Q: How can liberals prevent Secretary of Education Betsy DeVos from destroying public education by being confirmed?
A: They can’t. Americans don’t give a rat’s ass about education policy as demonstrated by Ms. DeVos’ confirmation. Once elevated to Secretary of Education, DeVos can build upon the destruction wrought by Gates, Broad, and the Walton family and finish off public education once and for all.
So, what should be done? What can be done?
Liberals only have one choice. They need to join conservative Republicans and agree to scrap the federal Department of Education. That’s right exorcise the Department before it is inhabited by another demon.
The federal Department of Education is not an ancient governmental agency. It only dates back to 1980. Republicans beginning with Ronald Reagan have called for the end of the Department since less than a year after its inception. It is time for liberals to commit an act of political jujitsu and join the GOP in dismantling the Department of Education.
The liberal case for dismantling the Department of Education
Scholars like Linda Darling-Hammond document that the Black/White achievement gap narrowed to its smallest point around 1977, a few years before the creation of the US Department of Education. This success followed a decade or more of civil rights law and enforcement, desegregation efforts, bussing, and public sector jobs, including the CETA program. Kids were healthier, their parents had jobs, and government engaged in overt desegregation efforts.
Ever since the US Department of Education was created, public confidence in public education has eroded (and in the minds of some, schools have gotten worse). It is impossible to prove a correlation here, but the trouble began when Ronald Reagan said, “In this present crisis, government is not the solution to our problem, government IS the problem.”
Liberals and progressive educators have long argued that educational success is dependent on “wrap-around services” are required to adequately educate all children. Well, if we believe that poverty is a powerful determinate of educational success and are committed to providing nutrition, medical, dental, job, and housing services within the school system, perhaps it is time to return education to its predecessor agency, the Department of Health, Education, and Welfare. Why not view childhood and education holistically?
I truly understand and appreciate that Title IX, Title I, Title VI of the Civil Rights Act, IDEA, Title II of the ADA, and Federal financial aid are important. (thanks to Audrey Watters for the list). Most of these critical laws are established and now enforced by the Courts. Surely, these and other important civil rights could be maintained in another federal agency. The Justice Department under Jefferson Beauregard Sessions isn’t likely to enforce civil rights anyway. So, why not reach “bipartisan consensus” and exorcise the Department of Education?
Unqualified is not unprecedented
Betsy DeVos may be evil and will profit from education policies, but she is just as unqualified as most of her predecessors, a veritable Who’s Who of Who’s That?
Let’s review… (in reverse chronological order)
- John King, Jr. – Mr. King was so unpopular and toxic that President Obama needed to install him via a recess appointment. In his previous job as New York State Education Commissioner, the state teachers union voted a historic, nearly unanimous, no-confidence vote against him. (more)
- Arne Duncan – failed point guard for the Launceston Ocelots. Gave us Race to the Top and presided over era of rampant private higher education fraud.
- Margaret Spellings – boring and unqualified. Now runs the University of North Carolina.
- Coach Rod Paige – perpetrated the fraud of the “Houston Miracle” that was the model for No Child Left Behind. Champion of the obedience school chain, KIPP.
- Richard Riley – (eight years, few accomplishments)
- Lamar Alexander – presided over the Betsy DeVos confirmation.
- Ted Sanders (acting) – four months in office
- Lauro Cavazos – don’t remember him.
- William Bennett – Third Education Secretary. First to call for the destruction of the Department. Right-wing talk radio demagogue. Founder of corrupt and mediocre “online charter school,” K12.com.
- Terrell Bell – convicted Reagan to create A Nation at Risk. Believed that the problem with education is motivation.
- Shirley Hufstedler – esteemed lawyer, judge, and public servant.
I often point out that in today’s anti-institution/public school bashing culture, unqualified is the new qualified.
Sadly, Americans don’t give a damn about education policy. If we want to mitigate the potential damage done by DeVos and Trump, perhaps we should engage in some jui jitsu and agree with the Republicans about the Department of Education. It’s funding levels are approximately 7% and its negative impact is a whole lot greater.
Need convincing? Read today’s articles about Secretary DeVos.
Welcome To The Private Evangelical School Of Betsy DeVos’ Dreams – Teachers sign a statement of faith and kids learn about creationism and the Bible. It’s also the education secretary’s inspiration.
Make your own lunch, fire up a colortini, and watch the pictures as they fly through the air!
Conrad Wolfram’s TED Talk
Constance Kamii Direct vs Indirect Ways of Teaching Number Concepts at Ages 4-6
A comprehensive lecture explaining Piagetian ideas showing that although number concepts cannot be taught directly, they can be taught indirectly by encouraging children to think.
- Arithmetic Games with Playing Cards
- Lining-Up the 5s – A Card Game
- Kamii Game Cards to download and print
- Kamii on Games over Worksheets (article)
Videos Suggesting a Potential MicroWorlds Activity for Constructing Understanding of Fractions
“Debbie” from the research of Idit Harel
Minds-in-Play from the research of Yasmin Kafai.
Math in the World
The Beauty of Math in Coral and Crochet by Margaret Wertheim at TED.
Stephen Wolfran’s Introduction to Wolfram Language
Student voice is good. We should take the needs, interests, concerns, talent, curiosity, discomfort, and joy of children seriously. (pretty courageous statement, eh?)
However, if one is truly committed to making the world better for kids, “voice,” is nice, but inadequate. “Voice” absent of power is often little more than propaganda or exploitation.
While I’ve been on a brief social media “skunk at the garden party” hiatus, Dean Shareski has generously filled-in by sharing his queasiness over the “viral” Goldieblox video being passed around the Web. Señor Shareski set his BS detector on high and has provided evidence that the “amazing” Rube Goldberg machine “made by girls” is merely a commercial for a new toy called, Goldieblox.
I am shocked! Shocked!
Anyone who knows me knows that I love toys. I find buying them irresistible. I’ve been seeing Goldieblox at Maker Faires for more than a year, but have not bought a set because I think they lack extended play value (a term LEGO uses internally). I’m not one to get all outraged that a toy for girls is pink. Goldieblox just hasn’t seemed very interesting to me or the girls I work with. It’s not part of my workshop road show sweeping the globe, “Invent To Learn.”
It just doesn’t seem that Goldieblox has any chance of measuring up to the self-promotion and hype of its creator that her box of ribbon and spools is “building women engineers.” I applaud the sentiment, but if we are truly serious about improving the education of girls, it will take a lot more work than a trip to Toys R Us.
I could be wrong. I’ve recently been upgrading my initial assessment of littleBits, based on my observations of children playing with the new toy/electronics construction kit. So, perhaps I will soon fall in love with Goldieblox, but I doubt it.
Back to Monsignor Shareski…
I took a lot of “brown porridge” when I called BS on the very same videos of yesteryear.
There was Dalton Sherman, the “amazing” 5th grader who was coached all summer-long to give a condescending speech, written by the Dallas Schools PR department to Dallas teachers, right before laying off 400 of them. I smelled a rat the second I saw the video. Was called a big fat poo-poo head by teachers on social media and was right. BTW: Dalton Sherman seems to have disappeared just like those teacher jobs. So much for being the voice of school reform.
Then there was Michael Wesch (who is an important scholar) made famous by the hostage film he created in which college students decried the state of education.
Fantastic. A college class with far too many students in it (200) attempts to revolutionize the educational system by whining in a five minute web video.
I’m sorry, but count me unimpressed!
Perhaps a student should hold up a sign saying, “My professor is wasting my time and money by making me participate in a piece of exploitative propaganda in which I get to insult either my generation or the one before me just to get on YouTube.”
How did bashing our own profession become such a popular sport? What possible value could demeaning educators have in a professional development setting? Are we desperate for moving pictures or are they merely a substitute for actual ideas?
From Hey Mom! Look What I Made in College (November 2007)
Aside from their lack of authenticity, what these three AMAZING viral videos of is how children and claims of “student voice” exploit children for propaganda purposes. The Goldieblox video is a commercial selling a toy. We don’t tweet Sir Grapefellow commercials (my preferred boyhood breakfast treat) as AMAZING examples of student voice, so why the wishful thinking about Goldieblox?
Señor Shareski rightfully cites my colleague Super-Awesome Sylvia (read Super-Awesome Sylvia in the Not So Awesome Land of Schooling) as a counter example to the fake Goldieblox commercial. I have worked closely with Sylvia over the past couple of years and made her part of the Constructing Modern Knowledge faculty, not because she is cute (she is), but because she is accomplished. She knows stuff. She has skills. She has a great work ethic and is a terrific teacher (at 12).
However, talent and achievement did not made Sylvia immune from cynical exploitation by Rupert Murdoch and Joel Klein’s education cabal as documented in an article I wrote for the Huffington Post, Shameless Shape Shifters.
So the moral of our story is…
- As a young blogger in 1971, The Brady Bunch taught me an important lesson relevant here, caveat emptor – buyer beware. Users of social media need to “follow the money,” have a highly-tuned BS Detector, and know when and what they are being sold.
- Calling everything amazing or everyone a genius is lazy and counterproductive.
- Student voice without what Seymour Papert calls “kid power” is worse than empty rhetoric, it is a lie. Escapism is not the same as freedom. Too much of what is offered as “student voice” offers a false sense of agency, power, or freedom to the powerless. It is what Martin Luther King, Jr. called, “the intoxicating drug of gradualism.”
Those educators fortunate enough to attend Constructing Modern Knowledge 2013 will be greeted by an amazing faculty, world-class guest speakers, a mountain of LEGO, a plethora of electronics, piles of art supplies, a fully stocked library, assorted toys, tools and countless other objects to think with.
The goal is to have anything a learner might need within reach of every CMK participant.
In addition to ordering tons of microcontrollers, electronics kits and components from Sparkfun, Adafruit Industries, and Chinese LED sellers, the following is a sampling of the “stuff” one will find at the greatest professional learning event of the year.
It’s not too late to register!
Read out latest newsletter for creative educators. There you will find other book reviews and recommendations for stimulating learning adventures!
Add your email address to our mailing list for updates on CMK and for information on the forthcoming Los Angeles Education Speaker Series!
Almost daily, a colleague I respect posts a link to some amazing tale of classroom innovation, stupendous new education product or article intended to improve teaching practice. Perhaps it is naive to assume that the content has been vetted. However, once I click on the Twitter or Facebook link, I am met by one of the following:
- A gee-whiz tale of a teacher doing something obvious once, accompanied by breathless commentary about their personal courage/discovery/innovation/genius and followed by a steam of comments applauding the teacher’s courage/discovery/innovation/genius. Even when the activity is fine, it is often the sort of thing taught to first-semester student teachers.
- An article discovering an idea that millions of educators have known for decades, but this time with diminished expectations
- An ad for some test-prep snake oil or handful of magic beans
- An “app” designed for kids to perform some trivial task, because “it’s so much fun, they won’t know they’re learning.” Thanks to sites like Kickstarter we can now invest in the development of bad software too!
- A terrible idea detrimental to teachers, students or public education
- An attempt to redefine a sound progressive education idea in order to justify the status quo
I don’t just click on a random link from a stranger, I follow the directions set by a trusted colleague – often a person in a position of authority. When I ask them, “Did you read that article you posted the link to?” the answer is often, “I just re-read it and you’re right. It’s not good.” Or “I’m not endorsing the content at the end of the link, “I’m just passing it along to my PLN.”
First of all, when you tell me to look at something, that is an endorsement. Second, you are responsible for the quality, veracity and ideological bias of the information you distribute. Third, if you arenot taking responsibility for the information you pass along, your PLN is really just a gossip mill.
If you provide a link accompanied by a message, “Look at the revolutionary work my students/colleagues/I did,” the work should be good and in a reasonable state of completion. If not, warn me before I click. Don’t throw around terms like genius, transformative or revolutionary when you’re linking to a kid burping into Voicethread!! If you do waste my time looking at terrible work, don’t blame me for pointing out that the emperor has no clothes.
Just today, two pieces of dreck were shared with me by people I respect.
1) Before a number of my Facebook friends shared this article, I had already read it in the ASCD daily “Smart” Brief. Several colleagues posted or tweeted links to the article because they yearn for schools to be better – more learner-centered, engaging and meaningful.
One means to those ends is project-based learning. I’ve been studying, teaching and speaking about project-based learning for 31 years. I’m a fan. I too would like to help every teacher on the planet create the context for kids to engage in personally meaningful projects.
However, sharing the article, Busting myths about project-based learning, will NOT improve education or make classrooms more project-based. In fact, this article so completely perverts project-based learning that it spreads ignorance and will make classroom learning worse, not better.
This hideous article uses PBL, which the author lectures us isn’t just about projects (meaningless word soup), as a compliment to direct instruction, worksheets and tricking students into test-prep they won’t mind as much. That’s right. PBL is best friends with standardized testing and worksheets (perhaps on Planet Dummy). There is no need to abandon the terrible practices that squeeze authentic learning out of the school day. We can just pretend to bring relevance to the classroom by appropriating the once-proud term, project-based learning.
Embedding test-prep into projects as the author suggests demonstrates that the author really has no idea what he is talking about. Forcing distractions into a student’s project work robs them of agency and reduces the activity’s learning potential. The author is also pretty slippery in his use of the term, “scaffolding.” Some of the article doesn’t even make grammatical sense.
Use testing stems as formative assessments and quizzes.
The article was written by a gentleman who leads professional development for the Buck Institute, an organization that touts itself as a champion of project-based learning, as long as those projects work backwards from dubious testing requirements. This article does not represent innovation. It is a Potemkin Village preserving the status quo while allowing educators to delude themselves into feeling they are doing the right thing.
ASCD should be ashamed of themselves for publishing such trash. My colleagues, many with advanced degrees and in positions where they teach project-based learning, should know better!
If you are interested in effective project-based learning, I’m happy to share these five articles with you.
2) Another colleague urged all of their STEM and computer science-interested friends to explore a site raising money to develop “Fun and Creative Computer Science Curriculum.” Whenever you see fun and creative in the title of an education product, run for the hills! The site is a fund-raising venture to get kids interested in computer science. This is something I advocate every day. What could be so bad?
Thinkersmith teaches computer science with passion and creativity. Right now, we have 20 lessons created, but only 3 packaged. Help us finish by summer!
My experience in education suggests that once you package something, it dies. Ok Stager, I know you’re suspicious of the site and the product searching for micro-investors, but watch the video they produced. It has cute kids in it!
So, I watched the video…
Guess what? Thinkersmith teaches computer science with passion and creativity – and best of all? YOU DON’T EVEN NEED A COMPUTER!!!!!!
Fantastic! Computer science instruction without computers! This is like piano lessons with a piano worksheet. Yes siree ladies and gentleman, there will be no computing in this computer science instruction.
A visitor to the site also has no idea who is writing this groundbreaking fake curriculum or their qualifications to waste kids’ time.
Here we take one of the jewels of human ingenuity, computer science, a field impacting every other discipline and rather than make a serious attempt to bring it to children with the time and attention it deserves, chuckleheads create cup stacking activities and simplistic games.
There are any number of new “apps” on the market promising to teach kids about computer science and programming while we should be teaching children to be computer scientists and programmers.
At the root of this anti-intellectualism is a deep-seated belief that teachers are lazy or incompetent. Yet, I have taught thousands of teachers to teach programming to children and in the 1980s, perhaps a million teachers taught programming in some form to children. The software is better. The hardware is more abundant, reliable and accessible. And yet, the best we can do is sing songs, stack cups and color in 2013?
What really makes me want to scream is that the folks cooking up all of these “amazing” ideas seem incapable of using the Google or reading a book. There is a great deal of collected wisdom on teaching computer science to children, created by committed experts and rooted in decades worth of experience.
If you want to learn how to teach computer science to children, ask me, attend my institute, take a course. I’ll gladly provide advice, share resources, recommend expert colleagues and even help debug student programs. If you put forth some effort, I’m happy to match it.
There is no expedient to which a man will not resort to avoid the real labor of thinking.
-Sir Joshua Reynolds
Don’t lecture me about the power of social media, the genius of your PLN, the imperative for media literacy or information curation if you are unwilling to edit what you share. I share plenty of terrible articles via Twitter and Facebook, but I always make clear that I am doing so for purposes or warning or parody. The junk is always clearly labeled.
Please filter the impurities out of your social media stream.You have a responsibility to your audience.
* Let the hysterical flaming begin! Comments are now open.
The following is the program description and proposal for my upcoming “conversation” at Educon 2.5 in Philadelphia, January 26th.
You Say You Want Tech Standards?
Here Come the NITS!
The ISTE Nets (tech standards) are approximately a decade old. They’ve produced endless meetings, cliché-laden documents and breathless rhetoric, but no perceptible increase in student computer fluency or teacher competence. Rather than standardizing, it’s time to amplify human potential with computers. A new diet of computing is required for learners.
There are a lot of computers in schools, but not a lot of computing. The ISTE Nets and their state and local spawn offer an imagination-free vision of school technology use that hardly justifies the investment let alone realizes the potential of computers as intellectual laboratories or vehicles for self-expression. The current crop of technology standards form the basis, at best, for a form of “computer appreciation” being taught in school.
If school leaders demand them, we should offer tech standards worthy of our students based on powerful ideas and a commitment to teacher renewal. We must move beyond the trivial and use computers in a fashion consistent with modern knowledge construction. These new “standards” elevate school computing and challenge traditional notions of top-down schooling.
Let’s call them N.I.T.S. – New Intergalactic Technology Standards.
Gary and his virtual friends, Brian Smith in Hong Kong and Martin Levins in Australia, will share their recommendations for raising our standards to the level kids deserve. Educon participants can argue the merits of these goals and add their own. You should have a lot fewer meetings to attend when your superiors are afraid of our new standards.
Everybody wins! Standards, up yours!
Feel free to add your standards suggestions as comments below…
I’m a curious guy who wonders a lot about the forces and rhetoric influencing education. At the risk of kicking a hornet’s nest and incurring the wrath of being flamed, I wish to raise what I honestly believe to be an important issue. If you are unfamiliar with my work, outspoken opposition to the standards movement, commitment to equity or embrace of computers in education, I humbly ask you to consider the questions posed in this blog post in the spirit with which they are intended – to stimulate thoughtful professional dialogue or at least Google my body of work.
A handful of educators have been blogging now for more than a decade. Countless others have fallen in love with social media. They make conference presentations showing viral YouTube videos and lead Twitter workshops. There is more than an air of grandiosity that accompanies the use of the tools known collectively as Web 2.0. This self-importance is manifest in two ways.
- Frustration that every educator hasn’t joined the PLN/PLC/social network/Twitterverse/blogopshere, because “if they only knew what I know…”
- A few gazillion blog posts and tweets proclaiming the use of Web 2.0 as either already having transformed education or the prediction that it will transform education. A variation on this theme is the threat that social media will destroy, replace or delegitimize formal education.
Don’t shoot the messenger, but I have a very serious question to ask.
In this era of heightened educational “accountability,” why are there so few, if any, demands being made for evidence of Web 2.0’s efficacy in schools?
I have my own hypotheses, but I would prefer to read some of yours.
I bought my first modem and Compuserve account in 1982 or 83 and was connecting via acoustic coupler to Timeshare systems several years before that. The first online conference I participated in was in late 1985 or early 1986 and I was creating online projects for kids a couple of years later.
During the summer of 1997, I suggested to Pepperdine University Graduate School of Education and Psychology Associate Dean, the late great Dr. Terry Cannings, that Pepperdine offer our MA in Educational Technology entirely online. If memory serves, Dr. Cannings called me a charlatan.
The university had already embraced a 60% online/40% face-to-face format for it’s edtech doctoral program and was experimenting with other hybrid models, but in mid-1997, Cannings thought that entirely online was a bridge too far.
Around Christmas of that year, Dr. Cannings called me into his office and asked, “Can we discuss that online Masters idea again in January?” A meeting was scheduled at the end of January on the Malibu (main campus) to pitch the idea to the Dean. (much hilarity ensued) I created the attached proposal as a basis for discussion.
To put things in a historical perspective, this proposal was written the month the Lewinsky scandal broke and before anyone had heard of Ken Starr (former Dean of the Pepperdine Law School)
I’m sorry that I can’t locate the cheesy “clip-art-rich” cover page attached to the document I printed at 3 AM on my kids’ DayGlo colored printer paper, but remarkably my Mac was just able to open the original documents in Appleworks 6 and print a PDF version to share with you. There is crappy clip-art included in the body of the document.
The Dean listened politely to Dr. Cannings, Dr. McManus, Dr. Polin and myself and asked when we proposed to start this new program? We replied, “this Spring.” She nervously smiled and sent us on our our merry way. After all, universities move at a glacial pace, right?
The Online Master of Arts in Educational Technology (called OMAET, OMET & MALT over the years) was fully accredited by the end of May and our first cadre of students was on campus for what became known as VirtCamp early that July. There are lots of stories about that first Virtcamp, but I won’t share them here.
My hard drive also contains a copy of the accreditation proposal Dr. McManus and I wrote for WASC (the accrediting body), but I am not sure if it would be proper to share that document publicly (I’ll await a more informed opinion).
The reason for all of this nostalgia is that the 15th cadre of students in that program arrive for Virtcamp this week and are being greeted by an alumni-organized reunion of former students, all to mark the 15th anniversary of the program.
Regrettably, after eighteen years of teaching as an adjunct and full-time Visiting Professor at Pepperdine, I no longer feel welcome on campus. So, I’m going to sit out this week’s activities. However, I hope those students and the rest of my friends in the Blagosphere (Rod Blagojevich is also a Pepperdine alumnus) enjoy this documentary stroll down memory lane.
I think we got a good deal right in trying to create a constructionist collaborative learning environment online before PLNs, PLCs or social networking existed.
Happy Anniversary to all former and future OMAET/OMET/MALT students! I’m proud of you!
Other files found on my hard drive:
- An incredibly crappy 3-fold brochure promoting the Online Masters program
- A one-page flyer advertising the new program (further evidence of my design prowess)
- A document outlining the advantages of pursuing a degree online
- Suggested texts for the new program (1998). I suspect that colleagues contributed, but I honestly cannot remember. Many of the books may have been in use during traditional courses.