Thursday, June 30, 2011

EdL 719 - 21st Century Skills

I tried to post this to the blog Keith set up, but every time I post it immediately disappears:
One notion the book’s authors purport about how the role of education will change day-to-day living comes when they argue that interconnectedness will allow people from every country to “contribute to a global pool of expertise on how best to implement a 21st century education system” (Trilling and Fadel 153). I don’t feel that we are there yet, but this idea gives me hope for the future. We have a long way to go because, disappointingly, leaders with their hands on the educational purse strings seem to be motivated by an allegiance to ideologies rather than by learning from successful educational systems around the globe.  As teachers, we cannot rely on those providing the funding and making the decisions to decide the best course. Luckily, the internet and web 2.0 networking sites have made it easier than ever to reach out as individuals to educators across the globe.

Looking at the Organization for Economic Cooperation and Development (OECD) statistics for 2009 (http://www.oecd.org/dataoecd/54/12/46643496.pdf), I notice that China, Finland, Korea, and Singapore scored highest in reading, science, and math. Canada, our neighbor to the north, placed 6th overall while the United States comes in at 17th. The United States surely does not want to emulate everything about the Chinese system, for example, but surely each of these countries has something to teach us about how we teach children. As educators, we should take a lesson from the book’s emphasis on communication, cooperation, and collaboration, and admit that, even with this 21st century model, we don’t have all the answers. For example, Finnish students don’t begin formal learning until age seven because “before then they learn best when they’re playing” (*http://news.bbc.co.uk/2/hi/8601207.stm).

Overall, the role of education in people’s lives needs to change because “the 21st century global economy is also requiring higher levels of imagination, creativity, and innovation” (Trilling and Fadel 49). Project based learning as described in class and 21st century skills as described in the book let students solve real-world problems that demand the aforementioned skills to prepare them for the challenges of the coming decades. The role of education has changed because it is no longer enough to educate some and let others slip through the cracks. Now, the United States does not have a manufacturing base to accommodate those students who don’t make the grade, and failing them makes it difficult for them to achieve an acceptable standard of living. We need to give them the skills to make their way in a difficult world and the education necessary to enjoy a good quality of life.

*Burridge, Tom. “Why do Finland's schools get the best results?” BBC World News America. 7 Apr. 2010

EdL 755 - Technology Matters review

In Technology Matters, David E. Nye makes a case for the symbiotic relationship between humans and machines.  Technology keeps evolving and exists to serve humans and to help solve human problems. He spends the opening chapters of the book arguing against technological determinism, the idea that “a direct line of inevitable technological development led from the first tools to the conquest of the stars” (Nye, 15). Nye seems eager to shatter readers’ notions of what technology is and how we perceive it, finding the layperson’s concept too broad and inelegant. Humans, according to Nye, are not able to predict the technological future, as evidenced by the failed predictions of the science fiction, World’s fairs, the news media, and even experts. Instead of being driven by experts, technological developments often arise in response to consumer demands. Furthermore, these demands vary from place to place and culture to culture, a claim Nye supports by contrasting Americans’ preference for bright lighting with the European choice of dimmer lighting in applications ranging from private homes to billboard advertising. Rather than forcing either technological preference on people, cultural norms shaped the application of technology in each particular culture.

                After laying out his initial premise in chapters one, two, and three, Nye backtracks in chapter four to investigate what researchers can learn from humans’ technological history. For example, he describes the competing automobile technologies of the early 20th century: steam, electric, and gasoline. Nye accurately describes the benefits of the gasoline-powered internal combustion engine over steam or electric-powered automobiles, but he credits Henry Ford’s entrepreneurial gusto and manufacturing breakthroughs with providing the “technological momentum” (59) necessary to overtake streetcars and bicycles as well. I agree with Nye that technologies become ubiquitous through “a variety of interlinked factors” (60) which debunks the notion of technological determinism. He gives brief mention of the VHS win over the competing Beta videocassette technology but neglects to mention Blu-ray winning the next-generation video disc format war against rival HD DVD.  Blu-ray’s victory supports Nye’s idea of many factors contributing to technological momentum and its being “unavoidably bound up with consumption” (66). Sony’s Blu-ray technology offers 50GB of data storage to HD DVD’s 30GB along with the backing of more movie studios. Toshiba’s HD DVD, though, was the only format supported by Universal and Paramount. Consumers bought both formats throughout 2006, but Blu-ray sales slowly outpaced HD DVD, and by the summer of 2007, American consumers were firmly in the Blu-ray camp. In August of that year, director Michael Bay wrote of Paramount’s decision to release Transformers only on HD DVD that “for them to deny people who have Blu-ray sucks!” (Frankel). With that, the pendulum fully swung to Blu-ray, Paramount left HD DVD, and Sony’s format had the technological momentum to win the format war.

                Since technology is in part socially constructed, Nye uses his fifth chapter to explore whether it pushes societies toward uniformity or diversity. One positive aspect of this brief chapter comes in its ambiguity. While Nye seems to answer his own questions in the previous chapters, he leaves the question of the societal impact of technology somewhat up in the air, drawing no clear conclusion. He supports the “shift from viewing technology as the harbinger of standardization to viewing it as the engine of differentiation” (76) while noting the capitalist and corporate interests at work. Nevertheless, he eventually comes down on the side of technology-supported diversity by rejecting the idea that it creates “crushing uniformity and standardization” (86). Tackling farming and sustainable agriculture in chapter six, Nye again assesses the modern condition in an even handed fashion. He outlines the historical view that “technology brings greater efficiency and prosperity” (88) and traces this belief through human societies as it clashes with the inevitable obstacle of pollution from medieval French slaughterhouses to modern coal-fired power plants. Again, Nye comes down on the side of technology, but he presents historical and modern counterpoints using evidence from countries around the world with enough gusto to assure readers he is paying them more than just lip service. When he argues that “[nature’s] limits are our own” (108), he is expanding on his thesis about the indivisible relationship between people and technology. Not only is it impractical and impossible to separate humans from their technological tools, as they are an extension of our ideas, beliefs, and actions, but nature is also part of this symbiotic cocktail. Humans can and have enhanced the natural carrying capacity of the earth, reaping more from the soil than would be possible without the application of technology. Still, there may be limits to what can be agriculturally produced even with advancing technology. Quoting Joel Cohen, Nye astutely concludes that “how many people the Earth can support depends on what people want from life” (108). As he implies, the Earth’s future carrying capacity may be limited by the global push toward an Americanized notion of what constitutes an acceptable standard of living.    

                Nye’s next two chapters explore topics of labor and markets that hit very close to home considering recent developments in Wisconsin and current economic forecasts. Like many American states, Wisconsin has traditionally relied on farming and factory jobs to employ its citizens. Technological advances in agriculture and manufacturing have made those industries less labor intensive, and industry does not need as many people to produce the same goods. Additionally, technology has created a flat world with a borderless economy where jobs in nearly every field can be outsourced to where labor is most cost effective. For workers, this means fewer jobs available along with a surplus of labor, leaving those who are employed less leverage to negotiate for salaries and benefits. As Nye puts it, “as factory and white-collar jobs exit Western economies, new low-wage jobs seem to increase” (130). This certainly makes technology seem like an enemy, but workers quickly need to advance past that mentality to compete for existing higher wage jobs. Workers who are in great demand for the small market of prosperous jobs are “well-educated professionals who love their jobs, and even when away from the office never really leave it behind” (133). Nye offers no conclusions except that Western workers must face this reality, acquire education, and embrace technology to compete in the global marketplace. Chapter 8 touches on a similar topic of market control by questioning whether the same market that created the aforementioned global economy should be responsible for selecting technologies of the future, or if that task is better left to governments. He offers pros and cons of each and highlights specific cases where one or the other is preferred while considering democracy and free speech. There are no easy answers, and Nye provides none, so readers will probably adhere to their existing ideologies. More than other chapters, this chapter’s question can be answered by following one’s political leanings, conservatives advocating for market control and liberals preferring government intervention.

                Nye continues his text with two philosophical chapters questioning whether technology adds to or detracts from humanity’s collective security and intellectualism. In chapter nine, Nye attempts to answer whether advancing technology makes the world safer or invites disaster. Many tools and technological products such as safe buildings and clean, treated water inarguably add to human safety and security, but some of these have unanticipated side effects, evidenced by asbestos and DDT. Weapons of war can aid security, but are primarily responsible for suffering and death. Advancements that experts have expected to swiftly end wars have sometimes prolonged them instead. Ironically, Nye notes that during World War I, “advanced technologies, when shared equally, led not to quick victory but to stalemate” (171). In World War II, nuclear technology enabled by the Manhattan Project may have ended the war, but it took many lives, including 107,000 by the Hiroshima bomb alone (173). Since that time, weapons technology has only advanced, and more nations and rogue groups possess advanced technology. Nye seems to share my pacifist outlook on weapons and war but offers little hope for a future devoid of an escalating arms race where safety rests perilously on human pragmatism and technical reliability. Nye’s tenth chapter addresses whether technology has expanded or hindered human thought. He extols the benefits of multitasking while acknowledging the virtues of nature and solitude. Creating a paradox, he points out that technology has both drawn us away from the physical world and brought about new ways to connect with it. Finally, he advocates “embracing [technology’s] conveniences, even wallowing it its pleasures and fleeing its sensory overload or rejecting its inauthenticity” (207).

                Concluding his book, Nye discusses the future of technology in chapter eleven, pointing out historic human projections about what has since transpired. This chapter brings Technology Matters full circle, as Nye offers evidence to support his rejection of technological determinism. Some of his references seem dated, like when he refers to The Net as a “recent film” (217). Unrealistic even upon release in 1995, the technological dystopia envisioned in The Net seems silly to a modern viewer. This argument highlights the book’s strengths and shortcomings; spending so much of his text on historical and theoretical arguments, Nye manages to make the material seem insightful and forward-thinking. His arguments are well reasoned, but he spends too much of the text arguing against technological determinism long after readers can clearly see his point. As he concludes by arguing that there is “no necessary end to the symbiosis between people and machines (226), I wonder why he spent so much of the book asking questions rather than clearly supporting this thesis.  

References

Frankel, D. (2007, August 21). Michael Bay in Blu-ray fray. Variety. Retrieved from http://www.variety.com/article/VR1117970628?refcatid=13

Nye, D. (2006). Technology matters: Questions to live with. Cambridge, MA: The MIT Press.

Wednesday, June 29, 2011

The Chromebook Alternative

Since I got an Android phone last December, using Windows 7 on my PC has felt more and more cumbersome. iPads and Android tablets are exciting, but I have difficulty getting past one thing: the lack of a keyboard.

As an English teacher, I try to steer my students away from text-speak and toward writing in complete sentences. Pecking at a tablet’s touch screen keyboard can be frustrating and makes using these devices for writing unnecessarily burdensome.

Google’s new Chromebook seems to offer many of a tablet’s advantages in the form of a netbook. According to reviews, the devices turn on instantly, have long battery life, and run Chrome OS, a browser/operating system that operates in the cloud.  Chrome OS isn’t Android, and I don’t think could live with its limitations on my personal machine. However, this device is tailor-made for the classroom.

Chrome OS is designed to get users to the web as quickly as possible, and all applications are stored externally in the cloud. Students can turn on their devices, log into Google, and immediately have access it its host of applications and the web. Working in this Web 2.0 landscape encourages collaboration and creativity, and with all of the technical hiccups we experience using technology, Chromebooks offer a promising alternative.


Saturday, June 25, 2011

EdL755 - Reflection #2

One of the core educational concepts that day four of EdL 755 helped solidify for me is that technology and culture is changing teaching and learning. Whether I love everything about the current trajectory or not, it is safe to assume that I will have opportunities to teach outside of the traditional classroom structure in the future. Both of the tools covered in class adhere to the principles of this new kind of learning in which students learn online using web 2.0 tools at a time and pace that is unique to individual learners. Moreover, all of the tools covered throughout the face to face meetings of the course could aid a teacher in this new, dynamic 21st century approach to teaching and learning.
The concept of the screencast especially demands the attention and consideration of the evolving teacher. One of the trickiest aspects to the distance learning model is the difficulty in replicating the face-to-face human interaction of a traditional classroom. Screencasts allow a teacher to model the precise steps to perform and master a particular task while guiding students both visually and by narrating each step with his or her unique voice. This auditory connection personalizes the experience and provides students a consistent vocal guide from lesson to lesson. Because screencasts are so simple to create, a teacher could use them to respond to a student’s question from a  blog, wiki, Ning, or Google Doc and address that student by name.  The Screencast-O-Matic tool in particular even allows teachers to integrate video of themselves captured with their computer’s webcam. Video of an instructor introducing the lesson, especially someone students have not met in real life, puts a face to the name and humanizes the distance learning experience.
While there are more advanced tools like Blackboard Collaborate, formerly Elluminate Live, that offer more flexibility for distance learning, screencasts are a great supplement to traditional education and a chance for teachers to dip their toes in the 21st century waters. Blackboard Collaborate combines real-time screencasting, voice, chat, direct messaging, and breakout rooms for students to collaborate in groups. For teachers without access to this expensive tool, screencasting could be combined with backchannel tools like TodaysMeet or VOiP software like Skype to simulate some of Blackboard Collaborate’s best features. Another way Blackboard and screencasts help meet the demands of 21st century learners is that lessons can be recorded and students can watch them at a time that is convenient to them. Additionally, struggling learners can view a particular screencast as many times as are necessary to learn the skill.
Even though some of the aforementioned tools may have more potential to revolutionize teaching, Pixlr will probably have the most immediate practical impact in my classes. Teaching journalism, preparing kids to work in an evolving industry where future job prospects are uncertain, poses many challenges. One of them my newspaper class faces every year is earning revenue. We have been lucky to be afforded a school budget that covers our printing costs each month, but students need to sell advertising to buy cameras, microphones, video cameras, software, and to pay for field trips. Print advertising revenue is hard to come by these days, and money from online ads has been virtually nonexistent, so every year the students face an inevitable shortage of cash.
Since I started as advisor in 2008, students have hoped to upgrade our one copy of Photoshop CS, released in 2003, and have dreamed of purchasing copies for multiple computers. However, most of the tasks they perform, like brightening and cropping photos, can easily be handled by Pixlr or Pixlr Express, which both offer free, cloud-based photo editing that rivals traditional software. Pixlr is more robust, but Pixlr Express, a Photoshop Elements-like tool that has fewer features, uses a simpler interface that any student could learn in a matter of minutes. Not only will my students be able to use Pixlr on any computer in our lab, but they will also be able to edit photos from home using any web browser that supports Flash. 

Wednesday, June 22, 2011

EdL 755 Reflection #1

Though I have been using Google Docs in my Journalism 2 class since the beginning of last school year, I have never before used Google Sites. At a glance, it does seem to offer many of the features already available using wikis, but the integration of other Google Services intrigues me. Because my students already write and collaborate using Google Docs, creating a Google Site for my journalism class seems like a natural extension of what they are already accustomed to using. Embedding certain docs in the site, like the story ideas students brainstorm each month for publication, would allow a structured way for students to access shared documents that can otherwise be cumbersome using only Google Docs. Additionally, the ease with which Google allows users to replicate the structure of a site would allow me to set up sites for my other classes with minimal effort.
However, my vision of structuring my Journalism 2 class around a Google Site does not entirely extend to my other classes. In my Journalism 1 class, for instance, I have been using a class Ning to post assignments and links, facilitate discussions, and host student blogs in a controlled environment. Students can reasonably be expected to use both a class Ning and Google Site, but I do have reservations about asking them to do too many different things in too many different places on the internet. I also feel that Ning provides some functionality that is lacking in Google Sites, like a robust message board platform. As I experiment further with Google Sites, I would like to try embedding the Ning discussion platform in a similar manner to the Wikispaces site embedded under the discussion tab of our EdL755 class Google Site. I do have concerns, though, that the Ning would become less functional in a window and that having students click through to open it in a new browser tab or window would add unnecessary steps to accessing the Ning, especially since its url is easier to remember.
As far as using Google Sites in the Howard-Suamico School District, I think that using them to host student portfolios could be an effective and frugal method of centralizing and showcasing students’ exemplary work. Rather than having students create separate and distinct portfolios for multiple classes that include all of their work throughout a semester or school year, I think students would be better served by creating only one site and portfolio highlighting the very best work of their high school careers. It would probably be best to require a certain number of artifacts from each content area, which would enable every teacher to promote the portfolio concept in his or her classroom. The completed portfolio could then be tied to one senior-level course or be required for graduation. Much like UWGB’s education program, each senior could be assigned to one teacher who would review his or her assigned students’ portfolios and conference with that student before graduation.

PBL and journalism


Until this morning, I had planned to create my problem-based unit for the new class I am teaching this year, AP Language. It seemed like an obvious confluence of my need to prepare to teach that course and to complete a project for this grad class. Researching project/problem-based learning this morning, however, I have started to entertain the idea of developing a journalism unit instead.

Not only does the journalism curriculum, in which having a real world audience for students’ writing is already an integral part of the class, lend itself to this approach, but it is also the class in which I plan to most use the netbooks downstairs purple pod will receive this year. I have some trepidation about putting off preparing for AP Lang further into the summer, but I still believe this will be the most pragmatic way to develop a PBL unit.

Books have arrived


Some of my books thankfully came in yesterday, and I have begun to read Trilling and Fadel’s 21st Century Skills. I will reserve specific comments for the forthcoming reading blogs, but I can already say that I am appreciative of the size of the print and accessibility of the writing.

I was beginning to feel foolish as every day I would rush to the mailbox immediately after my mail carrier drove off. Not only had I not received any of my textbooks, but most days I had no mail at all. It felt like a walk of shame as I would slink back to my condo’s front door empty handed.