Author: grabe

Change in NETS for Students??

eSchoolNews has an article outlining proposed changes in NETS for Students (NETS Draft). This is a significant issue for us – we have a book out there with a 2007 copyright focused on the existing NETS. Assuming the draft is approved, this is a good example of why books, while important, must be backed by readily available web resources. Hate to have students out there learning dated material.

What follows is an initial reaction.

I have been attempting to cross reference the surface level of the existing and the draft standards. The terminology has changed, but in some cases the change in wording mostly reflects an effort to use phrases that are currently in vogue (e.g., Technology Research Tools -> Research and Information Retrieval, Technology communication tools -> Communication and Collaboration). Note the draft standards include numbers to help us see how the older standards have been incorporated or reworded.

Looks to me like the “tool” concept is out. This will take some time for me to digest. In the early days, Cindy and I were influenced in our writing by Jonassen’s “Mindtools” and the message we offered was an attempteto help educators see that technology (in various forms) offered various ways to help students explore content area topics and skills. This was not the modal model (Note – this is not an original phrase, but I have been waiting a long time to use it). Going back even further, it was the third option in the tutor, tutee, tool model. Perhaps the removal of the word tool and the focus on verbs (communication, collaboration, research, information retrieval) is an effort to help teachers consider what students should be doing or learning to do. Not sure I think this change will necessarily be meaningful to most or that it would necessarily differentiate the role of those offering “technology” standards in contrast to those offering standards for content area instruction. Technology does, in fact, offer all of us various “tools”. Those of us who encourage the use of technology are pretty much encouraging educators to assist students in using such tools to accomplish a wide variety of curriculum standards. The application of the tools to the goals of content area disciplines is what I would see differentiating Science, Language Arts, etc. standards from NETS. This is very different than encouraging students to learn about technology (which is really one of the six standards) or focusing technology on improving efficiency (e.g., assessment, record keeping) or on direct instruction (CAI).

Anyway, the “new standard” concerns Creativity and Innovation. Is this the Tough Choices or Tough Times, flat world, etc. standard? I don’t mean to be critical – I like the message.

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GF Podcasters

I have been spending a great deal of time in K-12 computer labs and classrooms this past month. It would be great if I could claim I was making a conscious attempt to get a better view of what goes on in the learning environments I often write about. While it works out in this way, I am primarily in Twining Middle School two days a week because I must move Cindy and her equipment around. Cindy broke her leg during the holiday season and can now neither walk nor drive. So – I either push the wheel chair or carry the bags.

Today was T-Rex day at Twining school. I never did figure out what T-Rex stands for. I am guessing the reference is to a dinosaur, but the mascot is the Thunderbird. This is a special events day during which the students get to select from among several “special” recreational/learning activities. Some left early this morning in the below 0 temperature and wind to ski. Some went to a water park. Some stayed in the school for a variety of activities including podcasting, art projects, and rocket building.

Cindy worked with elementary school children to help them create simple podcasts in KidPix. We have been around KidPix a long time and like so many products you have to pay attention because the companies keep adding new features. A recent option allows the slideshow created from individual images to be exported as an “enhanced podcast.” You hear the audio associated with each image (I guess you could call this the podcast part) and see the images, animated embellishments, etc. matched to the audio (this is the enhanced part).

T-Rex Day

I have also been waiting for a chance to provide a link to the weekly podcasts generated by Deb Canton’s sixth graders. Deb works with curriculum technologhy partner Carla Haaven to orchestrate a process by which a rotating set of three students generates a weekly one-minute podcast. The students have from Monday through Wednesday to generate a script related to an event or topic relevant to the class (a list of possible topics is kept on the board). Carla meets with the group on Wednesday (with a camera in case an image or two is needed) and they turn the script into a podcast with Garageband. Check a few of these out – the quality is great.

Canton Kid's

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Time for the Super Bowl

My campus has experienced a recent rash of thefts involving projectors. Today between 11 and 12 a projector was taken from the lecture bowl I use. The equipment (computers, DVD players, etc. ) are kept in cabinets that are locked (instructors have keys). An instructor left the projector cabinet open so the next instrutor would not have to go the trouble of unlocking and starting the equipment. I am guessing students in the class knew this was the typical pattern of behavior and one decided to liberate the projector (loosen a few bolts and broke a restraint of some kind). We had a similar experience in a classroom last semester – strange thing about that event was that the thief took the projector and left a laptop.

I bet this has something to do with a super bowl party. 🙁

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Searching for Objective Sources and Good Science

Educators commonly express concern that students rely too heavily on web resources that have not been submitted to a formal editorial process. Even those who see the Internet as the library of the future recognize the uneven quality of web resources and suggest that students acquire a more critical eye as they select their sources.

My personal senstitivity to this educational issue provided a context for a story aired this evening on CNN. Scientists conducting research on climate change feel that editors have required modifications in their scientific papers regarding climate change that addressed global warming or climate change in way the scientists felt modified their intended conclusions (Union of Concerned Scientists Survey). One problematic finding indicated a differential rate of concerns editorial meddling between scientists working directly for the government and those funded by grants but working for independent organizations.

The mix of politics, science, and education can be problematic. One wonders if the “concern” generated regarding the showing of Gore’s “An Inconvenient Truth” would have surfaced had Gore not be recognizable as a politician.

“Condoms don’t belong in school, and neither does
Al Gore. He’s not a schoolteacher.”

I would think the documentary would be a great way to initiate a unit on the topic – make it part of a webquest and offer links to contrasting positions, have students search for commentary on the film and summarize contrasting views, etc. Perhaps in this case a little controversy could be a good thing.

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UND Position

I am posting this because some of you may be interested in higher ed positions and because the person hired will be my colleague.

The University of North Dakota Department of Teaching and Learning is seeking applications for an anticipated tenure-track position in Instructional Design & Technology (http://idt.und.edu) at the assistant or associate professor rank, contingent upon funding.

Responsibilities: teach graduate courses in Instructional Design & Technology, develop and maintain hybrid online/on-campus delivery, advise students, maintain active program of scholarly research & publication, and provide service to the university.

Qualifications: an earned doctorate in Instructional Design (ABD considered). Background in human-computer interaction, human-performance technology, interactive media, web-based instruction, and digital technologies helpful.

To apply: letter of application, curriculum vita, transcripts (unofficial accepted), and 3 letters of recommendation to: Glenn Olsen, Chair; Department of Teaching & Learning, Education Room 3, 231 Centennial Dr Stop 7189, Grand Forks, ND 58202-7189. Phone 701-777-3145. Fax: 701-777-3246. E-mail: glennolsen@mail.und.nodak.edu. Screening is immediate and continues until the position is filled. Position begins August 16, 2007.

UND is an equal opportunity, affirmative action employer.

 

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DOPA Jr.

Andy Carvin has generated a very complete analysis of the new version of DOPA. Included in his post is a link to the text of the proposed bill as included in the Congressional Record. One frustrating change in the new bill is that it mashes together a variety of topics some of which would generate nearly universal support and others (e.g., objection to many commercial social networking tools) that in my opinion are questionable. I guess this is the way politicians like to play the game. Just for the record – I am against child pornography and predators of any type. I am also opposed to this bill because it lacks the sophistication to differentiate criminal behavior from constructive educational practices.

Andy’s post summarizes the description of social networking sites as a site that:

  • is offered by a commercial entity;
  • permits registered users to create an on-line profile that includes detailed personal information;
  • permits registered users to create an on-line journal and share such a journal with other users;
  • elicits highly-personalized information from users; and
  • enables communication among users.

Just for the record:

  • I am using my own software and server to offer this blog so it is not commercial. Many teachers would not have the opportunity or skill to create a blog of this type and under this bill would not be allowed to offer the content because they would be prevented from using convenient and free commercial blogging sites.
  • If anyone wants to go to the trouble, they can contribute to this blog by commenting on my posts. They would need to share some information before I would let them do this (I regard this commitment on their part as a security requirement). I could also allow others to generate original posts, but I do not. I would encourage them to create their own blog and we can link back and forth.
  • I would hope this blog enables communication among users.
  • I am not certain what eliciting highly-personal information means – is this one of those you know it when you see it standards?

It is true that the bill stipulates that school personal can use social software in situations that they supervise. I have previously explained that most teachers are not in a position to turn filters on and off at will. I would also suggest that the beauty of social software is that it reaches beyond school walls to involve others at other times and from other locations.

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