- As I often tell friends, if you’re not on track to be a principal by age 35, you are screwed. Education is at least as ageist a field as any other.
- Selective high schools are bad for democracy.
- What the hell is the “High School of Teaching, Liberal Arts and the Sciences?” They left out lunch and P.E. in the school’s name. Again, I remind you that children of privilege attend schools named for poets, Dead Presidents, and trees.
- Nothing trumps an educator of color super dedicated to test-prep.
- Of course the current Principal of the vulgar Stuyvesant is going to head a military boarding school. That’s what Stuyvesant creates.
- WOWEE!!!! A former teacher becomes a principal!!!! There must be a shortage of 7-11 night managers with Broad training.
- 4% of Stuyvesant students are children of color in NYC!
I spent this morning in the company of extraordinary women. First, I was delighted to attend the National Center for Women in IT keynote address “Intersectionality & Diversity in Computing: Key Dilemmas and What to Do About Them.” by one of my sheroes, Professor Melissa Harris-Perry. Next, I attended a talk by Mimi Ito about how the intersection of youth and digital culture were converging with traditional opportunities to create greater social capital, particularly among underserved populations. At the end of her session, my friend Cynthia Solomon (recipient of the NCWIT Pioneer Award last night), raised an important issue. She expressed concern about how Minecraft charges users and therefore makes it inaccessible to poor children. Dr. Ito agreed about the financial barrier to participation and said that important people, such as herself, were asking Microsoft, the owners of Minecraft, to make the software free. The audience was pleased with that response.
This might surprise you, but I disagree. Schools, teachers, and kids should pay for software.
Software does not grow on trees. It is created by artists, programmers, writers, designers, and engineers who need and deserve to feed their families, just like the humble teacher. The continuous devaluing of software, along with other media, profits no one in the short-term and giant corporations in the long-run. This phenomena not only harms the earning potential of creators, but ensures that educators will be deprived of high quality tools and materials. Sorry, but you get what you pay for.
I know what you’re thinking. We’re just poor teachers. Our budgets are slashed to the bone. We fundraise for crayons. Software is ephemeral. We should not have to pay for it like when we happily purchase “real” things; flash cards, interactive white boards, or that hall pass timer that reminds kids to poop faster.
There have only been a handful of truly innovative software programs ever created for learning (MicroWorlds, The Zoombinis, Geometer’s Sketchpad, Rocky’s Boots, LogoWriter, Inspire Data, My Make Believe Castle, Broderbund’s Science Toolkit) over the past three decades. That development pipeline has rusted over while software becomes “free.”*
Inspired by Dr. Harris-Perry’s address, I suggest that we are looking at the Minecraft cost issue from the wrong perspective. The problem is not that Minecraft (or even better more educative software) isn’t free, but that schools are so poorly funded they cannot afford to pay for what they need.
Fix the funding system! Make Silicon Valley pay their fair share of taxes! Give teachers discretionary funds for classroom activities! Change the tax code to allow teachers to deduct classroom materials from their income tax! Don’t destroy the handful of creative companies who create great materials for children.
Don’t tell me that you’re preparing kids for S.T.E.M. jobs while demanding free software!
The High Cost of Free
Aside from the vulgarity of Donors Choose, the most unattractive example of teacher dependency and low self-esteem is the desire to become corporate certified. What’s next? Should teachers where festive holiday sweaters affixed with corporate sponsor logos like NASCAR drivers or Happy Meals? If not, then why the rush to advertise your corporate affiliation on your blog, Twitter profile, or CV?
Google is not your friend. They are a giant corporation selling users and their data to other corporate customers. That doesn’t bother me 10 percent as much as the spectacle of educators begging for corporate affection.
Go ahead. Name a single educational idea or value Google has added to educational practice. Cheap, free, and easy are not powerful ideas. There is nothing progressive in using cloud-based versions of office software or denatured half computers in the form of Chromebooks. Why should any educator care what Google thinks about teaching or learning?
Google certification is particularly embarrassing. I do not understand why any “professional” educator would parade around in an “I can use The Google and type a memo” sash. Such educators are uncompensated evangelists and walking billboards for Google, perhaps at their own peril.
The price of integrity must be more than “free” photo storage or use of a Web-based word processor.
Don’t believe me? Read Maria Schneider’s Open Letter to YouTube, “Pushers” of Piracy. Really read it. Read it again. Think about it. Share it.
Ms. Schneider is neither a crank or Luddite. She is a spectacularly talented composer who earned the first ever Grammy Award for an Internet crowd-funded project. In her article, she details how Alphabet/Google/YouTube profits from piracy, protects pirates, demonizes artists, and strong-arms creators into entering self-destructive business arrangements. Like other corporate bullies. Alphabet/Google/YouTube hides behind lobbyists while portraying themselves as martyrs.
Teachers need to stand with creators, not Google. If teachers do not view themselves as “content creators,” then they should be reminded that there are powerful corporate interests who would like to replace them with YouTube videos and a Web-based comprehension quiz.
Don’t stand with Google! (or any other company)
Schmoozing with salespeople does not and should not define you as an educator. Stand with and on the shoulders of other great educators. Be content to be a customer, never the product or a prop.
* Next time you are told that “The Cloud is free,” ask how much money your school/district is paying to employ IT personnel who guard, monitor, secure, or block it. How much does all that extra bandwidth cost? What can’t children do or learn while waiting for “The cloud” to have the functionality of a 5-10 year-old PC?
- The best time of the day is… (open doorway animation)
- MaX Time!!!!!! (and it was time for the kid to share his architectural findings)
After six hours of working with the hordes of kids, I was driven to the primary school campus to lead a wearable electronics workshops for 30 or so kids and their parents. But, that’s a whole other set of stories…
Since I know nothing about NCAA basketball, I’ll congratulate Villanova and tell a personal anecdote about my connection to the team.
Five or so years ago, I got hired to do a keynote at an education conference held at Villanova. I arrived several hours early, just in time to realize that I would be speaking in their basketball arena and following a speech by their (apparently beloved and talented) basketball coach.
I thought to myself, “How the hell am I supposed to follow a god-like basketball coach on his home court?” I crafted an opening joke that I still think is a killer. I may have even tested the joke on friends before my time to speak.
I opened my keynote address by saying, “I’d like to dedicate this presentation to all of the kids who had special gym.”*
Man, did that joke bomb!
* I had special gym for a couple of years during elementary school
I just received the following email from my nephew, a conscientious and excellent student currently enrolled at an East Coast university costing $68,000/year – before textbooks, etc…
The subject line in the email was PISSED
Since I know how much you love Pearson…
I’m taking a math course and an accounting course this term, each requires the completion of weekly online homework assignments. In order to gain access to these assignments, each student must make an account using a course ID so that our scores will automatically be sent to the professors, and purchase access to the e-books online. The accounting textbook is McGraw-Hill, and the math book is Pearson.
Each e-book will cost me $100, only because we are required to use these websites for our homework. I’m literally buying homework.I thought Pearson’s death-grip on my throat was over, but alas…
It is worth noting that all of my nephew’s other coursework thus far has been project-based and authentic.
OF COURSE, a required math course and math-adjacent “Accounting,” rely on the same-old shitty “answer the odd numbered questions” alternative to an actual productive education experience. This is not a small point.
As Seymour Papert told me, [paraphrase] “If you are not concerned that not a single progressive development in education has had an impact on ‘math,” it means ultimately that no matter what else your school does to make education relevant, there is some part of the day or week where you introduce coercion, irrelevance, and misery into the system.” This coercion is corrosive and ultimately undermines any other learner-centered efforts. As I like to say, “the weeds will always kill the flowers.”
Invent To Learn Workshops for Families
Gary Stager and his Constructing Modern Knowledge teammates love working with children and their parents. These hands-on and minds-on workshops create exciting learning experiences in which parents come to value learning-by-making. The emphasis is on action, creative expression, and hard fun! Parents who participate in these workshops become advocates for classroom making and project-based learning.
We provide all of the materials necessary for centers featuring the following maker activities:
- Cardboard construction
- Wearable computing and e-Textiles (make interactive clothes and jewelry with LEDs, conductive thread and more!)
- Arduino microcontrollers
- LEGO WeDo robotics
- Art, mathematics, and computer programming via Turtle Art
- Interactive greeting cards
- Floor turtles
- Little Bits and other electronic construction kits
- Hummingbird and Finch robotics construction kits
- Discounted copies of the book, Invent To Learn – Making, Tinkering, and Engineering in the Classroom, may be provided, one per family, for an additional fee.
Check out our book, toy, and kit recommendations for creative families!
Hate to be a killjoy, but I just looked at one of the Code.org activities for programming turtle graphics in App Lab.
As someone who has taught various dialects of Logo to kids and teachers for 34+ years, I was horrified by the missed learning opportunities and design of the activity. My concerns are in lesson/interface design and lost learning opportunities.
First of all, you connect any blocks and then hit Next. It doesn’t matter if you solve the actual problem posed or not.
Second and MUCH more importantly, ALL of the power and intellectual nutritional value of turtle geometry is sacrificed in order to teach a much simpler lesson in snapping blocks together in service of “efficiency.”
The power of turtle geometry is well – geometry, also measurement, and number. There are no numerical inputs to the turtle geometry blocks and all of the turns are in 90 degree increments.
As we approach the 50th anniversary of Logo and are celebrating the 35th anniversary of the publication of Mindstorms – Children, Computers, and Powerful Ideas, it sure would be nice if Code.org would learn some fundamental lessons of children, computers, and powerful ideas instead of depriving kids of an opportunity to learn mathematics while learning computer science.
Since posting the above statement to a CS discussion forum on Facebook, Hadi Partook – founder of Code.org responded as follows.
- Low engagement
- Limits on student creativity, exploration, and tinkering
My pal Will Richardson asked me to respond to news that the Florida legislature (ground zero for destructive education policies) has passed a bill allowing high school students to substitute “coding” courses for foreign language requirements. (see Florida Senate approves making coding a foreign language)
If you are a toddler learning English as a second language between binge watching seasons of Glitter Force, it’s easy to see how “coding” in a programming language and literacy in a foreign language are equivalent.
For adult legislators entrusted with governance, this policy means two things:
- They have no idea what computer coding is.
- When policy makers say that students should “understand” technology or refer to technology as a “basic skill,” they reveal a profound ignorance of computer science and have reduced a powerful intellectual pursuit to the level of a bicycle safety assembly or “don’t copy that floppy” poster.
- They are finally willing to admit that they don’t give a rat’s ass about teaching foreign language.
- This may also be a tacit recognition that high school foreign language instruction is mostly torturous and unsuccessful.
When Will tweeted me about the news, a fellow twitterit asked, “Why music can’t satisfy foreign language requirements?” While, there is no greater advocate for music education than myself, this newfound willingness to substitute one discipline for a completely unrelated required course is an admission that all course requirements should be abolished. There is so little consensus on what matters. And that may be a very good thing.
- President Obama Discovers Coding – Yippee!
- Code.org – Oy Veh
- Education’s Most Dangerous Idea: Curriculum
- The Secret Key to Girls and Computer Science
The Atlantic featured a really good piece of reflection on the lost art of teaching by the great magician Teller, half of Penn and Teller.
“The first job of a teacher is to make the student fall in love with the subject. That doesn’t have to be done by waving your arms and prancing around the classroom; there’s all sorts of ways to go at it, but no matter what, you are a symbol of the subject in the students’ minds.”
This fits nicely with my oft-repeated statement, “Schools have an obligation to introduce children to things they don’t yet know they love.”
Americans have a nutty notion that experts are bad teachers. My experience is quite to the contrary. You become an expert by obsessively focusing on often tiny, yet continuous growth. That precision and focus is easy converted into an ability to explain a learning process.