Meograph – 4 Dimensional Story Telling Web 2.0 Style

What I love about Web 2.0 apps is the simplicity. Bloated desktop apps like Office and Photoshop, with their hundreds of menu items and toolbars, are powerful tools but become difficult for non techies to handle. Web 2.o tools, on the other hand, are focused on specific purposes, allowing them to be streamlined and simple enough for anyone to use.

Meograph, a relatively new tool ( released in July, 2012 and still in Beta form) is one such simple to use but still powerful web app. It sells itself as a “4 Dimensional Story telling” app. In a nutshell, it allows you to tell stories through (1)images/videos, (2)narration,  (3)maps and a (4)timeline (hence the 4 dimensions) OR WHO/WHAT, WHEN and WHERE. Now this could be done using a variety of software options but what I love about Meograph is that the whole process only involves 8 simple steps, which I am about to outline for you using the above screenshot and some simple instructions. There is also a video embedded below that provides a demo of the tool.

  1. ADD A MOMENT. Once you have set up your FREE account and created your first Meograph, click on +ADD A MOMENT. This brings up the simple data field box for you to input the required information.
  2. THE DATA FIELD BOX. Here you can see the 3 fields to input information. WHEN, WHERE and WHAT. Type in the year or specific date (in MM/DD/YYYY format), the location the event took place (be specific for correct location on map) and information about what happened. The information can be a single sentence or at least a whole paragraph – I haven’t tested its limits but some of my entries have been over 100 words. Once you have added the information, it becomes part of a list of dates. If you add another Moment that occured before your last entry, it will automatically move the moment into the correct chronological order.
  3. LINK. You can add a link to related information by clicking on the Link button and typing or pasting in a website address. The link appears between the image and timeline in a black band. The website page name appears but if it is a PDF web link you only see a diagonal arrow icon.
  4. TEXT. The information you input into the WHAT field is displayed above the image in a simple text box. If you want to add extra information, you can edit the text here instead of the small WHAT field.
  5. MAP EDITING. You can change the Zoom level of the Map by clicking on the CHANGE MAP ZOOM button. You will get a familiar Google Maps slide scale to enable you to zoom in or out for your desired result. That is the only editing you can do – you can’t drag the map around or move the placeholder.
  6. MEDIA. You can upload an image or embed a YouTube clip using the two buttons provided. You can only add one or the other – not both. You don’t paste YouTube embed code; just the page link. You can resize the image and move it around. With the YouTube clip, you can select specific sections of the clip so that your viewers don’t have to view the whole clip when you are only referring to a specific part. This is a useful feature – I only wanted to show 3 minutes of an hour long documentary on YouTube for my History Meograph below.
  7. NARRATION. You can record narration for each moment to help tell your story more effectively. The length of your narration determines how long the moment plays before it moves on to the next moment. Without narration, the Meograph moves from moment to moment almost instantly. The maximum length of narration for each moment is 20 seconds.
  8. MAP VIEW OPTION. You can choose between Google Map or Earth view for the Maps in Meograph. What isn’t in the screenshot above is the option to include or exclude Lines connecting placeholders as you move from moment to moment.
  9. SAVE. Once you have finished your Meograph or you simply want to stop your editing for the day, you simply click the DONE AND SAVE button which returns you to the ready to play Meograph page. You can always click on the Edit button if you want to continue to add or make changes.
  10. PLAY CONTROLS AND TIMELINE. At the bottom of the Meograph is the Timeline and controls. If you want to simply view the Meograph, hit the Play button and it will progress from Moment to Moment. The timeline is like a video progress bar that has the dates displayed instead of the minutes played. There is a time display on the far right. If you want to manually control the progress of the story, pause the video and use the FF/REW buttons for greater control. This is recommended if you want to check out the linked information.
That’s all there is to it. ( One more thing – it has share and embedding options so that you can add your Meograph to your own website/blog, as I have done, or post it directly to Twitter, Facebook and other popular Social Media sites like Pinterest, Google+ Delicious and StumblUpon.) If you want to see first hand how to use Meograph, you can check out the tutorial video below.

ROOM FOR IMPROVEMENT

While I have found Meograph to be a very useful and simple to use storytelling tool, there is room for improvement. Of course it is still only in Beta so there are still glitches to the tool. Since the creator actually asked me to do a review, I will list my ideas and criticisms here. I’m not sure if these can all be addressed but hey, worth an ask.

  1. The Timeline. The only way to move from event to event is using the video controls. I would like to be able to drag the timeline dates across like you can on videos so I can move more quickly to a specific time or event without laboriously going moment by moment. This is probably not a big deal for quick stories but in a big presentation like my History Meograph it is needed. Meograph is being aimed at the Education and Journalism markets so there will come a time when I’m not the only one making really long meographs!
  2. Maps. Would like to be able to move the map around rather than just zoom in and out. Would like to move the placeholders too. Some of my locations were a bit inaccurate and a quick drag of the place holder would fix that problem.
  3. Text. Not a big deal but possibly some simple textformatting tools wouldn’t go astray for greater emphasis – size, colour, bold, italic would be enough. Then again my opening paragraph did talk about Web 2.0 simplicity vs Software bloat, so no drama if not done.
  4. Full Screen view. At present, the Meographs are a touch small to view. A Full screen option like Youtube and other video sites offer would make it better for viewing, especially for whole class viewing on a screen or iWB.
  5. Image AND Video instead of OR. Again not a big issue but sometimes I was faced with the choice of using video or image. Would have been nice to use both. Same goes for….
  6. Multiple Links.  From an Educational perspective, it would be good to link to multiple references to verify accuracy of information.
  7. iPads. You can watch it on an iPad just fine but editing is very difficult. Sometimes I managed to add new moments but often the buttons didn’t work. of course that is common with a lot of web 2.0 tools ( but not all). Be interesting to find out if it can be improved.
Everything else is Beta based Bugs. Sometimes it slowed down to a walk, especially when adding additional text. There were times when images or videos wouldn’t load and I had to close the browser and restart a session. There was a bit of a lag when inputting Where/When/What Data at times as well. Sometimes there was inaccurate map placements but that may well be Google Maps’ problem ( Apple’s IOS maps aren’t alone in location errors).
Having said all that, I have found MeoGraph to be a great addition to my teaching toolbox. Below is a yet to be completed but still lengthy Meograph I am putting together for my Grade 5/6 teams who are teaching Australian History this year. I see a lot of possibilities for History, Geography, Biographies, place and time based narrative investigations in this tool. I would like to hear from teachers about whether they would use or have used Meograph.
(Word of warning: Like most Web 2.0 tools, the Under 13s get a raw deal here. However, I can’t see why you can’t set up a class account controlled by you to avoid COPPA problems-Meograph’s Terms and Privacy policies are inconclusive here and the site itself doesn’t seem to have any inappropriate material easily accessible once logged in. It appears possible to use one account on multiple computers – I’ve tested it with my Meograph and even added different moments from different computers logged in at the same time. Meograph might not agree with me here but I’ve said it)

21st Century Fluencies

21st Century Fluency Institute from Fluency21 on Vimeo.

The 21st Century Fluency Project is an organisation dedicated to improving education. Central to their vision is their focus on the development of what Lee Crockett, seen above in the video, calls the critical skills students need in the 21st Century to succeed. The organisation has developed these 6 major Fluencies in responses to questions asked by all interested in the education of our children.

Solution Fluency – the ability to solve problems in real time
Creativity Fluency – thinking creatively and divergently in both digital and non digital environments ( a key distinction made by Crockett in the video – we are not talking only technology here; these are life long learning skills for everyone, not just tech lovers) to develop solutions to see problems
Information Fluency – Crockett here talks about the higher end of Bloom’s Digital Taxonomy – evaluating, analyzing, synthesizing, comparing/contrasting – to make sense of the information overload they experience in a Google/Wikipedia driven, media rich world
Collaboration Fluency – ability to work collaboratively ” in physical and virtual spaces with real and virtual partners” ( again not throwing out traditional forms of communication but also embracing digital forms )
Media Fluency – communicating learning not just in writing and in speech as we have been accustomed but also in multiple multimedia formats, the communication forms of the present and future.
Digital citizen – Crockett mentions ethical thinking, action, accountability, personal responsibility, resilience, risk taking, global perspectives and understanding a diverse range of cultures in a global world our current students have no choice but to be part of

Their Website goes into a bit more detail on each of the fluencies and also contains links to a range of resources to support their philosophy as well as regular blog posts on specific topics regarding 21st Century Learning ( they even linked to one of my posts in April!)

These are big concepts and challenge a lot of teachers today. For school administrators and experienced teachers currently involved in leadership, these are ideas that were never really explored back in our training days or years in the classroom. Some of these ideas may be beyond our comprehension or comfort level. What I am excited about with what Crockett is “selling” in this video is that the 21st Century Fluency Project’s solution goes far beyond your standard Professional Development session in  a way that I think will make a big impact in schools still on the leaning curve towards true 21st Century Learning.The 21st Century Fluency Institutes Crockett describes here is based on workshops that are follwed up with months of collaborative support freom their team to embed their innovative practices into your school’s way of being. It is far more beneficial to a day of keynotes and hour long workshops that we come back from excited but then lose the impact of as time goes by and we are disconnected from the experts. Its a great PD model that I hope is adopted by others. Watch the video, visit their website and hopefully get engaged and involved. Our students deserve the chance.

For Australian readers, here is a link to information about the workshops being run in Australia in February/March next year

Technology – Providing Incredible Opportunities for Students whether we want it to or not

We hear bad stories about young people using technology, especially the internet, at a monotonous regularity. YouTube is awash with ridiculous copycat videos of boys putting themselves in danger. Forums are flooded with a steady stream of insults and rumours from teenagers protected by anonymity. As teachers, we are constantly dealing with reports of cyberbullying on Facebook and Twitter we have no personal control over. If you believed the media shock jocks, every kid on the internet is either an idiot or in great peril.

But I want to tell a different story starring my daughter, her best friend and a small group of friends ( including my opportunistic son!). This is a completely different story that highlights the amazing opportunities that today’s available technology offers our students. It’s also a story about how, if given the freedom, children will take what we ‘make’ them do at school and take it to a whole new level that the limited minds of us teachers don’t even plan for. It explains why student led learning can be a success if we don’t restrict our students from going beyond our stated objectives. It shows how true engagement doesn’t need a teacher or a classroom for children to achieve great things and how technology can allow young students follow their dreams without the restrictions we had in the past.

It begins with a simple project for my daughter’s Studio Arts class. They were asked to create a short Horror film for their major term project. That was the only requirement. My daughter and her friends, from this point on known as BatFilms Productions. ( long story I won’t go into – suffice to say I am listed as ‘Lucius Fox’ in my daughter’s address book)  could have just coasted through the class this term, like apparently some students did, cobbled together a few clips on the computers at school and handed in a bland DVD in a plastic bag to get their ‘At Standard’ mark and go back to studying for their Maths and English exams. That’s all that was expected of them – a video.

Instead, this is what happened. The formed BatFilms Productions. ‘Best Friend’ (who in the 10 years she’s been coming to our house I have never heard utter more than one sentence at a time yet was the star of the movie)  set herself the task of writing the script for the 9 minute ‘epic’. ( the script does not get handed in to the teacher). My daughter started work on the Film Poster and DVD sleeve cover ( also not expected) using her favourite app on her iPad, ArtRage. She is also a budding artist, having attended an after school art class since she was 8. She paints with both natural media and digitally on the iPad, all in her spare time, completing works of art for family members on a regular basis.

Over the Term 3 holidays, while most of their class mates were hanging out at resorts, shopping centres or in front of the TV, Batfilms Productions got together on a Thursday for an all day, all night rehearsal and filming marathon – during the holidays! My kids came home just before midnight, exhausted but excited. “School work” was the highlight of their holiday – and my son wasn’t even part of the assignment. He just went to be the cameraman but is now an official member of Batfilms Productions. Of course by this stage, it had moved beyond school work. A passion had been ignited and it just continued to grow.

While Daughter, who inherited her father’s tech geek gene, got to work on the film editing and production, piecing together hundreds of clips of outakes, bloopers and useable video, Best Friend started thinking about publicity. She set up a YouTube Channel ( not part of the assignment and not connected to the school component at all) and a Twitter Account (again, not part of the school work). Best Friend’s Cousin, also a member of BatFilms, started working on the Film Trailer on iMovie ( also not part of the assignment requirement) and Daughter decided to add a professional edge to the opening credits using another iPad app Intro Designer (she upgraded to the full paid version to get the Horror Movie template ). When she found out about Bsst Friend’s YouTube/Twitter idea, she decided to use her Weebly account to create a Website to advertise Batfilms and their future plans.

Back at school, they discovered their clips weren’t opening on the school computers. Daughter calmly announced she would take them home and convert them ALL on her MacBook using Handbrake. When they viewed the converted files back at school, they noticed pixelation in full screen. They could have accepted mediocrity – at this stage some students hadn’t even filmed their scenes yet – but instead Daughter took them all home again and re did the whole conversion process at a higher resolution setting.

After all that not for extra credit effort, the film was finally completed. It was only now that I found out all they had to hand in was a video. Everything else was their own choice. They handed the movie in completed but all the teacher got was the DVD. What they kept for themselves was a film trailer, extras sections with bloopers and outtakes, a professional standard DVD sleeve and Film poster, and the potential for a real audience through their YouTube Channel, Twitter account and website, none of which would have been encouraged by the school.

What also came out of this was the genesis of a film company with plans made by a group of teenagers to create  more films together. Best Friend already has a script on its way for Movie number two, the completed movie Midnight Man is on Youtube, the Twitter account @BatFilms has started attracting followers and the website tells the story of the fledgling crew and their plans.

The movie itself is pretty good for a bunch of teenagers’ first effort. Me being me, I offered some constructive criticism, suggesting it needed some background music for mood. Daughter said they’d do that for the NEXT movie. Yep, they’re more interested in improving the next movie, the one they have DECIDED to do in their own time, no the one for school.

So what is the message of this story for me as a teacher? Well, there’s several.

  1. Our students are capable of so much more than what we expect of them. They’re not really motivated by grades; they are motivated by engagement. Their reports will probably have the same At Standard score as the slackers who are still working on their films. But BatFilms don’t care. They’re working on their next movie.
  2. As teachers, we need to broaden our learning outcomes and assessment. All these students will be assessed on is the video under the umbrella of Studio Arts. But what else have they demonstrated? Collaboration, entrepreneurism, initiative, teamwork, commitment to excellence, independent learning, communication skills, visual arts, planning, time management and preparation. One of the strengths of Primary School is that your teacher takes you for all classes so she can possibly credit you for all this. Secondary school teachers with their single subject focus may only focus on their narrow subject based outcome. We need to credit our students for unintended outcomes.
  3. We need to know our students’ passions and interests and give them opportunities to grow. The Studio Arts teacher should let the Drama Teacher, the English teacher, the Art Teacher,  the History teacher, the ICT teacher all know what these students are willing to do. Given the opportunity, these kids would put together a great interpretation of Romeo and Juliet or a World War Two battle through the sheer engagement of digital media, showing more understanding than their standard written essay. What they got out of this experience will not show up in a two hour exam.
  4. ICT provides opportunities that us teachers never had when we were students at school. We are limited by our own experiences. We shouldn’t limit our students’ possibilities. Instead of dwelling on the fake death reports and insults on Twitter, explore the possibilities of connecting to promote creative pursuits and worthy causes at school. Use blogs and websites and Youtube. Which leads me to ….
  5. Trust that students can use the Web constructively and responsibly. BatFilms is not a secret project. They are loving that the geeky father is promoting them on his longwinded, highbrow educational blog. Daughter told me straight away that Best Friend had set up the Twitter account. All the parents were asked by the children for permission to set up the YouTube Channel and Twitter. I’m following @Batfilms and Daughter has already blocked a follower who was promoting inappropriate material for them. Daughter is already a Weebly veteran, having set up a website Gleje Comics, displaying her comic strips series and soon to be released animations. She registered her site on the Comic Book Archive to promote it and has followers. ( She’s aiming for a career in computer animation.) They are responsible kids whose only interest in the internet is promoting their talents. Give students the opportunity to be responsible and creative and they will become good digital citizens.

So let’s not limit our students. Let them explore every possibility and bring their own goals along. If we are not getting the best out of them the traditional way, we need to try it their way. Trust technology to open up those possibilities. They’ll do it without you anyway. BatFilms did. Wouldn’t we prefer our students to put in all that effort and be rewarded and acknowledged for it at school as well as outside? Wouldn’t it be better to tap into that energy and enthusiasm and be there to add our experience and knowledge to the mix to improve the experience? I’m reading enough about how we don’t need schools or teachers as we know them anymore. We do. Students still need us. But we need to meet them in their world and support them there. And for those who want to dwell on the students who didn’t make the same effort to argue against the engagement factor of technology, go ahead. I’ll focus on the positive story of BatFilms Productions.

P.S. Please check out the video. They’d like an audience. And Daughter’s comics too.

Who’s running Quality Control and Fact Checking in a Tech Rich, Differentiated, Personalised Classroom?

It was definitely much easier to teach in the ‘olden days’. Everyone read the same text, researched the same topic, wrote the same text type, answered the same question. The students worked hard, studied and took and passed ( apparently everyone did if you listen to the nostalgic educators and parents of times gone by) the same test.

Then along came this pesky new age world of personalising and differentiating teaching and learning with its notion of student choice and planning for a wide range of student interests and abilities. Along with it came a whole lot of challenges for teachers as they passed topic selection into the hands of the children.

No longer does the teacher have access to all knowledge being learned during the unit of work. No longer does the teacher have complete mastery over the content of the class novel. In a single Inquiry Unit, there may be 15 different topics being explored by your class. If your class runs Literature Circles or Book Clubs, there may be 5 or more novels being read concurrently. In these instances, how much is expected of the class teacher to be on top of all the content involved in the individual student’s choice?

At first glance, teachers may point to the fact that today’s curriculum is not about content knowledge any more. It’s about skill development, creativity, collaboration and communication. At a simplistic level, that may be partly true. We can’t escape the fact, though, that accuracy and understanding is still paramount. While an 8 year old will survive making the odd misinterpretation or copying the wrong information down, a 20 year old medical student can’t be confusing a pharynx with a larynx or thinking a 3:4 ratio means 3/4 and 1/4. So the question needs to be asked – How well are we dealing with Quality Control and Fact Checking in the Differentiated, Personalised Classroom? This one question brings up a whole lot more questions that every teacher needs t0 consider.

Are we expecting students to provide evidence for every fact they state in a report (and are we checking them)? In the days of one topic/one book, the teacher had the source of the information and could quickly determine the accuracy of the student’s statements. We knew everything we needed to know about the plot, characters and themes of the class novel. We taught them how to write a bibliography and footnotes whether they really needed to or not. A bibliography is not enough today.  We need to expect digital literacy skills like hyperlinking and bookmarking to be part of a digital report so that as teachers we can check not only that the information is accurate as we read it but also that it hasn’t just been rewritten or copied.

Are we putting more emphasis on the presentation and not enough on the content? In the name of engagement, teachers ( with me leading the charge!) are exposing students to a myriad of great web tools for presenting their work. Do we sometimes get seduced by the magic of a Prezi, Glog or Voki and reward the students for how their presentation looked rather than the quality/depth of the information presented?

Do our assessment rubrics give enough credit for the accuracy, depth and understanding of the information or are these factors downplayed at the expense of grammar, text structure, presentation and checklist of what requirements were met?

During the research phase, do we spend enough time checking that the information collected by students is relevant and accurate or do we spend all our time giving feedback on the quality of questions, time management and selection of ICT tools for presentation?

Do we check for understanding of the references they use to research their topic? We need to expect more than just copying notes. The students should be summarising the notes, writing questions about the information they have found, listing what addtional information is still required from other sources. This takes time to develop in students but it’s important for developing real critical thinking. Just rewriting notes in a different sentence doesnt show enough understanding.

Do we feedback about the quality of the references, the relevance of the information?

How much attention do we pay to the student’s ability to record notes that support the investigation?

Do we spend time checking that they are identifying enough details from a text? Too often students will highlight random sections of text to show they have found some key words but ignore major details within the same paragraph. Utilising a web tool like the social bookmarking site Diigo, we as teachers can collaboratively support students in highlighting key ideas. The tool supports sharing an online text AND annotations, highlighting and comments in real time. This is an improvement on waiting until the end of the week to hand up work to the teacher for checking. In the digital literacy environment, we can be more timely and strategic in our feedback while also checking the references being used.

Are we expecting our students to prove they have fact checked their own research by referring to several sources for each key idea or fact? We often criticise the use of Wikipedia because of its crowdsourced information but don’t question other references’ validity. We need to ensure that we have taught our students to check for the credentials of the source, ( .org/.edu/gov vs .com, blog vs scholarly), how up to date the information is, how to cross reference multiple sources. Again, digital literacy skills like hyperlinking to the source within their text for instant verification puts the onus on the student to prove their information is correct.

Do we encourage collaboration as a way to check for quality and accuracy? We need to consider the role of wikis, social networking sites like Edmodo and Twitter and blogs in crowdsourcing support in checking each other’s work. Maybe we need to rethink the idea that we only go public with finished products/published work. Why can’t we post drafts and brainstorms on our blogs and put it out there for others to critique, check, support, add to, fact check? Why not tweet out ideas to a worldwide audience to get feedback or answers. Following experts on Twitter could get you the support you need. One example I’ve seen is Dr Karl Kruszelnicki from Australia, a media savvy scientist who often answers tweets sent to him. I’ve read teacher blogs mentioning how they have organised other teachers via Twitter to mentor students in their grade.

There is no going back to the old way of teaching. Differentiation and Personalised Learning is here to stay. And so it should be. However, we do need to make sure we have measures in place to ensure we are monitoring the quality and accuracy of the information our students present in their projects. Many teachers can find this a challenge.

It’s probably more of a challenge in Primary schools where teachers tend to be generalists who teach every subject. It’s a lot to expect them to be on top of the information in Science, History, Health, Economics, Geography, Technology and Environmental Studies on top of every novel the students are reading. So we have to efficient in checking in on students at all stages of their research, not just at the presentation stage.

What challenges do you have in monitoring your students’ personalised learning? What processes do you have in place to manage? I am interested in your experiences. Join the conversation.

Can we reconcile standardised testing with Personalised Learning?

I’ve been involved in a lot of discussions and Professional development sessions this year in my role as Maths lead learner that have revolved around the use of standardised testing and the role of data in improving outcomes. Twitter and Ed blogs are awash with concerns about the “dumbing down” of education today because of the direction to “teach to the test” so our schools’ publicly available data can improve (which in a more positive way should be phrased as ” so our student outcomes can improve).

At the same time, we are led to “worship at the altar” of the Ken Robinsons of the world who are leading us in this inevitable Education Revolution of personalised learning, creativity, student autonomy and voice and choice. Entire Education systems have published documents directing us to following this revolution, which to make it clear I am a big proponent of, only for this lofty goal to consciously or unconsciously hit the proverbial brick wall when our latest NAPLAN ( insert own country’s national testing program here) results come a-visiting to inform us we didn’t score as well as we need to. Suddenly, we as a system turn our curriculum into a series of ‘how tos” in comprehending test questions.

Can we get the balance right? Should we balance it? Is it possible to reconcile the unfortunate reality of needing decent test scores to feel good about your school’s achievements with our far more worthy, yet politically undervalued aim of developing creative, critical thinking, community minded, self driven, connected life long learners? Can we counteract the undoubted power of the the once a year standardised test score with our own data reflecting year long achievements? In a single reflective blog post I can’t answer the question definitively nor do I have all the data the research experts can throw at us to support their view point. Nevertheless, here are my views, and my views alone on some of the burning issues we face in our ideological battle between standardisation and Personalised learning.

The question about questions
One of the biggest issues is this whole perception that we must “teach to the test.” How often have you been directed to give the children more practice in comprehending the type of questions the students will face on the test. The mistake we often make here is we try to teach the children strategies in question answering; looking for key words, identifying reasonable and unreasonable answers. What we fail to do is look at the curriculum content behind the question and analyse how effectively we are teaching that content.

In our Mathematics Leadership team, we are spending a lot of time doing just that. We are making use of the data and the actual test questions to find possible gaps, not just in content, but also in the way we present that content. What language is used in the question- do we use that language? How was the mathematical concept represented – do we represent it that way? ( example from this year’s NAPLAN test – I doubled a number then subtracted 4. I was left with 8. What was the original number? Have we used this worded problem based representation or have we just used function machines or algebra forms? It’s a perfectly reasonable question that we just never presented to our students in that way)

So our aim in our team is not to “teach to the test” but to understand how we can teach effectively what might be in the test. That might just sound like a subtle rephrasing of he same thing but it’s not. We need to improve our knowledge of how concepts can be represented. We need to build the vocabulary and contextual range of teachers and students so that in our Maths classes we can provide all possible thinking experiences that may arise in “that test”. Not by doing practice tests, but by incorporating the language and representations found in these tests in our normal engaging lessons. The same applies to Literacy tests. Do we have a great enough range of questions in our day to day English teaching that are similar to the types of questions being asked in the test?

We also use the data from standardised testing ( not just NAPLAN but an On Demand Testing system) to plan for personalised learning for our students in Maths. We are able to identify student skill levels in different areas of the Maths curriculum and cater for differing needs. I’ve written about this elsewhere in my blog.

Having said that, I still have concerns about how the impost of the testing regime affects teaching, especially in Maths. As an education system, we have spent years extolling the virtues of Habits of Mind, Multiple intelligences and Learning styles. Mounds of research has emphasised that today’s students are very much visual learners. We have implemented technology integration across curriculum areas. And yet, despite all this, the ONLY data collection system we rely on is heavily skewed towards a linguistic test. Word problems and written responses. Maths is not just word problems. Life is not full of word problems and comprehension questions.

We have to get the balance right so that we have a curriculum that values verbal, physical, hands on, real life experiences above test questions. Primary School isn’t just a means for progressing to the textbook world of secondary school, where the student is surround by word problems and nothing else. We still need to problem solve, not just word problem answer.

And we can’t just put all our eggs in the standardised test basket in terms of assessment. There is real danger that teachers will lose faith in their own judgment, their own assessment tasks, the quality work the children produce before and after “that test”. It’s all too easy to just accept the score of the national test as a reflection of the student’s achievement, especially when it is public and known to the parents. While data from tests can be effective in planning programs for extension and intervention, the tests are still just an indication of performance on that given day. We have to trust the worth of all that other data we collect during the year – the student’s work. Which means we have to make that data work better for us. This leads to my next point.

Data vs. Data
Two things evident from the data from standardised tests are
It gets analysed; and
It gets publicised
Therefore we have to make sure our other data can be analysed effectively and we have to make it public so it can be used in a positive light.

Consistent, methodical use of checklists, rubrics, annotated samples. assessment spreadsheets and the like coupled with effective means of sorting and presenting the data so that it can be effectively analysed and used for improvement is the first part of the process. The second is counteracting the power of the publication of standardised test results. We can easily bemoan the unfairness of the misuse and misrepresentation the data. We can cry foul at the cold, limited process of league tables making you look like an underachiever because you’re one percentage point away from moving from below average to average. Or you could fight back and proactively publicise your year round data showing the students are far better achievers than that one off test suggests.

This is where the power of the Internet comes in. If you’re concerned prospective parents are put off by the red mark on the website showing national test results, start advertising your school’s achievements on line. Utilise the school website and class/student blogs to post exemplary work publicly. Use digital portfolios to showcase student progress year round to their parents so they can compare what their child has achieved all year as opposed to that test from May. Kill off the bad publicity a low ranking on the test score website gives you with the good publicity of getting student work published in public forums like local newspapers, community radio or other education based websites. Enter Writing, Maths or Arts competitions that don’t judge student acheivement by 40 minute test papers but by in-depth thinking and creativity and celebrate the results. Get your school involved in community, local, national and global projects to show what your students can achieve beyond a multiple choice question booklet.

One set of data should not outweigh multiple sets. Be organised. Be proactive. Know what data you have. Make it clear and accessible. Stop saying “our children are better than these results” and start proving they are. We live in a data driven age of education. Take control of the wheel yourself instead of being driven by external data.

There is a place for standardised testing. The data it provides can help us plan for Personalised learning. We, and by we I mean teachers, principals, education departments, parents, and most of all political leaders, have to get the balance right. We can’t talk of 21st Century education revolutions and then get judged by 19th/20th century methods. Politicians need to LISTEN to us and TRUST our data. Schools and Education systems have to create, collect and publicise data that CAN be TRUSTED. That’s the balance we need to find. I’m no expert. I’m just a teacher with an opinion. Sometimes we need to be heard.

What do you think? Have you found the balance between the standardised national test and a creative, purposeful school curriculum? Join the conversation.

The iPad – What it should and shouldn’t be for Education

This blog originally started as a reflection journal as I begun a pilot program for using iPads at my school. My early posts ( check January and February posts ) were discussions of the pros and cons of iPads. As the year has gone by and I have more time to research, read other iPad articles and experiment more with apps and with the students using them more frequently, I’ve had time to reflect on what iPads are offering schools. I’m not going to debate what model of iPad program to commit to – 1:1 or shared. I’m simply going to concentrate on what I think schools should consider before committing to iPads at all.

What you should use iPads for in schools

Multimedia content creation
I am so sick of the tech press misrepresenting the iPad purely as a content consumption device and complaining that it is not for content creation. I think they confuse content creation with publishing their articles with a traditional keyboard. On the contrary, the main reason schools should invest in iPads IS Content Creation. I’m not talking about Word or PowerPoint documents. That’s 20th century publishing that was meant for office workers and businessmen in the first place, not school kids.

What the iPad offers to children is the ability to capture, develop and publish their learning in the creative, engaging, multimedia way they experience the world. Traditional keyboard/writing based computing held back younger students and limited older ones. Now they can take pictures, record their voices (VoiceThread,GarageBand), create videos and slideshows(iMovie, SonicPics), annotate diagrams (Skitch), explain and record their learning in screencasts (Explain Everything, Doceri, Showme), use animated puppets to tell stories (Sock Puppets, Toontastic), create comic strips or whole comic books ( Comic Life, Strip Designer) combine text,freehand drawing and pictures in mind maps (Popplet, iMindmap) and publish interactive, multimedia books that others can read on their iPads (BookCreator,Creative Book Builder). All from the one device without having to connect any other tech up with wires and search for the files. The iPad is the ultimate one stop shop for student content creation that goes well beyond what they were capable of achieving easily just a couple of years ago. The beauty of all these apps is that they are multipurpose apps. They can be used in all curriculum areas and their uses are only limited by your or your student imagination. A Word Document could only do so much. Multimedia apps can allow for so much more scope for learning.

Portable, anywhere, interactive collaborative learning
The beauty of the iPad is its portability and use anywhere capability. Desktops anchor you to a desk and isolate you from a group. Laptops are still too cumbersome to carry around and the built in cameras and microphones are too restrictive. The iPad frees you up to use it anywhere any time. On a field trip/excursion? Take the iPad along with you and do all your work live and instantly. Take pictures and record a commentary for an instant report. Record footage of your physical activity in PE classes and play back for instant feedback on your performance, in slow motion with iMotion HD. Create a documentary on the spot with the video camera and iMovie. With wifi available, report live from an event with FaceTime or Skype. The physical makeup of the iPad makes for a more social sharing environment that isn’t as easy or effective in a lab of desktops or the one way screens of laptops. The tactile nature of the touchscreen brings students together and the multimedia capabilities can be shared by a group.

Social, interactive Reading the “digital literacy way”
One of the best activities on an iPad is reading, but not in the traditional sense. If you just want to read, get a book from the library – it’s cheaper. Reading on a iPad is a much richer experience and can enhance the educational experience in schools. Reading in iBooks allows you to highlight passages and record annotated notes which are then stored and organized in a dedicated bookmarked section and look up definitions without flicking through a dictionary. Using PDF annotation apps you can do limitless note taking without running out of space on the page.

While you can do the same on a traditional computing device, the use of social bookmarking tools and curation website bookmarklets make collaborative reading a far easier proposition, simply because of the book like experience sitting with an iPad gives you. Having students sitting in a group using Diigo’s shared annotation tools allows for both real conversation and tech based note sharing that can be referred to later. It also allows for collaboration with students outside the group which widens the community of learners you can work with. Individually, finding sites to share with others and then posting them on Scoop-it, Diigo, Edmodo, sharing via Twitter or other social media sites via bookmarklets, share buttons or through apps like Zite and Flipboard just seems more natural on a touchscreen tablet rather than on a mouse driven computer.

Other

Check out my other posts on Writing, Maths and Literacy ( in the Categories section on the right) for my other uses for iPads – I don’t want to repeat myself too much. Suffice to say, the iPad has the potential to change the way we learn and teach if we take the time to research and investigate what others are doing. I have curated a wealth of resources for you to use on my Scoopit page linked at the top of my blog page as well as in my Diigo Bookmarks under the iPad tag also accessible above.

The iPad, however, is not perfect by any means and does have limitations to consider. There are some things it can’t do at all and many things that are best done on other devices. Read on for what they shouldn’t be used for in schools.

What you shouldn’t use iPads for in schools

This list is more about poor decision making about getting iPads rather than the iPad’s lack of ability to manage the task. It’s also more applicable to a school setting ( i use my iPad for a lot of things completely un-school related, which shouldn’t be a factor for getting them for school) and why you are choosing iPads over other computing options. If it can’t do the task as effectively as a “computer”, if it isn’t going to be an improvement and make a profound change to how you use tech in education, if it isn’t going to be any different to what you are already doing with desktop or laptop computers, then consider whether the iPad is really what you want.

Traditional word processing
Don’t get me wrong. I use my iPad for about 90% of the word processing I do. Most of this blog has been published using my iPad. Having said that, if you’re going to jump on the bandwagon and buy iPads and then complain about not having Microsoft Office on it, or that Pages messes up the formatting of the Word Document you just imported or you don’t like the touchscreen keyboard for typing, you haven’t thought about why you want iPads. If all your students do with tech at school is publish stories and reports in Word, then you will find your iPads being underutilized.

Replacing books just for reading or lightening the load in your students’ backpacks.
Personally, I read a lot on my iPad. But, as I outlined in the “What you should use iPads for in Schools” section of this post, I don’t just read with my iPad. Once again, it is a wasted opportunity for changing the way you foster learning in your school if your main reason for buying iPads is to replace books/textbooks with ebooks and PDF scans of textbooks. This does not enhance learning. This does not change the way you teach. Just reading books on an iPad makes no difference to education. It may be advertised to consumers as a great e-reader, and as a way of carrying around a truckload of books to read on a vacation it’s great, but if schools are going to invest vast amounts of money on iPads only to fill them up with ebook versions of novels or PDF copies of chapters from their Maths text books so our children can prop them up on a table while they complete Exercise 7A of the Quadratic Equations Chapter in their exercise books, we’ve missed the point.

If you have invested a lot of time, effort and money in Web 2.0 tools or educational management systems.
While there is much press about the demise of Flash support for mobile devices ( Android included ) and the rise of HTML5 sites, the vast majority of educational sites on the Internet are Flash or Java based. While many are free, educational versions of these sites usually cost a fair investment to use with large numbers of children. iPads don’t support these tools well. Yes, there are workaround solution in the form of dedicated iPad browsers like Puffin and Photon that use server based connections to provide useable Flash experience on iPads, but they are serviceable at best and inadequate or unusable at worst. While I have no experience of it, Moodle is widely used in schools as well and does not play well with iPads. Interactive whiteboard software like Promethean’s Activinspire doesn’t have an iPad version so you can’t create or edit flip charts on iPads with their software. So if your school has invested heavily in Web 2.0 tool licenses, Moodle like systems or have spent the last 5 years training you to make interactive whiteboard flip charts, consider the wisdom of moving to an iPad only set up.

Are you a Google Apps for Education school?
This is open for debate as I have visited schools that are 1:1 iPad schools who use Google Apps. From my experience, the user experience is not good enough. Maybe for word processing it’s functional but the Google spreadsheet experience is woefully inadequate on the iPad. If you have made a big investment in Google Apps, I’d stick with netbooks/laptops.

Website design/blog management
Web site building tools on the web like Weebly or Wix are useable and most of the publishing work of blogs can be done on an iPad. However,if you have an ICT course that is heavily involved in website building or you need to edit graphic elements or widget components of blogs, iPads don’t handle the task completely and you’ll need to stick with traditional computing.

Dedicated specialist software compatibility
Without listing them, there is obviously a huge range of software for specific purposes that aren’t supported and are unlikely to ever be supported on the iPad. While it may seem bleeding obvious, schools need to take this into account before dedicating their entire budget to a 1:1 iPad program.

Final thoughts
I started the year thinking the iPad was the one stop solution. I’ve come to believe now that a multi device option is preferable. 1:1 iPads would be great in an ideal world but the financial reality for school with substantial investments in other tech already doesn’t make it practical for a complete change. My school already has a lot of laptops and desktops in use. They are used for many valid purposes such as those listed above. It’s not reasonable to think we would replace all our resources with just iPads when there are good things already being done with them. So we are going down the horses for courses route. More iPads are likely to be purchased next year and used for all he great multimedia purposes outlined. Web tools, research, Flash and Java Ed sites, word processing, blogging, compatibility issues will continue to be addressed with our computers. I’m starting to think it’s the best of both worlds.

But what do you think? Have I under or oversold the iPad? Are there compelling reasons for iPads in education I’ve left out ? Are there other reasons for not committing to them? Share your thoughts. This is far from an exhaustive post. Join the conversation.

The future of Learning ( a great post on Teachthought.com)

20120928-085901.jpg

I’m sharing a great resource here today that looks a must read ( or view actually ) for schools (and education and government bodies) who are serious about being involved in the Education revolution that is being trumpeted so much. In a post titled “What 100 experts think about the Future of Learning” the staff of TeachThought.com have collated 100 links to online videos featuring lectures, panel discussions, talks and seminars from TED, RSA and the USA’s major universities, categorized under the following topics (number of video links in brackets):

General (5) – learn about making technology work in education
Sharing Education (18) – explore the idea of open, shared education
Creativity & Innovation (18) – how you can foster innovation and the creative spirit
Internet & New Media (11) – how the Internet and new media has an impact on teaching and learning
Leadership (4) – how to better foster leadership
Educational Technology (18) – explores technology made for education
Brain & Psychology (8) – study how the brain works in learning
Technology Education (10) – about the state of technology education
Teaching Methods (12) – innovative teaching methods
Institution (2) – how technology impacts the institution of education.

From reading the summaries, you’ll be able to pick and choose what is relevant for your educational
setting ( from primary/elementary through to higher learning). Yes,there are talks we have seen before ( who has not seen Ken Robinson’s TEDtalk?) but the way TeachThought has grouped them makes it easy to find something for your own reflection on education or to use at your next related staff meeting or PLT.

I’ve put it on my blog instead of my usual Scoop-it or Diigo page so I can access it quickly and remember it through a Future of Learning tag rather than trawling through pages and pages of bookmarks. Hope you find something that can inspire you and your school in your revolution.

Digital Media and Learning – what’s missing in our curriculum documents

cartoon from www.weblogcartoons.com

Cartoon by Dave Walker. Find more cartoons you can freely re-use on your blog at We Blog Cartoons.

Credit goes to John Elfrank-Dana for posting an article on Schoolbook titled “Wanted:New Standards that Embrace Technology” that has inspired me to reflect a little deeper on my understanding of this topic.

It seems that many countries are in the midst of new curriculum documents being introduced. In the time between the last and the latest, personalised learning and student-directed learning have been positioned at the forefront of contemporary teaching and learning. What has also accelerated over that time is technology possibilities in schools. I use the word possibilities deliberately here because, while everyone seems comfortable with the theories and pedagogies behind personalised/student centred learning ( even if it hasn’t quite come to fruition just yet), in many schools great numbers of leaders and teachers are still behind the 8 ball on what can be achieved with technology in their classrooms. Sadly, our new curricula, still appears to be as well.

Elfrank-Dana, in the post credited above, laments that the USA’s new Common Core standards hasn’t addressed the impact of new media. Likewise, in my country Australia, our new National Curriculum, which comes into effect in 2013, is also struggling to show a deep understanding of digital technology and its role in learning. Yes, it often includes the phrase ‘with digital technologies’ and ‘media texts’ in many of its content descriptions but to me they stand as add ons to the more specific literacy or numeracy skill they are referenced with. We are yet to have a National Curriculum for Technology and are still stuck with state level documents that were written “pre-Google”(let alone have any relevance to the Web 2.0/social media of 2012 and beyond).

So it is left up to individual schools to push the boundaries of digital learning until our curriculum writers catch up with the pace of change. If we are going to be true arbiters of change in schools, we need to be aware of the skills that aren’t listed in our curriculum but are vital for developing learners who can cope with the fast changing world they are growing up in. That’s why I was grateful to find in the article above the white paper on Digital Media and Learning by Henry Jenkins et al from MIT, titled “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century” (downloadable as a PDF if you want to read the whole 72 pages!)

This part of its summary really caught my attention:

A central goal of this report is to shift the focus of the conversation about the digital divide from questions of technological access to those of opportunities to participate and to develop the cultural competencies and social skills needed for full involvement. Schools as institutions have been slow to react to the emergence of this new participatory culture; the greatest opportunity for change is currently found in afterschool programs and informal learning communities. Schools and afterschool programs must devote more attention to fostering what we call the new media literacies: a set of cultural competencies and social skills that young people need in the new media landscape. Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking.These skills build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom.

The new skills include:
Play — the capacity to experiment with one’s surroundings as a form of problem-solving
Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery
Simulation — the ability to interpret and construct dynamic models of real-world processes
Appropriation — the ability to meaningfully sample and remix media content
Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.
Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities
Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal
Judgment — the ability to evaluate the reliability and credibility of different information sources
Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities
Networking — the ability to search for, synthesize, and disseminate information
Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.

Fostering such social skills and cultural competencies requires a more systemic approach to media education in the United States. Everyone involved in preparing young people to go out into the world has contributions to make in helping students acquire the skills they need to become full participants in our society. Schools, afterschool programs, and parents have distinctive roles to play as they do what they can in their own spaces to encourage and nurture these skills.

While the skills listed above rarely reference digital media specifically, it is clear that all of these skills are both developed and needed in using digital media for learning. While it is true that many of these skills have been and can be developed with traditional media and teaching practices, it is clear to me that they haven’t been in may cases and need to be addressed for all of us to succeed in what the Jenkins refers to as today’s Participatory Culture, one that is awash with digital technologies.

So how do we address each of these skills with digital learning as the focus? I’m going to give that a try.

Play — the fact a 2 year old can master the basics on a iPad quicker than her mother suggests that students already have the Play skill down pat. It also suggests that our students can learn a lot through play, which can be undermined by the “chalk and talk, drill and test” pedagogies still prevalent in many (certainly not all) classroom environments. We need to let children learn through playing more, something that is hard to do with just words on paper or a whiteboard or from a teacher’s mouth. Digital media offers the opportunities to explore preferred media sources. It also allows students to work at their own pace and level by choosing their entry and exit points to a learning task delivered through digital media, rather than sitting through 10 minutes of teacher lecture about content they already know. It also teaches them to think about possible solutions and strategies rather than always calling on the teacher instantly. On the creation side, being able to use digital tools allows the student to explore the possibilities of the software, restart quickly if the original idea didn’t work, try out the vast array of tools available and do it all independently IF we give them the opportunity to play with it (instead of giving then a narrow focused teacher tutorial based on our ideas).

Performance — As teachers, we ask students to connect with opposing points of view , people in history and characters in stories. Traditional drama and role play has an impact here but digital media offers the students opportunities to role play independently. Setting up Facebook type profiles of historical figures or novel characters allows them to use their communication model of choice to explore relationships and share each other’s interpretations. Twitter can be used in a similar way to have dynamic, realtime comversations as adopted characters. Adopting avatars to communicate provides introverted students the ability to communicate their ideas behind closed doors yet still get to perform. Using a web tool like Xtranormal lets them create and view re-enactments or conversations in an attention grabbing format that exceeds listening to a shared reading in a traditional model.

Simulation — Once the domain of the highly trained tech geek only, now children can use a myriad of web, tablet and computer based software to make sense of their world. From simple programming tools like Scratch, 3D modelling with Google Sketchup to Animation packages like iStopmotion and data crunching software to create real time graphs of statistics, students are no longer restricted to interpreting visual representations of information but also showing their understanding of it through creating simulations in a form they respond to – visual.

Appropriation — There is so much content on the Internet today that Google alone cannot sort it out for you. A big part of participatory culture now is curation tools. People all over the web are taking responsibility for collecting relevant websites under topics of their choosing and sharing them with the world. Tools like Scoopit, Pearltrees, Pinterest and Diigo can be searched as alternatives to search engines as the curating has been done for you. It’s not a easy skill though as many just grab any site they find and don’t sort through what is worth keeping. This has to be taught. This is a great way for collecting media content for class research as well and an alternative to boring, wordy bibliographies.

Stories can be told by pulling content from your social media feeds through tools like Storify. Emerging web tools like Meograph lets you publish compelling stories by combining video, audio, images, maps and text, creating multimodal texts that appeal to this generation and replicate the multimodal style of non text references we work with today.

Multitasking — the ability to scan one’s environment and shift focus as needed to salient details. An important skill in today’s busy environment, students need to develop skills in handling multiple tasks. Digital learning used well allows us to keep track of all of our work, giving us the ability to move in and out of different work spaces online or stored on our personal hardware choice. Organised digital media makes it easy to locate multiple sources, if we’ve worked on our appropriation skills.

Distributed Cognition — for me, this is the result of mastering all of the other skills in the list.

Collective Intelligence — Social bookmarking tools like Diigo, collaborative tools like Googledocs, sites like Edmodo and blogs where students and teachers can interact with each other purposefully will develop the idea that we work and learn best when sharing with each other, the antithesis of standardized competitive testing and comparison.

Judgment — Probably the most important one on the list. When I was a child, I had two newspapers, a couple of channels we watched the news on and Encyclopedia Britannica. We didn’t have to make many decisions about whether the information was accurate or not. Fast forward to today and our students are confronted with 59 million results for a Google Search, limitless cable news channels of varying bias, opinion based blogs, millions of YouTube videos and a combination of gossip and factual news coming from Twitter and Facebook feeds. If there is one thing we do with our students in time at school it is to teach them how to sort fact from fiction. Explain that just because the site appears first on Google doesn’t mean it’s the best. Tell them the difference between .org, .com, .gov and .edu. Show them the importance of checking the references on Wikipedia. This should be the number one skill in any curriculum for today’s schools.

Transmedia Navigation — I think I covered this in appropriation but suffice to say that most of the media today is awash with varied media types. Students need to learn how to disseminate.

Networking — The important skill needed to work with collective intelligence. In a global world, networking is vital and we can’t lock kids away in their classrooms and hope they learn how later on. This leads on to the final skill…………

Negotiation — up there with Judgement in importance, this is reflected in the message of the cartoon at the start of this post. We can’t network if we can’t cooperate with others and treat them with respect. We can’t network if we don’t know how to accept but still argue with different viewpoints. And we can’t expect cyber bullying to stop if we don’t educate our children how to responsibly use social media. As parents we need to be in control and as teachers we need to embrace digital learning at school so we can give them opportunities to use digital media for useful purposes instead of just writing garbage on Facebook or Twitter about a kid or celebrity they don’t like. This has to be part of our curriculum, not blocked by decade old laws like COPPA and SIPA.

So when you open up your new curriculum in the new year, follow what’s in there. It covers important skills we all need. But don’t be slaves to it. There’s a lot more we need to do to create the learners we want for the challenges of 21st century life.

Can your class survive a week without Technology?

Scenario 1: The wifi and router at school is dead and needs to be replaced. Your entire grade’s work is either on the now inaccessible School server or sitting online on one of 10 Web 2.0 tools you have been using. The collaborative online discussions the students have been having on Edmodo have been cut off from the real world and our reflective blogs are now in no mans land at school. The class has bookmarked 30 top quality references to support the projects they have been researching for the last two weeks. Panic stations or alternatives are planned for?

Scenario 2: There has been a spate of “accidental” screen breakages on the shared laptops and iPads. Several stern messages have been delivered to the grade with no change in care and the screen carnage continues. The decision is made that the only choice is to ban access to all ICT to drive home that there are consequences for a lack of responsibility and accountability and that next time you’ll really be a friend by stopping the mistreating of equipment or reporting incidents to teachers. Your entire grade’s work in either on the now inaccessible server etc etc……. Hesitant to ban or necessary to have gain through pain?

Scenario 3: Being the early adopter that you are, you have spent the last 6 months trialling a truckload of Web 2.0 tools with your grade. Like 99% of the population, you don’t read the terms of use ( I certainly didn’t this time last year 😱 ). Days before all of your class are to hand in their Glogs/Prezis/SlideRockets/Xtranormal/GoAnimate/Animoto videos, you receive emails from these companies informing you that you have breached their No Under 13s policies for free accounts and all of your students work has been deleted as per the clearly stated Terms of Use and Privacy policies you didn’t read! Your entire grade’s work ………. you know the drill.

Before thinking I’ve overdramatised, I know from personal experience that these scenarios can, have and will continue to happen.

The question is – are we prepared for these scenarios to happen?

Clearly from the subject matter of this entire blog, I am an absolute advocate of technology integration into all aspects of education. I’ve been a driving force of change in ICT in all the schools I’ve worked in. In the Contemporary learning environment of the cliched “21st Century Classroom”, there is no turning back. We live in a tech driven world with a tech driven society.

But I also taught in the Luddite era of the late 80s and early 90s before the Internet existed and computers were barely accessible to most schools. The students managed to learn and learn well. Through Facebook I am now in contact with many of those former students ( they found me, I’m not a stalker😁) and they all live happy, successful lives.

When I look at the access and opportunities to tech our current students are getting in Primary (Elementary) schools and look at what they are moving to in High School ( hint: in many cases, it’s far less than we offer), I sometimes do ponder are we setting them up for disappointment in a couple of years. ( Don’t lose faith in me, I quickly come to my senses and realize we aren’t preparing them for high school; we’re preparing them for life beyond so we are doing what is right for them.) Exams are still pen and paper, tests are still pen and paper, we still have to make sure they can handle pen and paper.

So do we at times go too far with this technology push? Can our students research without Google? Can we teach them without our interactive whiteboards and flipped videos and online lesson delivery systems? Is it that bad if the students hand up hand written reports with crossed out words and bad paragraphing and have to rewrite it all over again just like we used to successfully?
Do we have to force the artistic children in our grade to make a kitschy Glogster poster when they’d rather paint, draw, cut and paste their way to their own creation? Can a kid with an infectious personality, an engaging voice and some effective hands on props and snapshots outdo the kid with the whiz bang but superficial-in-content Prezi or PowerPoint? Are we breeding a future generation who won’t cope if their boss expects them to listen to his voice and not watch his presentation? Can our students – and us – survive in a classroom without tech?

Contemporary teaching and learning – is it about the 4 Cs – Creativity, Collaboration, Communication and Critical thinking – or the 4 As – Apple, Android, Acer and ActiveInspire? Obviously, I believe in both ( maybe not the Android/Acer bit😜) but I think we do need a bit of balance in our classrooms. Sometimes it just humans. We can survive.

Creativity and Quality vs Time Constraints and Quantity

Thanks to Dangerously Irrelevant for the video and the spark for this post

What do we hope to achieve as teachers? Good grades for our students? Year over year growth based on testing, standards and outcomes? Engagement in life long learning? Develop fully their talents and creativity? All of these are important goals in education but at some point we need to decide which is the most important in this “21st Century/Contemporary Teaching/Personalised Learning Education Environment we purport to be in today.

This simple video has made me think again about my philosophy of teaching and my dream for education. Creativity is one of the great goals that drives the push for contemporary teaching and learning. Do our actions support its development?

For me, we are still driven by time constraints in the day to day reality of school. This hampers creativity.

Instead of expecting a student to write, edit and publish (whether teacher or student is satisfied or not) a text every week so we have “enough” evidence to justify the grade on the semester report card, why can’t we allow the student time to work on one or two texts over a long period of time until we are all proud of the result? Did the D student get a D because he can’t write or because he didn’t get the opportunity or support to improve his text before moving on to task 34? ( It reminds me of 2007 when my daughter came back from our Europe holiday and had to complete the statewide Gr 5 writing test, a 40 minute exercise in putting words on paper. She was ‘slightly below standard’ on the report because she didn’t finish. I should have sent the assessors her 100 page journal she compiled while on our trip, the writing that captivated family and friend alike for its detail and reflective depth.) What is it as teachers we are assessing – product or process? The time limited end result or the growth and improvement over time? Do children have to write a persuasive text, a narrative, a report, a review, an explanation, a recount, a book response all in one term or semester just because they’re all written in your system’s curriculum document? Was Shakespeare not “at standard” because he didn’t write an expository text on the strengths and weaknesses of Queen Elizabeth?

Is it more productive to assess ONE 15 page piece of quality writing over the course of the term or semester (not just at the end when its finished-no one wants to do that), progressively monitoring and assessing the language conventions, sentence structures, use of literary devices that you have discussed and taught the student over time OR give a score to 15 “OK” pieces of writing the child gets no opportunity to improve? I’ll leave that up to you to decide.

Our students may not want to persist at editing and improving a text over a long period of time because they have grown up in a system ( and I’ve been part of it for 25 years so I’m not criticising anyone without taking the blame too) that values quantity over quality, product over process and finishing over creating. If we really want to bring about Sir Ken Robinson’s revolution, this has to change. Collecting 20 samples of writing that are not good enough has to be replaced by a paradigm shift to working on a text until it is great. Ticks, crosses and percentage points don’t teach a student how to improve their writing ( or counting, calculating,thinking, questioning,researching, drawing). Guidance, tracking, encouragement, constructive feedback, expectation and TIME does.

Can we do it? Should we do it? What do you think? Would love to hear what others have to say. Join the conversation.