2020 Nexus

Today one of Clarence Fisher’s thoughtful posts at his blog, Remote Access, caught my attention.  The topic was work-arounds.  As often happens, I found myself writing a response that grew and grew until it was too big for a comment.  So I cut it in half and resolved to author my own post which builds upon what I understood Clarence to be saying:

He wonders.

Should we be teaching work-arounds as a digital skill?

Those of us who teach in labs do it all the time: our challenges are things like internet filters, software permissions, hardware burnout, equipment failure, lost passwords, erased files, web outages, etc.  One of my favorite, oft-quoted lines about teaching and technology by Dean Shareski is: “I don’t do boxes and wires. I do teaching and learning with the boxes and wires.”  That is my goal, my mantra, and my philosophy.  However, if you work in a lab or an IT department, it can all too often devolve into merely dealing with boxes and wires.

But Clarence reminds us it’s all about problem solving, critical thinking, analyzing options, keeping a goal in sight, working through, over and around obstacles instead of focusing on them.  I teach 11- to 14-year-olds so they come to me with some skills, but not as many as you might think.  They can still  implode when they get confused, like all learners do.  I must help my students turn the potholes into detours instead of head-on collisions.  I really nudge kids to learn work-arounds when, after a little direct instruction, I set them loose and they begin to encounter the roadblocks.

I wonder aloud.

What can you do to solve your problem?
What have you tried so far?
How can I help you become as independent as possible so you can do this when no one’s around?
Which part of the project/question/software do you already understand?
What would you do if it were your cell phone, Nintendo DS, iPod, or MySpace?
How can you make this happen a different way?
If I promise your answer is there in front of you will you look again more closely?
Can I give you hints or ask you a few questions since I’m not going to be handing you the answer?
I wonder if other computers you’ve seen have a port, wire, button, plug, or click for that?

As I’m sure you know from your own experience that at about this point they get very aggravated.  There is gnashing of teeth.  There is even whining.   The discomfort can last for minutes, days or even over the course of the semester as I continue to sweetly demand that they think for themselves with minimal intrusion from me.   Of course I encounter bugs myself, so I keep modeling work-arounds.

Then one day they realize that they CAN find their own answers and they CAN make things work.  ZING!  Their confidence shoots up. It’s so fun to watch when their face changes. It’s even better when they take their new-found knowledge over to another student and help them make their own discoveries. I always feel a little stress adn guilt about holding out on them, but when they get it — Wow! That’s the magic that keeps us teaching.  It has little to do with which tools we use or the content we teach, don’t you think?

I wonder.

Isn’t teaching work-arounds what all teachers should be doing with all students all the time, not just in digital environments?

Clarence alludes to the fact that the very bugs we “work around” daily with the technology are the most frequent reason teachers use to avoid bringing their classes to the lab or trying electronically-enhanced lessons.  (This excuse vies for supremacy with, “The lab is always full,” “I have to prepare my kids for testing,” “It’s easy for you because you have a lab all to yourself,” and “I don’t have room for any computers.”)

I feel conflicted when I hear all the reasons.  I know some are true or at least partially true, especially because Murphy’s Law reigns in computer labs.  I know it’s intimidating. There are bound to be 1 or 2 things go wrong and there are very few support folks around to help when a carefully planned lesson gets derailed by hardware, software, printer, or internet problems. (They fail to realize that even we geeks have our tech learning curve stretched like a rubber band daily.  I am humbled constantly by the flaws that show up in my lab and my practice!)

On the other hand, the Glitch Excuse also rankles me because those same teachers will try new lessons, solutions and methods–except digital ones–in their own classrooms. They already write  backup lessons in case things don’t go well. They already know that old equipment like overheads can malfunction. They even take kids to the lab for computerized assessments when required to.  But they’ve psyched themselves out about using tech for better, non-mandated electronics in their own everyday lessons. They’ve either surreptitiously or unabashadely refused to use the newfangled machinery because it can make a person feel uncomfortable, inadequate, or awkward.

I wonder.

Are they admitting that they are too afraid or too stubborn to change their thinking to fit a changing world?
Where in that mindset is the dedication to lifelong learning?
What are they modeling to their learners?
Must they be perfect or have complete control of a situation before they can proceed? Is it not okay for them to make a mistake in front of others (even though they’ve done their best to prepare for contingencies)?

I wonder.

Can administrators in good conscience accept this kind of reasoning when it comes to embedding digital tools and 21st Century skills?

Can a math teacher get away with saying, “I refuse to use those new manipulatives or calculators because I don’t know how — they might break”?
Can a Social Studies teacher say, “I don’t want to use maps or timelines. I don’t like them.”
Can a reading teacher say, “I’m too old to read any other genres. They’re too confusing!”
Can I say, “Gee, I won’t learn art or music; I’m just a computer teacher!”?

I wonder.

How can we create a shift in thinking for the adults?

My enthusiastic response to Clarence’ question is YES!  We must teach work-arounds; it’s problem solving and critical thinking at its best. We must prove to ourselves that when obstacles crop up they are opportunities and teachable moments, no matter the content or venue.

I wonder.

How will adults learn the work-arounds if they won’t show up for the lesson?

I have some ideas but that’s another post for another day.

This meme is circulating around the edublogosphere and I thought it was very motivating. I first heard about it on Twitter, and then again from LoonyHiker at Successful Teaching and Clif Mims at ClifNotes. I wasn’t tagged — but they say anyone can participate!  I invite all my readers to do so. (Are there any readers? LOL)

Directions

Summer can be a great time for professional development. It is an opportunity to learn more about a topic, read a particular work or the works of a particular author, beef up an existing unit of instruction, advance one’s technical skills, work on that advanced degree or certification, and finish many of the other items on our ever-growing To Do Lists. Let’s make Summer 2009 a time when we actually get to accomplish a few of those things and enjoy the thrill of marking them off our lists.  Although this meme is somewhat US-centric because we have our long break in June and July, those overseas could still set some goals to reach before the next milestone, i.e. end of term, prior to next school year, before the next break, etc.

The Rules

• Pick 1-3 professional development goals and commit to achieving them this summer.
• For the purposes of this activity the end of summer will be Labor Day (09/07/09).
• Post the above directions along with your 1-3 goals on your blog.
• Title your post Professional Development Meme 2009 and link back/trackback to http://clifmims.com/blog/archives/2447.
• Use the following tag/ keyword/ category on your post: pdmeme09.
• Tag 5-8 others to participate in the meme.
• Achieve your goals and “develop professionally.”
• Commit to sharing your results on your blog during early or mid-September.

My Goals

• Rework my personal and teaching sites into either blog or wiki formats. Having a static site has been a problem for a year or two; I can do better.
• Present and share generously with other educators in my field as often as possible, especially in association with the Oracle Education Foundation. So far I have 1 lined up for Project-Based Learning and another on Digital Storytelling.
• Move forward with a PLN/EdTech Learning cohort I started way back in March, along with participating in a new 21st Century Learning PLC just beginning in my school district.
• Attend as many virtual National Educational Computing Conference and TIE Colorado sessions as possible since I can’t go to either one this year.
• Finish (at the very least) Brain Rules (John Medina), Classroom Habitudes (Angela Meiers), and Transforming Classroom Practice (Borthwick and Pierson).
• Learn some basic HMTL and CSS so I can get better at WordPress and web design.
• Learn from Twitter and my edtech blog reading lists but balance my screen time with life offline. This might be the most important goal of all.

I Tag…

(UNLESS you are already tagged or you are trying to unplug this summer)

1. Anyone setting goals to reach before school starts again next fall.
2. Anyone overseas setting goals to reach before end of term or next break.
3. Kate Olson of Kate Says
4. Marianne Stabile of A Teacher in Abu Dhabi
5. Julia Fallon
6. Scott Elias
7. Chris Clementi at Kidsnetsoft

Recent research shows that some of our most prevalent ideas about web safety are just plain wrong. The very small percentage of children who are victimized in ways related to the Internet are those who: enter private chat rooms, discuss topics of a sexual nature, or meet offline with strangers. Internet offenders pretended to be teenagers in only 5% of the crimes studied by researchers. Visiting popular social networking sites such as MySpace and Facebook do not appear to increase children’s risk of being victimized by online predators. American Psychological Association. 21 Feb 2008 http://www.apa.org/releases/sexoffender0208.html

Internet Safety has been seen as avoiding sexual predators. That’s why it is becoming irrelevant to today’s adolescents. They feel adults’ way of treating the web (not to mention technology use in general, i.e. cell phones, email, and personal electronic devices) are archaic and obsolete. Kids already know what’s dangerous. (Sadly, some still do these things but I continue to teach about them anyway.) These facts are old news to teenagers whether we adults find it novel and shocking or not. Net Family News www.netfamilynews.org/

We have the right, responsibility, and privilege to regulate our children’s digital lives. I am not condemning any family, school or district policies — I merely suggest that we advise teens about ways to use the web safely to communicate, collaborate, connect globally, and stay safe. (We have an effective web filtering program in this district and we do not visit social networks at school.) District 11 Internet Policies www.d11.org/netservices/internet.htm

Let’s support young people’s constructive, educational, and enriching use of social media to participate in career development, cultural awareness, and democracy. Consider the role of social media our most recent presidential election! Educational Leadership Magazine http://www.ascd.org/publications/educational_leadership/nov08/vol66/num03/Footprints_in_the_Digital_Age.aspx,

Middle-schoolers may prefer not to discuss complex concepts like predation, copyright law, discretion, defamation, or dissemination of fact versus rumor. They might rather forget that the web is a very public place. But aren’t these issues crucially important and increasingly germane to the digital, multi-cultural, and global environment in which they will later live and work? In fact, they live in such a world right now. Electronics have been a part of our children’s lives since their birth; that is why they are called “digital natives.” Mark Prensky http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Therefore, in my classes we discuss how to create and monitor one’s digital footprint and online reputation. I emphasize the permanence of anything sent, posted or emailed electronically. We talk about the dangers of posting personal information, vulgar, sexual, or crude items on their MySpace and Facebook accounts. They learn what sexting, cyber-bullying, and over-disclosure are and they know the consequences can be far-reaching. They are aware of copyright laws and how to abide by them. I point out current events and new regulations. I incorporate these more contemporary topics into practical and traditional technology lessons. http://en.wikipedia.org/wiki/Sexting

www.cyberbullying.us

As hard as it is for us to understand our children’s electronic world, I hope that we are trying to. Is your family having an exchange of ideas about these topics at home? I would strongly encourage that. My technology class alone – once per year per student for 40 minutes for nine weeks — can’t possibly influence your children’s behavior and opinions like a your loving attention and guidance can. I cordially invite you to bravely initiate candid family discussions about your children’s digital lives.

A Few Resources

https://edorigami.wikispaces.com/message/list/Understanding+Digital+Children+-+Ian+Jukes

www.iste.org/Content/NavigationMenu/ProfessionalDevelopment/WebinarSeries/20082009Webinars/Digital_Citizenship_for_Parents.htm

www.mediafamily.org/

www.digitalparents.org/

www.amazon.com/Teens-About-Really-Important-Things/dp/0787943584/ref=sid_dp_dp

I’ve been home on medical leave for about 10 days now and just couldn’t stay away from work/educational technology any longer.  My substitute needed some inspiration for this week, so I spent some time finding a great deal of online, interactive educational sites for him and then grouped them according to middle school grade level curricula at our district. Some would require more lesson planning and/or supervision than others and many are well-suited for interactive white board use. Some are US-centric but my international readers will still find plenty to explore. If your school district’s web filter blocks streaming audio or video, web cams, etc., you will find you cannot use some of these. Some require the latest Flash or Shockwave updates. (Many thanks to http://mrssmoke.onsugar.com/2871369 who compiled the Museum portion of the list.)

Most Grade Levels: 

Comic Creator:  Lesson Plans http://www.readwritethink.org/materials/comic/ComicCreator.pdf

The actual Comic Creator site http://www.readwritethink.org/materials/comic/

NOVA scienceNOW - Sleep: The Sleep-Memory Connection Explore the stages of a good night’s sleep and the research linking sleep to memory with this

Rumor Control Explore the difference between harmless, hurtful and dangerous gossip in this online interactive game. Examine rumors that float by, toss harmful rumors in the trash and report dangerous rumors to the principal’s office.

Story Strips Explore feelings and emotions by creating storyboards. Select scenarios, hair and eye color, and then complete dialogue boxes to illustrate how to communicate feelings.

Interactive Museum Exhibits

American Museum of Natural History Presents Ology (Grades 2-8) Astronomy, Biodiversity, Genetics, Rocks and Minerals, Water.

American Package Museum Art Gallery (Grades 3-12) Advertising, Art, Graphic Arts, American History.

Benjamin Franklin Interactive Timeline (Grades 5-12) Founding Fathers, Government, Inventors, Science History.

Birth of the Internet from the National Science Foundation (Grades 6-12) Computer Apps, History, Technology.

Churchill and the Great Republic from the Library of Congress (Grades 9-12) Biography, Cold War, European History, World War II.

Colonial Williamsburg (Grades 4-12) African-American History, Colonial America, American Revolution, Native American.

Dumbarton House for Kids (Grades 4-6) Colonial America, Founding Fathers, Post-Revolutionary War.

Exploratorium’s The Science of Music (Grades K-12) Instruments, Music, Rhythm.

Field Museum Online Exhibits (Grades 3-12) Ancient Civilizations, Art, Biomes, Chocolate, DNA, Evolution, Fossils, Genetics, Instruments, Map Studies, Mythology, Natural Disasters, Rocks and Minerals, Scientists.

Frissiras Art Museum of Greece (Grades 6-12) Art.

Humanities Interactive (Grades 5-12) Art, Ancient Civilizations, Exploration, Medieval History.

Indianapolis Children’s Museum Interactives (Grades K-6) Art, Fossils, Rocks and Minerals, Skeletal.

Indianapolis Museum of Art’s African Life Through Art (Grades 6-12) African Studies, Art.

John F. Kennedy Library (Grades 6-12) JFK Presidency and Biography.

Monet’s Sketchbooks (Grades 6-12) Art, French.

Museum of Advertising and Design Online Exhibits (Grades 6-12) Advertising, Art, Cultural Studies, Graphic Designs, Journalism, 20^th Century Music.

Museum of Glass Virtual Hot Shop (Grades 3-12) Art.

Museum of Human Disease (Grades 9-12) Biology.

Museum of Modern Art’s Online Projects (Grades 3-12 depending on which project you launch) Art, Biographies, Cultural Studies, Graphic Design, Writing.

Museum of Natural History Virtual Exhibits (Grades 2-12) African Studies, Ancient Civilizations, Atmosphere, Biomes, Exploration, Lewis and Clark, Latin America, Mammals, Native American Studies, Rocks and Minerals.

Museum of the Moving Image (Grades 6-12) Computer Apps, Drama, Presidents, Technology, Video Production.

NASA’s 50^th Anniversary Online Museum (Grades 3-12) Astronomy, Cold War, History.

National Archives Digital Vault Experience (Grades 5-12) American History 1754.

National Gallery of Art Online Tours (Grades 3-12) Ancient Egypt, Art, Artist Biographies, Art History, European History, Photography.

National Geographic’s Map Games created by the Indianapolis Children’s Museum (Grades 1-6) Ancient Civilizations, Map Studies, Presidents, Space.

National Museum of Dentistry (Grades 1-4) Dental Healt

National Zoological Park’s Conservation Central (Grades 1-5) Animal Habitats, Biomes, Conservation.

Neave Planetarium (Grades 3-12) Astronomy, Exploration, Space.

OrgainisMuseum Virtual Photo Art Gallery (Grades 8-12) Art, Photography, Graphic Design.

Panasonic Design Museum (Grades 5-12) Advertising, Inventions, Technology.

Philadelphia Museum of Art (Grades 6-12) Ancient Civilizations, Art, Cultural Studies.

San Francisco Museum of Modern Art Interactives (Grades 6-12) Art, Biographies, Culture Studies, Photography.

Smithsonian’s The Presidency and The Cold War (Grades 9-12) Cold War, Desert Storm, Presidents, McCarthyism.

Techniquest Children’s Museum Interactives (Grades K-6) Art, Colors, Culture Studies, Symmetry.

Texas Forestry Museum’s Life in an East Texas Forest (Grades K-2) Habitat, Trees, Water Cycle.

The American Image (Grades 6-12) Art, Photography, World War II.

The Imperialism Museum (Grades 9-12) Falklands Conflict, History, The Cold War, World War I, World War II.

The Science Museum’s Learning Games (Grades 3-12) Energy, Forensic Science, Natural Resources.

Try Science (Grades 3-8) Computer Apps, Environmental studies, Technology.

Virtual Hampson Museum (Grades 5-12) Art, Native American Studies.

Virtual Museum of Canada Interactive Games and Simulations (Grades K-12) Biomes, Gold Rush, Human Body, Magnetism, Music, Mystery Fiction, Space, World War I, World War II, Yukon.

Virtual Museum of Textiles and Costume Design (Grades 9-12) Art, Drama, European History, FACS.

Women of Our Time from the National Portrait Gallery (Grades 7-12) Biography, Culture Studies, Photography, Women’s Studies.

6^th Grade Topics

POWERPLAY

http://www.sciencenetlinks.com/interactives/powerplay.html

PowerUp!

http://www.sciencenetlinks.com/interactives/powerup.html

Gravity Launch

http://www.sciencenetlinks.com/interactives/gravity.html

The Art of The Explosion Lesson Ideas

http://artsedge.kennedy-center.org/content/3885/

The Art of the Explosion site itself

http://artsedge.kennedy-center.org/fireworks/index.html

A Dinosaur’s Ecosystem

http://www.nationalgeographic.com/xpeditions/activities/04/dinosaurs.html

Cut to the Heart Examine the function of the heart and facts about how the heart works. Identify the parts of the heart and the steps by which the heart pumps blood through the body.

Electric Heart: Operation Heart Transplant Explore the steps in a heart transplant operation by performing a heart transplant in this virtual operating theater.

Grave Analysis Discover what a bioarcheologist was able to determine about the sex, age and other characteristics of an ancient battle victim by analyzing that person’s well-preserved skeleton.

Tour of the Heart Explore the anatomy of the human heart, chart circulation to and within the heart and examine heartbeat regulation with this interactive “tour” of the heart.

7^th Grade Topics

Marco Polo’s Route to China and Back Game http://edsitement.neh.gov/M_Polo_flash_page.asp

Lesson Ideas for Shadow Puppets Site: http://artsedge.kennedy-center.org/content/3879/

Shadow Puppets Site itself http://artsedge.kennedy-center.org/shadowpuppets/artsedge.html

Xerxes March to Greece Game http://edsitement.neh.gov/Persian01_flash_page.asp

Himalayan Hike Game http://www.pbs.org/wnet/nature/india/html/hike.html

Secrets of Lost Empires II: Destroy the Castle Design a medieval trebuchet using knowledge of simple machines and projectile force. Adjust variables of weight, length, stability, distance and counterweight to destroy a castle wall.

Death at Jamestown: Explore Jamestown Explore the places, events and people associated with the Lost Colony of Jamestown with this interactive timeline and map. Examine artifacts and remains excavated by archeologists and learn what conclusions can be drawn from them.

Witches Curse: Explore Salem Consider the biographies of both accusers and those accused of witchcraft with this interactive timeline and map of Salem village as it was in 1692. Discover how the judicial process was warped to suit public opinion and the judges.

8^th Grade Topics 

Lesson about stories of Civil War soldiers’ wounds glowing at night: http://www.sciencenetlinks.com/sci_update.cfm?DocID=65

Audio and other resources linked to this page

Activities about American Reconstruction Period http://www.pbs.org/wgbh/amex/reconstruction/

Analyzing the Evidence Examine the life of Abraham Lincoln through primary sources such as letters, photographs and paintings. Uncover clues that reveal biographical details about America’s 16th President.

Life and Death in the War Zone: Military Medicine Through Time Investigate the history of military medicine from the Civil War to the Iraq War, and interpret archival photographs shot on and off the battlefield.

Saving the National Treasures: The Damage Done Compare the original Declaration of Independence document with the 1823 Stone Engraving of the Declaration. Explore the damage that has been done to the original over centuries of imperfect handling.

Nazi Prison Escape: The Colditz Glider Examine airfoil aerodynamics and the history of the building of the Colditz Glider, constructed by two WWII POWs in a failed attempt to escape from a German prison in 1943. Fly a virtual glider in this online interactive activity.

First, let me publicly thank Sue Waters of Edublogs, who helped me get back into my account after I tweeted about my difficulties.  She answered and helped me within just a few hours without being asked. What customer service!

I can’t believe I’ve been away from this blog for so long.  Life and a night job got in the way.  I never felt I had lots of time to blog, nor any original things to say, but I did try for a while.  Then I was working two jobs.  Surviving that showed me that I do have more hours in the day than I thought and sleep is overrated.  (Okay, I’m lying about the sleep. Enough sleep is absolutely critical.) 

Now that my night contract is finished, I hope to blog every week or so.   I’m not making a resolution for the new year — it’s nearly February already — but I am making a concerted effort to get involved in my professional learning communities again, both on and offline.  It’s imperative that I try to give back as others have given to me in the form of resources, links, ideas, advice, experience, and HOPE.

I mentioned I had a night job for a while.  For the past few months I’ve left home at 7 a.m. and returned at midnight.  It was with some effort that I have been able to maintain my relationships with friends and family on weekends.  You can imagine the professional isolation I experienced because I had no time to visit with colleagues.  Every minute of planning periods and lunches had to be used wisely since I was leaving school at 4 p.m.

I forgot how isolating my day job can be anyway; the people, equipment, and policies there are painfully ambivalent toward tech-infused teaching, web-based literacies, etc.  That is slowly beginning to change and each tiny step is a wonderful thing.  But we have a long way to go and there are so few staff members at my school or district who have even a passing acquaintance with educational technology.  My attempts at evangelizing them have largely failed and I’m too impatient for change, I’m sorry to admit.  So you can see how a gal could get lonesome.

It’s really been my online education network that has been a lifeline through the past 5 years or so.  Therefore I have to acknowledge that the hours I’ve spent on Twitter, Google Reader, Classroom 2.0, and in the blogosphere were worth it.  I do want to maintain balance and work harder to develop collegial relationships offline, but I’ve decided I can’t survive professionally without my virtual professional learning community.  So I thank you, you early adopters, ed tech pioneers, generous Twits who share so much great information and gifted bloggers who’ve so inspired me. Thanks and thanks again!

There are a lot of changes and opportunities coming into my life, so I hope to share some of the excitement with  you here in the near future.  Until we meet again, Happy New Year!