our rural school is able to produce results like we do is very satisfying and shows my students what they can do if they work together and apply themselves.  We’ll keep doing that, one way or another, even if it means winning the hard way.  Next year we’ll be doing it with our first ever veteran teams.

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1) Setup Anxiety 

We just finished the final round of this year’s Cyberpatriot / CyberTitan Canadian Student Cybersecurity Competition.  To say this year has been a challenge would be a gross understatement.  We lost half our teams immediately thanks to COVID restrictions.  The cancelled teams were both the junior teams who have missed a vital year of apprenticing with the seniors as we prepare for competition.  Thanks to this break in our process we’ll be seeing a reduction in the skills we’ve systemically developed over the past three years.  

With our two senior teams we limped through two rounds of the competition mask socially distanced to mask (because no one is face to face anymore) in our nerd lab at school.

The first round was shaky, especially on our senior co-ed team where our most experienced, senior students didn’t show up mentally on competition day.  Some careful coaching and focusing got them on track for round two where both teams scored more like they’re able.

We just completed the final round of competition last Friday, and (because things weren’t already hard enough) this time it was fully remote thanks to Ontario’s systemic mishandling of COVID19.  This had me up nights worrying about connectivity and tech at home for eleven competitors on two teams in eleven different home locations.  Our student built DIY lab means I can take care of the complex setup needed to do Cyberpatriot and let the students focus on the material itself, but not this time.

The competition uses virtual images (computers simulated inside a window) that give students hands on experience with infected and compromised computers.  When you open a virtual image and start working on it a timer starts and you’ve got six straight hours to maximize points by fixing the image.  If one of your images doesn’t open or a student is having technical issues, you’re still on the clock and losing time.  Doing IT support in a live environment with harsh consequences like that is very stressful, which is why I’d been anxious.

I delivered technology to students at home and did everything I could to ensure that they had what they needed.  I said repeatedly, “don’t talk about what you’re going to do, rehearse it!”  This was finally heard (after repeating it several times – teens don’t like to practice things) and students didn’t just think they were ready for Friday, they knew.

They sent me photos of their home setups, most of which were home made/DIY computers that we either made in our lab at school or they built at home using the skills they learned at school.  That produced a level of satisfaction I hadn’t considered; this final round students were competing on technology they built themselves that they’d also done all the software setup on so they could then demonstrate advanced digital skills well beyond what Ontario’s atrophied digital skills curriculum asks.

Put another way, I’ve been presenting on Cyberpatriot/CyberTitan for several years and a number of teachers have told me they’d do it but the technical setup is too complicated.  It wasn’t for the grade 10s, 11s and 12s at home last week.  Maybe it’s time to integrate digital fluency into Ontario’s Teacher’s Colleges if we’re expecting every teacher in the province to be proficient in the medium.

2. Swimming with the Digital Fishes

I’ve talked about the power of authorship in understanding and developing a meaningful pedagogy around technology use many times, but this time we took things to a place where few dare to tread.  As we prepared for this seemingly insurmountable challenge I didn’t tighten things into rote demands for compliance, I gave these students agency, and doing so gave me a peak into a world few teachers ever get to see.

Thanks to Heidi Siwak’s suggestion, I watched My Octopus Teacher last week.  What I saw on Friday in competition is much like what Craig Foster saw when getting to know his octopus: a wild animal being brilliant in its native habitat.

When you see students operating in the restrictive, overly prescribed walled garden of your corporately provided educational technology you’re seeing (in the ones that are actually digitally fluent because most aren’t) a wild animal in a restrictive, unfamiliar and domesticated environment.  This produces a kind of reticence in the digitally fluent student that means you’re not seeing them as they really are when they operate in digital spaces.  Even teachers with digitally literate students don’t often get to see this natural behaviour, which is expressive, efficient and astonishingly rich.

One of the ways we came to terms with managing the many challenges of trying to compete in a technically challenging international cybersecurity competition while stuck at home in a lockdown was by letting the students self-select the tools they would need to do the job.  This started with making sure they were on technology that gave them the administrative privileges they needed to move freely.  Nothing we’ve ever been handed at school was that.  The other side of the equation is selecting the software we needed to be able to communicate quickly, privately and efficiently.

The students selected Discord as their communications medium of choice.  I’ve had a passing acquaintance with this software but hadn’t been on it recently.  One of my jobs as Cyberpatriot Coach is to proctor the teams and ensure compliance with the rules; I’m judge as well as coach.  Cyberpatriot’s minimum requirements for fully remote competition only asked for a single check in with competitors but considering the circumstances (worldwide health emergency, remember?) I thought a bit more contact was in order.

The teams each set up private Discord chats focused on various areas of the competition.  They couldn’t see each other, but I could quickly move between both groups and connect to live voice and video chats as well as screen sharing.  This was vital in our approach to the competition as we encourage and depend on collaborative team interaction when problem solving.  Other teams may like to do the loner hacker in a room by themselves, but we’ve never approached it that way.

One of the reasons for this is that I’m trying to raise digital skills in cybersecurity in a place where we started with nothing.  To do that senior students work with the juniors when we’re practicing for competition (teams are physically and virtually contained during competition rounds).  Collaboration isn’t just how we compete, it’s also how we learn the material.

Discord’s fluid and efficient communications environment not only allowed me to proctor the competition by easily moving between teams, it also let the teams design their own internal communications structures and then leverage them with astonishing effectiveness.  Because they are all fluent in the medium their use of it is emotive and staggeringly fast.

While we were waiting for the email from CPOC to start round three (it never arrived, I had to contact Maryland directly to get access – my best guess is it got blocked by my work email – sigh), I watched memes appear and morph in the group chat.  This was happening beneath continuous voice chats and screen shares.

Once competition began I was moving between the specialists on each team and then between the teams.  I would drop into an ongoing discussion about how to solve a problem and immediately get a, ‘hey, King’ from the people in the chat.  Discord has a little chime that goes off when you join a chat and the students are keyed to it.  There is a misconception that teens aren’t engaged online but it’s because of how we situate them in educational technology, not because they are incapable of rich, interactive online engagement.

Over the course of the six hour competition I was flitting between discussions, but Discord doesn’t just make those discussions fluid and natural, it also lets you know what’s going on in them.  At one point three students were in the senior team’s Linux chat and our two operators were both sharing their screens so that all three people could see them.  This is precisely the kind of collaboration I feared we’d lose in a fully remote environment, but Discord made it possible for us to do what we normally do in a very difficult situation.

What made this potential disaster a success was DIY technology at home on self-selected communications platforms.  We started and ended the day in a Google Meet on our board system and it managed to be both laggy and disengaging after Discord.  Students never turned on webcams in Discord but because they could quickly and easily screenshare and emote in written chat while verbally communicating, they created an immersive and powerful online communications experience.  On our stilted video chat at the end of the day I was left wondering why video chats are seen as the future.  Like telephone calls, they’re the fixation of a generation, but not the future.  If we weren’t spending all our time pressing students faces into their webcams on that limited video platform we’d be able to see how they actually swim in their digital sea and meet them there instead.

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 I came across this article by Yuval Noah Harari called  “Are we living in a post-truth era? Yes, but that’s because we’re a post-truth species.”  It’s not often that I’m rocked by something that I read, but this did that.  He has a particular line in it that explains the dissonance I feel with the world at the moment: 

“…truth has never been high on the agenda of Homo sapiens. If you stick to unalloyed reality, few people will follow you. False stories have an intrinsic advantage over the truth when it comes to uniting people. If you want to gauge group loyalty, requiring people to believe an absurdity is a far better test than asking them to believe the truth. “

This happens with people so often that it’s one of the main reasons I find them so taxing.  Supporting other people’s fictions isn’t something that comes naturally to me.  I understand the social advantage of forcing compliance to untruths in order to establish loyalty between people, I’m just terrible at it.

In the last post talking about how to move forward in the morass of misinformation and negativity surrounding us, I mentioned that if I wanted to give up my idealism I’d go into management.  Management is one of those jobs that demands a facility for moving in post-truth ways.

A few years ago we had a poorly planned grade 8 day happen where an unexpected influx of students from the Catholic system resulted in over fifty children in one of the groups moving around the school seeing what’s on offer.  After half a dozen groups of 25 or so students accompanied by their teacher came through our program, this horde of fifty plus unaccompanied by an adult (because the second school system in Ontario won’t acknowledge the public one) burst into my shop and proceeded to do hundreds of dollars in damage before leaving.

I was livid.  I emailed admin and guidance and said (truthfully) that this was a dangerous situation that never should have been allowed to happen.  This upset our new head of guidance who was a good friend of our new principal.  His solution was to walk up to my room (very angry that I’d made his friend cry) and demand that I apologize for saying that this dangerous situation was dangerous.  I was teaching a class at the time but he wouldn’t let me leave the hallway he’d hauled me out into until I’d apologised.  It was a brutally honest moment of human hierarchical interaction where compliance to a lie was demanded and the usual niceties that we cloak our fictions in were swept aside.

More recently, as we switched to fully remote learning again following the mid-winter break, we were told “no one saw this coming” by admin.  Other than every doctor and epidemiologist in the province?  Other than anyone who had ready a credible news story in the past week?  How big a crane do I need to suspend my disbelief?  The only people who ‘didn’t see this coming’ were the politicians who caused it, and evidently education system managers who are so focused on making the wishes of what is perhaps the most malignant minister of education in Ontario’s history a reality that they’ve lost sight of reality.

One of the reasons I like working with machines is because they are honest in a way that human beings seem to find nearly impossible.  Reality continues to exist beyond the fictions people dress themselves in and will always ultimately win.  I find aligning myself with that reality is an opportunity for enlightenment in a way that the socially lubricating, self-serving human fictions are not.

Shakespeare has Hamlet tell Horatio, “There are more things in heaven and earth,
Horatio,Than are dreamt of in your philosophy”, and that’s a good touchstone.  Reality is indeed more vast and complex than the lies we wrap each other up in.  I only wish more people would get as excited about the truth of the world as they do about the self-serving fictions we demand of each other.

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This is the fifth attempt at this post.  Sometimes, reflecting your way out of dark place professionally takes some iteration.  Previous attempts ended up heaping frustration on top of frustration until it seemed overwhelming again – not the best way to resolve a metaphysical crisis even if it is all true.  I’m not the smartest, most upwardly mobile educator in the world, but I know my craft and I’m good at getting students to express their talents.  I’m also effective under fire and can always find a way to get back on my feet again when the going gets tough.  This year has been a test of that resilience and at times it has broken me, but reflecting on a year where Ontario education has lost the plot more than once has me thinking about a Banksy piece:

I’ve been tempted to leave education a few times over the past year for pastures less politically misdirected, but I genuinely enjoy my work, recognize its social importance and don’t want to walk away while my profession has forgotten its primary purpose in a fog of political misdirection and pandemic panic.  Education matters.  It matters even more in a crisis.  That’s a simple truth 2020 has taught me.  What else has this epically crappy year taught me?

LESSON 1:  The people running ‘the system’ aren’t focused on pedagogy, they’re focused on making it run (at all costs, even if it makes people sick or abuses their lack of privilege)

I’ve known this since I got thrown under the bus for handling my mother’s suicide too slowly, but 2020 has reminded me of systemic intent by shining a harsh light inside the process.  From taking multiple pay cuts to protect student learning in January while admin sat in empty schools collecting salary, to watching the system lurch back into the classroom unprepared in September, 2020 has shown that the most important thing to people running Ontario education is making a schedule and then ensuring it happens.  Pedagogy and equity might come up in the marketing material, but action around it is non-existent.  Threaten the schedule though and you’ll get an immediate reaction.

This came into focus in November when we watched Ontario Education Workers United’s live webcast on how to stop the ‘pedagogically impoverished‘ hybrid/simultaneous online and face to face learning model.  I’ve had a go at this unsustainable and problematic smoke screen of an approach on Dusty World previously.  There was a great deal of dissonance in listening to educational experts like Doctor Beyhan Farhadi talking about pedagogy when the system itself seems to have turned its back on it entirely.

Our absurd pandemic teaching approach reduces in-class instruction to less than half the normal face to face instructional time while making no changes to curriculum expectations because it’s important to retain the appearance of credibility.  Actual pedagogical credibility, let alone equity, compassion and even teacher burnout doesn’t appear to be a consideration unless it’s an email or newsletter – board newsletters have proliferated this year.  2020 has taught me that the system must run at all costs – even at the cost of the people it serves.

Our broken pandemic teaching models also demand that teachers be simultaneously teaching online and face to face to two different groups of students simultaneously all day every day while throwing about a month’s worth of material at students each week.  It’s doing this having cancelled face to face special education support which has led to even further inequity in the classroom.  It’s an approach that has hurt my son directly.  Listening to parents of students with IEPs begging for support and compassion is heart breaking.  I’m going to make a point of honouring that need even if the system appears to be deaf to these calls for help.

The paradigm shifting moment during that OEWU webcast was a Toronto teacher and union activist who approached the fight from a very pragmatic angle.  She said (and I’m paraphrasing), that the system is only interested in making sure the system works and if you want it to take notice you have to stop if from working.  Killing yourself to make a bad system run and then complaining about it isn’t an effective approach.  System administration will only pay attention to you if you stop the system from functioning.  I’m not sure where to take that truth in 2021, but it’s something to keep in mind if you see systemic abuse occurring and want to stop it.

The Ministry mandated full day of racism training we got in September prior to starting an unprecedented change in schooling feels more like a smokescreen rather than any kind of genuine attempt at addressing inequity.  Trot out a day of racism training (entirely delivered by ‘woke’ white women) and then execute a schedule designed to suit privilege while crushing students who don’t have it.

2020 has taught me to see actions, not words, as the real barometer of an institution’s intent.

LESSON 2:  “This isn’t elearning, it’s emergency remote learning”

A wise colleague said this in one of our earliest online remote meetings and it changed my mind about how to teach in a pandemic.  My reaction in a crisis is to display initiative and work to help people, but systemic paralysis was followed by a lurch into elearning with zero support and then a series of baffling changes of direction by the Ministry in terms of what technology we can use.

Ontario’s experiment in remote learning ended when Stephen Lecce came on one Friday afternoon and told students across the province that marks don’t matter in remote learning, which has established a culture of irrelevance in remote learning that continues.  We aren’t supposed to grade any learning that happens remotely and many teachers have given up on it entirely due to poor student engagement.  The system’s zero support is ongoing – we’ve been given no PD or even time to redesign the entire curriculum for remote learning on the fly.  The metaphor of building a plane in the air hasn’t changed, and we’re going back to full remote learning tomorrow.  How do you think that will fly?

2020 has taught me that curriculum is less important than student and staff welfare. It’s a pity the people in charge only pitch wellness emails at this ongoing mental health crisis, but as a classroom teacher my ever shrinking sphere of control still allows me to address it with my  particular students, and I intend to.  While other teachers are crushing students (especially the ones with IEPs) in a desperate quest for academic credibility in a system that’s only pretending to have it, I shall not.  This involves differentiating, which is another one of those pedagogical best practices we’ve burned to the ground during this crisis.

Some students, like myself, want to be engaged and kept busy lest they go mad with frustration!  For those students I will offer the variation and enrichment I’ve always pursued (yes, even in a pandemic), but for the vast majority less is their new normal.  For this group (which includes many teachers), being gentle is more important than being productive.  2020 has taught me that for the majority of people, when the going gets tough, waiting to be told what to doing as little as possible is the way forward.  It doesn’t bode well for a future bulging with ever increasing overpopulation in a limited ecosystem, but it’s the world our systemic myopia has brought us to.

2020 has taught me that pushing broken people only breaks them more, so I won’t be doing that even if the system demands it.

This is indeed emergency remote teaching.  It isn’t a ‘new normal’ and we shouldn’t all be waving flags proclaiming, ‘I got this’.  What we should be doing is looking after the children in our care, supporting their families and our colleagues and making sure that everyone is alright instead of pretending that everything is business as usual.  We can always learn what we missed on the other side of this.  Meanwhile, we’re getting strident ‘you have to provide blah blah minutes of synchronous instruction online‘ directives as we return to our second bout of emergency remote teaching.

There are too many system-people hanging on too tight that need to unclench.  I realize that this is being driven by a sabotaged Ministry, but enforcing it makes you complicit in it.  I’m going to look after my little patch (even the ones with special needs!) and push back if my student wellbeing first approach isn’t deemed appropriate by the powers that be.

LESSON 3:  Most people just want to be told what to do, even in a crisis…

My first instinct in a crisis is to show initiative and try to act in a way that helps, but the system thinkers don’t want you doing that, they want you to fall in line and do what you’re told.  This is problematic for me as my raison d’être in teaching is my agency as a teacher.  When the best I can hope from the system is benign neglect I can get a lot done in my immediate space, but when the system is in crisis it insinuates itself into my classroom and this is infuriating.  If I wanted to give up my idealism I’d go into management.

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 Hello TVO,

I’m active on Teach Ontario and my wife has been a regional councillor with you; we’re both big supporters of TVO.

A long time ago as a 10 year old new immigrant to Canada in the early 1980s I came across Bits & Bytes as I was teaching myself how computers worked.  This became a career in IT that has since morphed into a career in education where I’ve coached students in my small town to national championships in Skills Canada and ICTC’s CyberTitan Student Cybersecurity Competition.

I frequently write about the dearth of computer skills in the education system and society at large.  This one from 2017 is a good example.  The article that kicked off that blog post offers a staggeringly dark view of digital fluency not just in Canada but around the world.  We have all become increasingly dependent on computer technology while simultaneously wallowing in ignorance around how it all works.

I think back to how Bits & Bytes influenced a whole generation of Ontarians to take on this emerging technology and think it’s time for a reboot.  If we’re going to plug our children into networks for their learning and live our lives in digital spaces then we all need to have a basic understanding of how these digital technologies work or we’re inviting abuse and manipulation.  ICT (information and communications technology) is now considered a critical infrastructure by the government of Canada, yet most Canadians are essentially illiterate in it even as they come to depend on it more and more.

If you ever decide to put together a B&B reboot and are looking for people to work on it I’m all in.  TVO’s mandate is to transform learning through digital technology, but if we don’t understand that technology then we’re nothing more than easily manipulated consumers of it.  Addressing this illiteracy would also raise Ontario’s place on an increasingly interconnected world stage.  Bring back Bits & Bytes 21st Century Edition and help educate Ontarians on the technology we’re all living our lives through!

Sincerely,

Tim King

Elora, ON

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