ACTEM MAINEducation 2007 Technology Conference

ACTEM presents "Learning in a 2.0 World" on October 11-12, 2007, at the Augusta Civic Center. Details

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21st Century High School Teacher Tools & Resources

There will be a series of MLTI regional leadership team meetings on the new high school laptop initiative. Details

2007 MAMLE Conference

Highly recommended for all: The 2007 Maine Association for Middle Level Education Conference. October 18-19 at Sugarloaf. Details

"Building Bridges: Creating Change for a Common Good"

The 41st Annual NEEEA Conference, Sept. 14-16, 2007 at Camp Matoaka in Smithfield, Maine. Looks fascinating! Details

Building Bridges

"Without a narrative, life has no meaning. Without meaning, learning has no purpose. Without a purpose, schools are houses of detention, not attention. This is what 'End of education,' is all about." ~ Neil Postman

Building bridges that last is a complex matter. A great deal of knowledge, testing, and trial and error often come into play. But in the end, we all want bridges that will endure and be dependable. This is true with physical bridges, such as the new Penobscot Narrows Bridge, as well as metaphorical bridges, the kind that link people and ideas.

How do we build bridges from 20th Century learning to 21st Century learning? Between the past and the future? How do we really connect - with respect, integrity and long-lasting collaboration - to come to terms with the changes that are taking place?

I would suggest that a start might be for us to take time to reflect on education metaphors. Beneath all our words, how do we really feel about the learning process?

Got a good metaphor for education?

What else is needed to build a good bridge to the future?

Neil Postman suggests in The End of Education: Redefining the Value of School that we need new "narratives," that the old ones worked fine in their time, but that new ones are needed for the future. He offers 5 possibilities and argues that we need a context in order to have a coherent system that is not to being driven by technology, but rather by people.

Can I sell you a bridge?

Speaking of building bridges, check these resources out:

Bridge Building Resources

Collaboration Model

“Individually, we are one drop. Together, we are an ocean.” ~Ryunosuke Satoro

I just completed four days at the SAD#43 and SAD#21 Technology in Curriculum Workshops and thoroughly enjoyed it. Evidence of collaboration was everywhere. It was a time when two districts combined their resources and allowed teachers to choose from a cafeteria menu of tools, but more importantly, allowed them to work on curriculum projects that might be enhanced with technology. There was plenty of technical support and expertise to provide the partipants with the help as they needed it. Kudos to Technology Director Wally Devoe, Curriculum Director Gloria Jenkins and others for making this a powerful event. The enthusiasm was evident.

These districts respect their teachers by allocating funding for staff development that builds capacity and encourages conversations on classroom practice.

Where else is this happening?

Survival

Kids love survival stories, and they love to have someone read to them as well. You really can't go wrong with these books:
Lost on a Mountain in Maine
Hatchet
Island of the Blue Dolphin

Check out Novelist and NoveList K-8 at Maine's Virtual Library (MARVEL) for a wealth of information on books, authors, themes, and activities.

Here are some related resources:

Wilderness Survival Resources

Survival Video

Read Aloud Resources

Children's Literature Resources

Book Report Resources

Equity

I live in the Town of West Paris, population around 1700. In the village is very small library that is in the form of a miniature castle made from fieldstones found in the area. Although the space is severely limited within the library, thanks to the MSLN it has the capability today to access information that very few big city libraries had just a very few years back. We have many to thank for this wonderful availability of resources. Strike a blow for equity. Anyone can drop in to make use of the wired computers as well as the wireless connection. Add to that the wonderful resources of MARVEL (Maine's Virtual Library) and even our poorer citizens have the potential to be empowered by the immense knowledge provided by our tiny community space.

Do we appreciate it?

Automation

"It takes a village to raise a child" - African proverb

My nephew will be a sophomore at UMO in the college of engineering this coming year. This summer he has worked for a Maine firm with about three dozen engineers specializing in automation. An example of their work is the automation of a small hydro-electric dam north of Rumford. The owner of the dam can now completely control all aspects of the dam from his laptop as he travels the world. There are many sensors that tell him exactly what is going on and allow him to make adjustments from wherever he is.

They have asked my nephew to return next summer, work on school vacations, and even work on projects as he might have time during his studies at the University. What the owner found especially beneficial about him is that he not only had excellent computer skills, but that he had very effective people skills.

The point that I want to make is that my nephew got an excellent, well-rounded education in the Mountain Valley Schools.

Beyond family support and not to dismiss his hard work and perseverance, he had great mentors, such as Wally Devoe, MSAD#43 Technology Director, who offered opportunities to be involved in the school networks, and others in that district who encouraged him in music and sports. This influence cannot be overestimated. Josh had the opportunity to work with laptops his entire time at Mountain Valley High School and just might be a precursor of the talent that will be unleashed from Governor Angus King's vision for creating a new economy in Maine.

In the same vein, I visited Marie Keane's elementary classroom at the Crescent Park School in the Telstar School District where students were powerfully involved with the Lego Mindstorm program. While there are some who might think of it is just playing around, it was instead a process that involved incredibly high-level thinking skills in order to solve real problems. Students created machines with sensors and used the software to build programs to direct them. Good Stuff! Where might these students be in the years to come from this top-notch influence?

Links to check out . . .

Logo Resources
http://region6.mainelearns.org/resourcesformaineteachers/index.html?137

Ed Latham's NetLogo Workshop & Resources
http://region1a.mainelearns.org/netlogostart.html

Robotics Resources
http://region6.mainelearns.org/robotics.html

Artificial Intelligence Resources
http://region6.mainelearns.org/artificialintelligence.html

Taking it a bit further . . . .

Some Ethical Questions:

Should we create intelligent robots?

Is the creation of an intelligent robot an act that only God should do?

Will there need to be some regulation about the creation of robots?

Will intelligent robots take away all forms of human employment?

Where are humans to derive their meaning and purpose in life?

If in the future machines have the ability to reason, be self-aware and
have feelings, then what makes a human being a human being, and a robot a robot?

If you could have a robot that would do any task you like, a companion
to do all the work that you prefer not to, would you? And if so, how do
you think this might affect you as a person?

Are there any kind of robots that shouldn't be created? Or that you
wouldn't want to see created? Why?

Automation and the development of new technologies like robots is
viewed by most people as inevitable. But many workers who lose their jobs consider this business practice unfair. Do you think the development of new technologies, and their implementation, is inevitable? What, if anything, should we as a society do for those people who lose their jobs?

Change: Certainty and Uncertainty in the School Year Ahead and the Future

The 2007-08 school year will bring many certain things. As a teacher, I will walk into my classroom and see the students on the first day. There will be assignments given then graded. Kids who need extra support and those who don’t. Realizing how much taller the some of the returning students are or how they have grown up. I will certainly have some first day jitters. I have had them in other years during my 18 years of teaching at the same school.

This year brings many uncertainties as a teacher. Uncertainties I will see such as getting to know my new students, knowing their abilities and interests. New challenges and also unknown success and failures will come this year.

This school year will be different than many others because of the uncertainty of the change in school governance. As districts select their “dance partners” and begin the process of merging and consolidation, as a teacher I wonder where it will all go.

All of the terms I have learned about school governance such as School Unions, School Administrative Districts, and Consolidated School Districts will be gone by 2009. I will have to get used to Regional School Units. RSUs for short.

The way of doing things is about to change and be developed. I am excited as I can watch the process unfold with Regional Planning Committees setting up the new district. I would like to see teachers be a part of the process and help to set the new district in a good direction. Hopefully, the product at the end of the road is a good one for students, teachers, schools, and education in Maine.

Items about the process also scare me. Will my small school be closed in a few years? Will the final product be a fair and effective system for education? Where will it all go?

The certainties of teaching and of life help us to manage the uncertainties. As a teacher, I hope other teachers get involved in the creation of their new districts. Hopefully we can let the long term uncertainties of the future of Maine education be balanced by the day to day certainties and challenges that we face as teachers. What certainties and uncertainties do you see for this school year? Where do you think educational change in Maine will go or where do you want it to go?

For information on changes in Maine School Governance check out:
http://www.maine.gov/education

http://www.mdischools.net/

mdischools.net is excellent to get links to newspaper articles and resources from around the state over consolidation.

Walk Beside Me and Be My Friend

"Don't walk behind me, I may not lead. Don't walk in front of me, I may not follow. Just walk beside me and be my friend."

Albert Camus

Is it too early to start seeing a payoff for the investment in the 1-to-1 MTLI? Perhaps. But I'm sensing that huge transformations are about to take place. Nope, I don't have a shred of scientific evidence, only an ear to the ground in the various schools I visit. I tell you, this old digital immigrant can feel the vibrations. A take-off point is about to occur!

The most significant indication is that we all now know that it ain't going away. I am hearing from even the most skeptical educators now that they're getting on board. There is no question in our minds that the train has left the station, is slowly picking up speed, is not going to reverse direction, and that we'd better run fast to catch up and jump aboard.

Many of us who have had many years in education have seen more than our share of bandwagons in which everyone gets swept up in the enthusiam, only to see a swing of the pendulum, with everyone then running in the opposite direction.

This is different. This is deep. This is revolutionary. This is a time to find our colleagues where they are and gently bring them along.

Our major issues now are ethical. How are we to treat one another? What is important?

Change Can Be Hard

As the new school year rapidly approaches, I want to ask something I usually begin my workshops with. Do you know where the layout of your QWERTY keyboard came from?

No? Well, the placement of letters comes from a time when people could type faster than their typewriters could keep up. Keys would get jammed in a terrific mess of metal and ink. By placing frequently used keys, like vowels, in harder to reach places, users were slowed down.

Now, examine keyboard in front of you.

The placement of the keys has been the same since 1873. There are newer, redesigned keyboards that allow faster typing such as the Dvorak keyboard. Introduced in 1936 it arranges the keys for the greatest efficiency. But, overwhelmingly we use what is given to us.
What we have always known and are comfortable with.

Sound familiar?

Many teach how they were taught, and I won't belabor the point, but the world is different. It's flat right?

If I handed you a new keyboard, it would undoubtedly take time to unlearn how you type and relearn the new positions. During that time, productivity would down and frustration would ensue. Yet, with the understanding that ultimately, speed and accuracy will improve with time and practice until you have surpassed what you were capable of before.

Such is all new learning.
Don't let only what you're comfortable with limit where you can go!

Back-to-School Resources

I've always loved August. There is fullness to it that I don't feel any other time of year. There's always that native harvest of vegetables of every sort. But especially delightful is nature's orchestra of sound all around as I spend some time in the yard. Heady stuff.

For teachers, August also means preparation for new beginnings, an opportunity to reorganize and rethink approaches and methods. There's the anticipation of that very first meeting with new classes. Here are some online resources that might be helpful:

Back-to-School Resources
Classroom Environment Resources
Free & Inexpensive Software
New Teacher Resources

Appropriate Tools

"Everything should be made as simple as possible, but not simpler." ~ Albert Einstein

I'm preparing for a series of workshops at a Maine school next week. On Monday I'm scheduled to teach Dreamweaver. On Tuesday we'll be doing iPhoto, and on Wednesday and Thursday I'll be working with teachers on collaborative projects for their classrooms. I'm looking forward to Tuesday, Wednesday, and Thursday - but, by no means, Monday.

Let me first of all admit that I very reluctantly agreed to do the Dreamweaver session. Reluctant for a couple of reasons: First of all because I'll admit I'm not as fluent in it as I should be, not using it regularly; and second, because I think it is the wrong tool for the job. While Dreamweaver is a powerful and polished professional web editor, it is too complex for beginners and, in most cases, completely unnecssary for creating functional classroom web sites. It is like learning to fly using a 747 rather than a small airplane. There are just too many buttons/options to confuse the beginner.

I guess I'm of the school that would start neophytes with a hand saw before they moved up to a power saw. I would have them hand mixing the batter before I introduced the power mixer.

I've just completed my 2-year training with the wonderful eMINTS people at the University of Missouri. I've been very impressed with their organization, their resources, and their conceptual framework. Terrific educators . . .they have it together! But . . . Dreamweaver was their required editor, and it was one of the few things with which I disagreed.

A better web editor for the job would be one similar to Nvu, a free download that covers the basics in an understandable way while still allowing for very effective websites. Who could ask for anything more? :) My view is that there is a need to match the appropriate tool to the context in which we are working, so I'm struggling on how to meet my commitment and, at the same time, do what I know is right in terms of keeping the focus on the learning rather than the specific tool.

I would like to start with Nvu in order for beginners to have a better understanding of the pure basics, but on the other hand, presenting two menu schemes in such a short period of time could simply add to the confusion. So what I'll probably do is simply work with a pure white canvas using Dreamweaver, and eliminate as many extra windows as possible. I'll show the templates later. Anyhow . . . a good part of the session will be on planning pages, evaluating pages others have done, and discussing reasons for having a web page in the first place. In other words, what can a web page bring to the classroom?

Let me admit that I also have concerns about tools that are being promoted in other areas, such as online classroom environments. Is the tool easy to use? Will its design enourage implementation? What is it really needed for? Will it be used?

"The Simplicity Paradox refers to the fact that one always want a powerfully functional object which by nature of its very potential belies a complexity of operation. To make something simpler, often means to make something less powerful. How do you make something powerful, but simple to operate at the same time? This is the challenge."
~ The MIT Simplicity Consortium Challenge

The Beauty of Simplicity
The Laws of Simplicity
Simplicity Consortium
Simplicity Blog
The MIT Press: The Laws of Simplicity

That brings me to the essential question:

How do we decide what the best tool for the job is?

Citizenship

"Power corrupts, and absolute power corrupts absolutely." ~Lord Acton

Maine Learning Results Guiding Principle:
A responsible and involved citizen who:

• Participates positively in the community and designs creative solutions to meet human needs and wants;
• Accepts responsibility for personal decisions and actions;
• Demonstrates ethical behavior and the moral courage to sustain it;
• Understands and respects diversity;
• Displays global awareness and economic and civic literacy; and
• Demonstrates awareness of personal and community health and wellness;

Citizenship Resources
Micro-society Resources
Rights & Responsibilities Resources
Diversity Resources

OLPC machine

Matthew Hockenberry of creativesynthesis.net demonstrates the one laptop per child's fourth production prototype of the 'hundred-dollar laptop' at siggraph 2007 - video by Leonardo Bonanni of hyperexperience.com

Math Wars

Check out the varying perspectives of videos on math education on the sidebar. What are your thoughts?

NCTM Standards
The Objectivist Point of View
MISTM Math Portal
Math Resources
Online Interactive Resources
Math Games
Problem Solving Resources in Math

Algebra

What do you think? Should all students take Algebra in high school?

Algebra Resources

Persuasion

“It may take forever to win men's minds by persuasion, but that's quicker than you can do it by force”

How do we sell our ideas? How do others sell their ideas to us? How do we remain respectful of others who have different ideas and perspectives than our own? To me, this is a much more important topic than many of the other subjects that are expected to be taught in our schools.

For several years I moderated a conference on a FirstClass BBS in a Maine school district. The conference was called Speak-Out. Topics were offered by mostly high school students but also by a few interested teachers, and then replies were made. In the heat of the argument, how easy it was for students to regress to subtle and not so subtle namecalling,put-downs, baiting and innuendo. Now I ran quite a tight ship for the space for blatant trangressions of the AUP, but sometimes it was obvious that students just didn't know any other way of expressing themselves. And who could blame them as there is a constant flow of rudeness everywhere around them . . . from radio talk shows to T.V. sitcoms and reality shows to discussion list on the Internet . . . to our national leaders.

I found that as long as I was present (meaning checking in regularly), discourse was civil. (Perhaps because I had the power to discontinue their accounts :) but I really think there was more to it than that.) If, however, the conference was left unattended by adult supervision for a long period of time, discussion would tend to head for the lowest common denominator.

Last year, although I was no longer the moderator of the conference, I reluctantly stepped in with this:

"I certainly agree that namecalling and personal attacks have no place in this conference . . . and certainly violate the user agreement that all have signed who are on the BBS. Sure it is okay to have positive or negative opinions on an issue, BUT that does not include character assassination of people who disagree with us. Loss of BBS privileges for infractions seems very appropriate to me.

In reading the posts in speak-out, I sense that for some it seems to be simply a game to annoy others in an attempt to feel more self-important. This is commonly referred to as baiting. There is an arrogance here that ultimately is self-defeating and hurtful not only to others but to the initiator as well. We use this tactic when feeling inadequate in making legitimate persuasive comments. In other words, when we don't have anything to back up our view or have anything else to say, we lower ourselves by attacking the person with whom we disagree. Not good . . . but all too prevalent in our culture at large as well. We need to be both intelligent in what we say and caring for those we are saying it to . . . even those with whom we disagree. As my grandmothers use to say, "If you can't say something good about somebody, say nothing at all."

For other people, there seems to be a misunderstanding of what civil discourse includes and what bogus argument is. Using "I" statements are much better than "They" and "You" statements. "I believe" or " I think" work much better than "You are . . . they are" constructs. Below find some resources that will help you understand this a bit better. Writing like this takes a bit of practice and experience to understand the spirit of it. Give it a try.

There are times when all of us will cross over the line in life. I know I have . . . and still do on occasion. We all make mistakes, but we have an obligation to ourselves and others to point ourselves in the right direction and do our best in making rational discourse an important means of making a better world.

So . . . what is the next issue to discuss?"

Someone somewhere is going to have to start modeling civility and perhaps focus more on empowering our young ones with the art of respectful dialogue.

Who is it going to be? What do you think? Agree? Disagree?

Some pertinent links:

Logical Fallacy Resources
Propaganda & Advertising
Persuasive Writing Resources
Citizenship Resources

Idea Generators

Don't know where to start? Looking for ideas?

Idea Generators
http://region6.mainelearns.org/resourcesformaineteachers/index.html?114
Writing Prompts
http://region6.mainelearns.org/resourcesformaineteachers/index.html?283

Any others to add to the list?