Data literacy is an educational opportunity I see as commonly overlooked. The collection and analysis of data generalize to many academic areas and the critical thinking involved in evaluating the data collection methodology in combination with the data is key to understanding so many controversial topics.
Here is a unique example which might be useful in some classroom situations. Cornell University has created a feeder watch program that encourages user participation. Cornell provides round the clock access to some of the feeders they have set up and runs a winter citizen scientist feeder watch data collection program.
With plenty of time and limited opportunity for travel, I have been running my own feeder watch program. I feed birds at both my home in a suburb of Minneapolis and a cabin in Northern Wisconsin. Some years ago Cindy gave me a bird cam – a motion-activated camera similar to the type of cameras hunters use to look for the presence of game animals in a given area. The bird cam is a different lens system designed for taking images at a short distance.
Many variables determine the type and frequency of birds you view. At our home in the city we feed safflower seed to reduce the attention our many squirrels pay to our feeder. Evidently squirrels do not like safflower seeds and it seems to work. We have many squirrels because of a large black walnut tree in our yard and squirrels love black sunflower which would normally be the seed I feed most heavily. Varying the type of food is one of the variables you can manipulate to study the quantity and diversity of birds you attract.
The bird cam I use would be great for doing bird counts. It has the advantage of recording the visitors and does not require watching in real time.
Here is a research study from the Fordham Institute that should give all elementary teachers and administrators something to think about. I will say as a preface that I know nothing of the Fordham Institute and I tend to trust studies I find published in scholarly journals more than technical reports. This is because the review process for journal publication requires the review of an article by other scholars who might identify flaws I have not considered. Still, the results of this study seem solid and the deeper question is likely why the results obtained happen. The paper itself (a pdf available for download from the link I provide) may be longer that many want to take on, but the executive summary is easy enough to consume and consider.
The study makes use of a longitudinal design following more than 18,000 k-12 students focused on the development of reading comprehension skills. The basic idea was to predict (a regression statistical approach) differences in 5th grade reading comprehension scores from variations in classroom time focused on different subject areas over the K-5 time span.
Aside from the focus on the study just the data on how student time is allocated and how it varies from school to school is interesting. Over this time span, the average daily academic time is 302 minutes. ELA (language arts) takes up consistently the most time (120 minutes) with math coming in a distant second. ELA time spent is more than the total of all other academic areas combined if math is excluded.
Even with this solid generality, time in different subjects does vary so the regression model attempts to use the time spent to predict variations in reading comprehension in fifth grade based on these variations (controlling for some other variables such as K reading assessments).
The study found that the only variable predicting reading comprehension differences was the time spent in social studies. Note that this includes variations in time spent in ELA. In addition, the researchers broke the data down by SES quartiles and found that this outcome was consistent across the bottom three quartiles, but not in the most affluent quartile.
The interpretation. The authors conclude that social studies offers the best opportunity to develop general knowledge and comprehension itself ends up highly predicted by what one already knows about a content area. I agree with this explanation based on other information I have read. One of the most persuasive study (actually mentioned in this report) involves the description of the play by play from a baseball game. Learners were differentiated based on reading skill and baseball knowledge. So, think of this as four groups – high knowledge/high reading, high knowledge/low reading, low knowledge/high reading, and low knowledge/low reading. In the study high knowledge/low reading demonstrated better comprehension than low knowledge/high reading. If you think about the importance of background knowledge in understanding, this should make sense.
Before I reached their explanation, I wondered about science. Why was time spent studying science not a predictor? The authors thought of this too and proposed that science is more about specialized and not general knowledge.
What about the SES results? Again, I found their explanation quite credible. They suggest that kids from more affluent families simply have far more opportunities to learn about the world – develop general knowledge. Students with fewer opportunities are more dependent on schools to provide background and just focusing on the strategies of reading as a skill does not provide this exposure.
The authors argue that the allocation of school time so heavily to traditional reading misses out on the opportunity to develop general knowledge important to both reading comprehension and life. The authors argue for diversion of some time (they suggest 30 minutes a day) from ELA activities to social studies. As I read this, I thought about the potential of Newsela as a way to do this. Newsela offers reading material on many topics with each article available at multiple reading levels. This would seem the type of activity relevant to both reading skill development and knowledge development.
Back to my general concern. Longitudinal studies lack the manipulated controls of the best research. Hence, longitudinal research is by design correlational and without random assignment to treatments more prone to misinterpretation because of direction of causality or biasing variables. The student attempted to control for such possibilities, but this type of bias always remains a possibility. On the other hand, longitudinal research has a certain type of validity in taking a long term perspective based in actual experiences and while expensive or at least demanding the results are appealing.
I think it will be interesting over the next months to see if this study attracts some attention. It is unfortunate that our present point in time has us focused on so many other issues.
I am a research-based academic writer. Before I retired, I was a researcher who wrote. In both life phases, I read hundreds of journal articles and had to find ways to organize these documents and some record of my work as a precursor to other activities (submitting a grant, writing an article based on my research, writing a book based on research). In the early days, I highlighted in journals I owned and on xerox copies made from journals borrowed from the library. I took notes from these highlighted originals and organized these note cards in some type of filing system. When I wrote, I would often use the notecards to find key items of information and use the citations on the note cards to find the highlighted copies for details. As anyone who has ever used a card catalog in a library realizes, there is a fundamental flaw in such a system. The cards that reference content kept elsewhere must be filed in a given way (actually card catalogs typically had multiple cards for the same source – topic and author). Still, you had to guess when a card was filed what topic you wanted the card to reflect and reality is that relevance often changes such that a given card might be relevant to a different topic at a later time. This system was what we had but it lacked flexibility and power.
Modern systems make use of technology and offer advantages of greater flexibility and power. Organizational systems are more like a database in that a given source can be categorized in multiple ways. Search offers even greater power as search does not require the assignment of categories at all. Old tech users have certain advantages younger users fail to appreciate. We have lived through many transitions and have a deeper understanding of how existing practices are built on older practices and perhaps how these practices actually work. My favorite example of this is understanding how markup works in HTML (or even word processing), but this is a topic for another time.
Anyway, I think in terms of a workflow in getting from information resources to the written products I generate. Thinking in this fashion has some consequences others may not appreciate. For example, I am not convinced by those who point out to me that reading from actual paper is superior to reading digital content. My response is, but I am not reading. Reading for me is integrated with what I would describe as studying. I don’t just read. I read and highlight and take notes. It is extremely wasteful for me to do these different processes using different media. I want to use highlight and annotating to think about what I read and I want to use the highlights and annotations I create to feed into other activities.
What I describe here as studying might not be something a high school or college student thinks of when they say they have to study, but I use the term on purpose. Finding active ways to think as we read is important to academic reading. Finding ways to generate artifacts that can increase the efficiency of review or other later activities is essential in academic reading. Why read/study in an efficient fashion? Why not use a format that allows both activities since studying is usually necessary unless you reading for enjoyment only?
OK – this into has been mostly for others not seeing the relevance in the type of tool use I am describing. What follows is a description of a new tool I have just purchased appropriate to the study of pdfs of any type. The type of pdf I use this tool to process are typically articles from scholarly journals.
Highlights is a tool I can use both on the desktop and my iPad. There is a free version, but the way I use such tools the paid version is essential ($25 a year). Highlights allows highlighting and annotating pdfs as do many other tools. What is unique and valuable to me is the way the tool stores the highlighted and annotations separately from the highlighted/annotated pdf. If you read Kindle books you may appreciate this separation. So, in both Kindle and Highlights you can collect your additions to the original in a separate file which might be useful in search or in organizing ideas for writing. Think of this as reducing a massive amount of content down to ideas you find more essential.
This image shows a pdf loaded into Highlights. This particular pdf I actually highlighted and annotated using a different tool so if you already highlight pdfs you don’t have to start all over. The very right-hand column is the key here. The content in this column is the highlighted and annotated material from the pdf. In the paid version, I can then offload just this material to a different system. No, you can’t just cut and paste this from the version to accomplish the same thing so you really need the paid version to do what I am describing.
Highlights offers multiple options for exporting this content. I tend to organize collections of such material in an Evernote notebook set up for a given project. When I work on a new project, I just return to the pdfs I want and repeat the process.
Highlights has one other interesting feature some might find useful. It can collect the metadata associated with a pdf and this can be handy for building a reference section (I would do this in a different way) or just keeping track of the source for a notes file.
Donald Trump has added a new dimension to his complaints and proposals for his reelection. The President of the United States warned of a national education crisis on Thursday: the “ideological poison” of “radical” history education. He has proposed the development of the “1776 Commission” to address what he sees as flawed history instruction. I have seen this movie before.
I am not a great student of history and have often noted with some pride that I got through college without taking a history course. This was a significant challenge as my major professor in graduate school taught the grad course on the history of psychology and was a noted scholar focused on the history of the emergence of “life span developmental” psychology.
The limitations of my formal education aside, I have some insight into the exact issue that Trump raised and I have read a good amount on the topic and the role K12 history courses should serve.
My focus as is so often the way anyone becomes interested in a specific issue originated in a unique way. Much of my early interest in technology (say late 1980s) was focused on how technology tools could play unique roles in the hands of students. I was interested in David Jonasson’s concept of mindtools [https://frank.itlab.us/forgetting/learning_mindtools.pdf] and from this Cindy and I proposed “technology integration”. Our efforts extended Jonasson’s list of technology tools to include other tools such as digital probes and photography. A core concept in Jonasson and our argument was that students at all levels should have opportunities to engage in age-scaled tasks that explore content areas. We adopted “Do …” as a way to explain what we thought was both motivational and would enable authentic learning. For example – Doing biology, Doing writing, and to explain the background for my present focus, “Doing history”.
History seemed perfectly suited to personally authentic tasks as one’s community and family provide a history within which students are embedded and tasks can be created to enable investigations and authoring related to such histories.
Without any formal background in history, I found inspiration in my own personal experiences. I grew up on a farm and for some reason I was allowed to explore the contents for our attic. My father was a radar operator in WWII in the South Pacific and he had old equipment in the attic. Battery operated radios and a ham radio. He helped us string a wire from the house to a nearby tree as an antenna for the ham radio and when he had some time would sit with me and write down the content of Morse coded messages we could find. He also had a shoebox of 620 negatives he had made while stationed overseas. These negatives are large and you can contact print them (you don’t need an enlarger). He would create collections of photos in the field his comrades could send home to their families and make a little money. I became interested in photography.
The connection? At some point, I began creating technology-enabled, exploratory environments and my first prototype created in HyperCard was “Grandma’s Attic”.
The idea was that learners could have access to a simulated attic providing access to artifacts associated with a family with certain characteristics (e.g., I was working in North Dakota and focused on groups settling the state – e.g., Norwegians, Germans from Russia). The resources of the attic – letters, diaries, photos in a photo album, newspapers, magazines, physical objects such as a spinning wheel – could be examined in an effort to put together impressions about the family. Historians are trained to apply what is often referred to as the historians’ craft (often a college course) which involves techniques for collecting information from the type of resources described here and making objective observations that could be used to make arguments about the lives of people associated with and creating such artifacts. So doing history offers a great opportunity to problem-solve, engage in critical thinking and argumentation, and other potentially generalizable cognitive skills in addition to acquiring the facts and stories of history.
The concepts of doing history and authentic learning tasks scaled to K12 student capabilities resulted in Cindy and my writing and receiving several significant grants – a Technology Innovation Challenge grant and Cindy’s Teaching American History grant.
It is the preparation for writing these grants that I connect with Trump’s claims about the failed purpose for all K12 students taking history courses. Educators are expected to accomplish so many things and this list just seems to grow. The great controversy with learning history has been whether it is about teaching what might be called Patriotism and a shared perspective of the cultural background we all share OR whether it should be what I would describe as what historians study and write about – what actually happened in the past and what are the consequences of these past experiences as the American people have moved through time. This difference of opinions has been described in many ways. I remember reading this book as I helped contribute to the others working on these grants. If Trump’s complaints about how students are being influenced by their exposure to our history interests you, I would recommend the book to provide context.
I come down on the side of learning the facts of our history much in the same way I argue we need to understand and act on the facts of science. Certainly, history would be one of the courses in which issues such as slavery and enduring inequalities of all types should be considered. Denial of the facts of our past is not what education should be promoting.
I promote users making use of RSS and a RSS reader to control the blog content they consume. It is the best way to not give control of what you read to the vague algorithms of search and social media. However, I pay some attention to how folks get to my own posts and recognize that search and social media account for a substantial proportion of the page views. If not RSS, I suggest you follow me on Twitter to identify the headlines from posts you may find interesting. Twitter does not select content for you and you see the content of those you follow. Following Twitter link recommendations offers a form of discovery based on your trust in those you follow.
My Twitter posts can be located at @grabe. I do tweet about many topics and some political comments. However, all my blog posts automatically generate a tweet (as did this one).
Google Image Search has made some changes to how an educator might go about searching for images available for use in classrooms. Google image search brings up all kinds of images, but educators should be looking for images available under a Creative Commons license. Search identifies images only some of what have any kind of identifiable license and only some of the licensed images are available with a CC license.
Here is a process educators might use. Start with image search and identify the image you want.
This search would reveal everything Google has located. You want to modify the search to identify those with a CC license. Under the Settings header find advanced search in the drop down menu.
From the usage rights designation select Creative Commons.
This should now identify the images Google believes has a CC license of some type. To get additional information select the tab (red box) associated with an image you think looks useful and this will reveal more information about that image. I found a mix of sources for images and many offering ambiguous information about CC. For example, the method for clearly describing expectations might be no longer available. To be meticulous about image selection it makes sense to search the information provided for what seems a useful image and read more about the details of the CC designation (see red box within the information associated with the selected image.)
You are looking for a clear description of the CC designation.
I enjoy photographing wildlife and I sometimes make use of trail cams as part of this hobby. Trail cams are probably most commonly used by hunters to determine if the wildlife they seek are in a particular area. I don’t hunt, but trail cams offer a different way to see what animals inhabit the land we own.
Some years ago Cindy found a birdcam at a sale. This variant of a trail cam is intended for taking motion activated photos at close distances. The version she bought came with a mount allowing the camera to be precisely positioned to collect images of birds coming to a feeder. The camera was probably expensive when first sold – it has a provision for video or photos and settings for the distance to the target to allow better quality images. It is probably 8-10 years old now so the megapixels of data it collects is not close to what we now expect.
I recently joined a Facebook group – Grow with KARE – hosted by a local television station. The group is gardening/yard oriented and I had just found an interesting photo on my birdcam I shared with the group.
The image shows a male cardinal feeding seed to what I thought was a juvenile. Cardinals are frequent visitors to the feeder, but this feeding behavior seemed unusual. I had not witnessed it outside of a nest before. I just thought it was unusual and interesting. The photo generated a great deal of interest (at least in my experience posting to Facebook). Female cardinals are far less colorful and I had assumed that this was possibly an immature female being raised and acquainted with the feeder by the male.
Several of those responding to my post informed me that this looked like an immature cowbird. The species lays eggs in the nests of other birds and the other birds then raise the babies when they hatch. I checked out cowbird and this seems to be the case. This is likely an immature female.
I explore photography as an educational opportunity and I have definitely learned something from the group process I experienced.
Just for the record, here are photos taken by the birdcam of male and female cardinals.
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