Constructionism 2010 logoWow! What a week. I’ve taught in Tampa, Seoul and after 25,000 miles, I am now in Paris to be a plenary speaker at the Constructionism 2010 Conference.

It is such an honor to be invited to speak at a conference featuring some of the smartest people in the world and pioneers in thinking about thinking and learning with computers. Two of Logo’s three inventors, Cynthia Solomon and Wally Feurzig, are here. Seymour Papert‘s influence is ubiquitous and in many ways, the conference is a celebration of Papert’s ideas, work, friendship and leadership.

There is a lot of talk these days about personal learning networks and learning communities, but this is a true learning community featuring experts who have been evolving ideas for as long as 40+ years and newbiews. There is serious expertise here! The conference attendees range from 20ish to 80+ years old. In the spirit of Papert’s Samba School metaphor, we get to spend the next five days “dancing together.”

My paper, A Constructionist Approach to Teaching with Robotics, sounds overly dry and specific, but I hope some of you will take a few minutes to read it since robotics is a metaphor for rethinking the nature of teaching and learning. I even briefly explored the severe weakness of what Apple is now promoting as Challenge-based Learning.

I hope to upload some of the slides I’ve created to supplement the presentation at a later time.


Please vote for my session, The Best Educational Ideas in the World, to be included in the South-by-Southwest Conference! I need LOTS of votes!


istock_000011751237xsmallDear Friends,

I could really use your help!

You know how passionate I am about making schools better places for children. That’s why I have submitted a proposal to speak at the 2011 South-by-Southwest Conference. This conference could afford me with a great platform for educating the creative community about the current political threats to public education, and more importantly offer a constructive, creative and uplifting message illustrating alternative approaches that build upon each child’s remarkable capacity for intensity.

That is why I submitted the proposal, The Best Educational Ideas in the World. (Find the session description below and on the voting site.)

In order for me to be invited to speak at South-by-Southwest, (SXSW), I need for you and your colleagues, friends, relatives and students to spend a few minutes voting for my session. I apologize for how clumsy the web site is. That’s why I’ve included the following step-by-step instructions below:

  1. Go to: http://bit.ly/cxq78J
  2. Follow the instructions for creating an account
  3. An email will be sent to you containing a link to click that will return you to the voting site
  4. Click the link in the email
  5. Login using the email address and password you just created
  6. Click on the Explore the Interactive Proposals » link (http://bit.ly/bk31Hl)
  7. Type Stager into the Organizer field
  8. Click the SEARCH PANELS button
  9. My session, The Best Educational Ideas in the World, should appear
  10. Click the icon of the THUMBS UP to vote for my session.
  11. If you wish, click on the title of the session, scroll to the bottom of the page and leave a message of support. Every bit helps!

I am really grateful to each and every one of you who takes the time to follow the steps outlined above and votes for my session. Reaching multiple and varied audiences is the most effective way I can influence public opinion and help kids.

Unfortunately, this IS a popularity contest. That’s why I need your assistance.

All the very best,

Gary


The Best Educational Ideas in the World

Contemporary discussions of school reform focus on the creation of obedience schools for poor children or utopian governance schemes, such as charter schools. Neither approach does much to amplify the natural curiosity, expertise, creativity, passion, competence or capacity for intensity found in each child. A leading educator serves as your tour guide for a global exploration of powerful ideas and exemplary practices. Stops on the tour include personal fabrication; Reggio Emilia; El Sistema; Generation YES; One Laptop Per Child; a juvenile prison; 826 Valencia and more.

The artificial boundaries between art and science are blurred as children engage in authentic activities with real materials, create sophisticated artifacts of personal and aesthetic value and become connected to ideas larger than themselves. Collegiality, purpose, apprenticeship, complexity, serendipity and “sharaeability” are a few of the common values. Each approach either requires digital technology or may be dramatically enhanced by it. Lessons learned en-route our tour create productive contexts for learning in which students construct the knowledge required for a rewarding life.

Alternative models of school reform in which we treat other people’s students as our own will emerge. The common principles identified in some of the world’s most creative educational practices serve as lessons for parents, teachers and policy-makers eager to help children realize their full potential.

Questions answered during the presentation:
1.    How can we create learning environments that build upon children’s capacity for intensity?
2.    Are there humane creative models of school reform based on principles of social justice where students do extraordinary things?
3.    How are disparate ideas like El Sistema, Reggio Emilia, personal fabrication, alternative prison education and One Laptop Per Child similar and offer new models for education reform?
4.    Is learning natural and are children competent? Why do so many adults think that the answer is, “no?”
5.    How can early childhood approaches be applied at the secondary level and the arts inform approaches to science?

Some of the best minds and accomplished innovators in education are gathering at Constructing Modern Knowledge 2010, July 12-15, 2010 in Manchester, NH. Popular author, researcher and fearless provocateur Alfie Kohn, was a guest speaker at the inaugural event in 2008 and will be with us again.

To help spread the word, we have posted several compelling clips from Alfie’s last conversation at Constructing Modern Knowledge.

There is still plenty of time to register for the best professional learning event of the year. Where else can you engage in conversations with the likes of Alfie Kohn, Deborah Meier, James Loewen or Peter Reynolds and design exciting creative high-tech projects with support from Sylvia Martinez, Brian Silverman, Gary Stager and John Stetson? Exciting social events are planned as well!

Don’t miss out!

Register

Earlier today, I enjoyed the great privilege of sharing the stage at the Australian Conference on Computers in Education with two of my favorite educators, Geoff Powell of St. Hilda’s School on the Gold Coast of Queensland and Steve Costa of Methodist Ladies’ College, Kew. The following is a tribute to Steve Costa, a truly gentle man with a wicked jump shot and the gratitude of the countless young people he has inspired for decades.

mlc-costa-640Stephen Costa, Deputy Head of the Methodist Ladies’ College Junior School may be the most important and overlooked educator in the world today. Steve emigrated to Australia from the United Stated in 1974 during a period in which the nation was recruiting young teachers. He fell in love with the woman he would marry and with Australia – in those days requiring him to surrender his U.S. citizenship. By 1981, Steve was teaching primary school girls at MLC to use computers. Around that time he read Seymour Papert’s, Mindstorms: Children, Computers and Powerful Ideas, and became inspired to teach his students to program in Logo.

A little known milestone in the history of educational computing is that Steve Costa began teaching an entire class of year five girls each with a personal laptop computer in 1989. He is Patient Zero when it comes to the use of laptops in education. If you are an educator anywhere in the world – from Manhattan to Melbourne to Mumbai teaching in a 1:1 setting or contemplating the eventuality of truly personal computing, you owe a debt of gratitude to Melbourne’s own, Mr. Costa.

It is not often that you have the privilege of knowing “the person who started it all,” but Steve Costa is not an artifact found in a museum, he continues to teach kids and his colleagues every day of the school year TWENTY-ONE YEARS after he embraced laptops as an integral part of the learning process. Steve Costa has been teaching with a laptop per child for more than a generation.

When I first met Steve in 1990, I was impressed by his energy, curiosity, dazzling teaching skills, calm demeanor and love of children. He was always willing to “have a go” and try any crazy idea I might throw at him and “his girls.” He has been invaluable to me as a colleague who could inject a dose of classroom reality into a scenario without ever using such current “reality” as an excuse for not trying to do better – to push the envelope. Steve is unafraid to learn alongside students allowing them to lean about learning by his example. Anytime you want someone smart for a panel discussion or extremely competent in a workshop setting, Steve tops my list.

Countless, perhaps thousands of educators have visited Steve’s classroom over the past twenty years, become inspired and gone back to make their schools better. Steve Costa should be famous. He should be traveling the world hailed as the father of 1:1 computing. He should be running the national education system, but instead Steve Costa does the hardest, most important work of all. He teaches children every day.

David Loader gets much of the deserved credit for pioneering 1:1 computing in schools, but that effort at MLC would be a long-forgotten experiment if it were not part of the daily excellence displayed by Steve Costa. Steve Costa’s contribution to modern education and computers in education puts him on a par with Seymour Papert, Alan Kay and David Loader.

At an edtech conference such as ACEC, it is worth noting that unlike so many ICT professionals whose curriculum is technocentrically focused on the hot new toy or latest fad, Steve Costa still teaches children to program in Logo (MicroWorlds). He does so because it affords learners countless opportunities for self-expression, problem solving, debugging and to think about thinking. Too many educators succumb to peer pressure and abandon “hard fun” or sound educational practices as the spotlight shifts. Steve is not one of them. He continues to learn, grow and develop his own personal computing fluency while embracing new technologies that increase learning opportunities for young people. He is not only a master teacher, but a master learner as well – unafraid of technological advances that amplify human potential.

There is no honor sufficient for my friend Steve. One would think that a grateful nation engaged in a “digital education revolution” would put its original revolutionary, Steve Costa, on a postage stamp. They would do so if they loved their children (and their children’s teachers) half as much as Steve cares for the children in his care.

Steve Costa led a silent revolution that changed the world the year Milli Vanilli topped the charts and continues to lead every day. Since the education community tends to be short on memory, we need to learn from Steve Costa today and honor his contributions for many years to come.


Memo to ISTE: I realize that Steve’s proposal to share wisdom gained over 20 years of teaching in 1:1 environments was rejected for the NECC 2009 program. Perhaps that was an oversight. Isn’t it about time you featured Mr. Costa at your annual conference and in your publications?

Below is an article I first published in an Australian newsletter back in 2001. I cannot believe how many of the concerns raised in this article remain with us today. I hope you enjoy the first of what will be a series of articles exploring how we grow as a professional community and who we choose to learn from.

Sloppy language, sloppy thinking

Terms like school reform, change, child-centered education, professional development and authentic assessment have become meaningless in an educational climate favoring systems, buildings, ideology and processes over children. Lingo-slinging administrators, politicians eager for the quick fix and educators too beaten down and overwhelmed to take a breath and reflect upon their best practices, have irrevocably devalued the currency of such terms. Textbooks, curriculum software and high-stakes tests deprive students of experience with primary sources.

Too many teachers do not read “real stuff” either. The big ideas of Piaget, Montessori, Dewey, Vygotsky and Papert are ignored or reduced to bumper sticker slogans. To some constructivism is when a teacher pauses to pass out the next worksheet. Balance has become the watchword of educators unwilling or incapable of taking a stand.

Many of our colleagues know that schools are dysfunctional so they search for new words to describe futuristic processes rather than step-up and do the right thing. Medical science has changed constantly over the years yet the practitioners are still called doctors. If the art and science of education are living processes we should expect leadership from teachers, not facilitators or coaches.

We speak of a shift from teaching to learning, but are unwilling to give up the hierarchy of teacher and learner despite the enlightened rhetoric. I’m hard-pressed to see evidence of such a shift in practice. There are just too few examples of coequal learning in current schools.

Have you noticed that learning has become a noun rather than a verb? I have been reading a growing number of articles and advertisements saying things like: “we must increase access to learning,” “the new test measures the learning,” or “teachers must improve their students’ learning.”

Education is still something adults do to children. Perhaps we shouldadmit that verbs like training, teaching, testing, assessing, grouping and administrating describe unnatural and invasive procedures.

Where in the world is educational computing?istock_000008573212xsmall
As a community of practice, educational computing is at best dysfunctional or at least learning-disabled. Twenty years after microcomputers, a medium with the potential to revolutionize education, entered classrooms the educational computing community continues to focus its energies on the dubious goals of curriculum integration and professional development.

Theoretically these sound like lofty aspirations while in reality they are code words for paralysis and the status quo. We are cursed by an absence of vision and expertise.

In addition to curriculum and professional development, the two unspoken goals of educational computing are fund-raising and shopping.

Despite the rhetoric about preparing kids for the digital age, schools are grossly underfunded and professional educators are continuously distracted from their primary duties to shamelessly suck-up for more hardware. Educational computing conference programs are full of sessions about grant writing and schools of education are compelled to teach grant writing in their educational computing degree programs.

The hype regarding the rate of change spurred by computing causes educators to equate innovation with the purchase of a new software package. Educational computing conferences have become flea-markets rather than incubators of knowledge. It is much easier to buy a new software package than to change the goals, practices and outcomes of schooling – even if the society is demanding such growth.

The mantra of curriculum integration is really a call to limit the enormous potential of computational technology in order to support questionable educational content and pedagogy. Curriculum integration is offered as an alternative to the previously dopey goal of computer literacy instruction. Imagination-impaired educators can now say, “we can teach kids about hanging indents while preparing boring assignments they have no interest in writing rather than the old-fashioned way when we just taught about hanging indents without the exciting context of writing a book report. We’re motivating the kids to learn by connecting tech skills to the curriculum.”

This phenomenon may be more dangerous than the old-fashioned ways in which we use to lie to children in the name of curriculum. Contemporary children live in a computer-rich world in which personal computers and the Internet are natural extensions of their environment. Using these technologies in a dumbed- down way to impose inauthentic learning objectives on children is asking for trouble. They will undoubtedly react badly to the use of their beloved computers as tools of their own oppression. This is especially true when the offending adults have less fluency with the medium than do their students.

Make no mistake; kids can do marvelous things with computers. They may delight and impress us with their abilities. However, the learning potential of children is severely limited by the talents, curiosity, knowledge and expertise of the adults in their care. Most kids do not discover computer science, nor even know what might be within the realm of possibility without access to accomplished adults.

Professional development has become an obsession of schools and for-profit corporations desperate to develop expensive strategies for begging, bribing, cajoling, tricking, enticing, bullying, inspiring and threatening teachers to touch computers. While kids are widely believed to have more natural fluency with computers and the net, there is still much they could learn and be inspired to construct if led by imaginative modern educators. A quick survey of American culture would show that toddlers recognize www before the golden arches and senior citizens represent the fastest growing segment of the Internet-using public.

No after school workshops, technology coordinators, philanthropy or acts of Parliament were required to get Grandma online. She just wanted to talk with her children and grandchildren more regularly [and perhaps check on her prescription drugs].

So, let’s review the evidence Kids get the stuff; seniors get it and folks working in most professional and even blue-collar jobs use computers. The last group of professionals to embrace computers as a useful tool
is teachers. Henry Becker’s research tells us that being a school math teacher is a statistically significant predictor that a person DOES NOT use the Internet. One would hope that workers charged with the development of intellectual capital would embrace the most powerful medium for the development of ideas and creative expression in history.

The current state-of-affairs is the result of low expectations, educational leaders without vision, false prophets/profits and an anti-intellectual society in which powerful ideas are rejected in favor of expediency. All of these problems have to do with expertise. Let’s explore them.

istock_000008537013xsmallLow Expectations
I often joke that the difference between a novice computer-using educator and an expert is a two-hour workshop. Our expectations for what teachers might actually do with computers are so low that those goals are easily achieved. Well, one would think so. Human nature suggests that the less we expect of others, the less they will actually achieve. The goals of simple word processing, web surfing and strapping kids to a drill and practice program seem hardly beyond the reach of a living-breathing teacher, yet even these modest goals remain elusive. One look at a state or national educational computing conference and you would have to conclude that ‘cutting and pasting’ represents the post-doctoral level of the field. The banality of most conference programs would suggest that the ceiling for learning with and about learning with computers is low indeed.

Conventional wisdom would suggest that we should not expect teachers to use computers in more creative intellectually empowering ways if they are incapable of achieving the most pedestrian of objectives. This line of reasoning misses two fundamental variables – motivation and scarcity of resources. Inspiring teachers by the limitless potential of computers to empower students to learn and express themselves in previously unimaginable ways requires a different manifestation of expertise, leadership, and a community’s desire to embrace the construction what’s new. Experience would suggest that schools excited by the potential to engage more kids in rich learning adventures would challenge teachers to ‘think different’ and provide the support necessary to support such motivation.

The organizations charged with promoting educational computing are often guilty of contributing to the imagination gap by failing to create, sustain, recognize and promote outstanding models of 21st century learning. When I heard Board members of the California Computer-Using Educators (CUE) sharing their horror at the new state mathematics standards in which computer-use is strongly discouraged, I was outraged by their reaction. CUE after all has tens of thousands of members, commands a substantial budget and employs a lobbyist. “How could this be a surprise?” I thought.

I later realized that the problem was much deeper than if they failed to speak-up at a meeting. If that organization had been offered an opportunity to advocate a different policy direction, would they have been able to present models compelling enough to change policy? If not, then we must work harder to close the imagination gap by taking bolder actions and celebrating new ways of teaching and learning with great clarity.

Expecting teachers to support all kids in the use of computers as an intellectual laboratory and vehicle for self-expression requires different kinds of fluency and old- fashioned ideas of creating a rich learning environment. While schools focus on teaching word processing and the use of scroll bars over a 4-year scope and sequence, we forget that the existing technology allows even the youngest kids to produce movies, engineer robots, program video games, build simulations, conduct sophisticated scientific explorations and compose symphonies.

The dirty little secret of educational computing is that it has failed to make a significant impact on learning not because there are too many computers in schools, but rather too few. What good does it do to motivate teachers to think about teaching and learning in new ways if their students get only minutes of computer access per week or if the computers are stored in a bunker down the hall? (My kids in a southern California public school system have not used a school computer in at least six years.)

Scarcity is a major obstacle to use!
How many after school workshops should a teacher attend before they can get a printer ribbon (yes, many schools still need ribbons) or a few extra minutes of time in the computer lab? The ‘one computer classroom’ may have been not only a cute marketing slogan, but perhaps even a useful set of classroom strategies in the mid-eighties when microcomputers were less ubiquitous. However, it now represents a most cynical corporate strategy to maintain the status quo and support the supremacy of externally imposed curriculum at the expense of children.

Equally virulent ideas include the often touted 30/50% rule that suggests we spend 30-50% of our technology budget on professional development and the latest excuse for inaction, total cost of ownership. Spending even one penny of the hardware budget on professional development is a cheap accounting trick. We don’t pay for art teachers out of the crayon budget, not should we pay for teacher education out of the computer budget. This only devalues the importance of computers as instruments for the construction of knowledge and avoids the cold hard truth that the obstacles to successful computer use may have much more to do with issues associated with good teaching than computers themselves. The idea total cost of ownership, (TCO) has been recently introduced into the educational debate. While fiscal responsibility requires schools to plan for all of the costs associated with computing, the high costs presented by TCO advocates are unrealistic and will scare schools away from investing in computing.

The Leadership Abyss
It is not only school leaders who fail to realize, articulate and nurture the potential of digital technology. Elected and self-appointed leaders of the educational computing community appear to be as ineffective. School leaders without personal computer fluency can not possibly understand the power and possibilities of computing. The confluence of the insane demands being made on school administrators and the above mentioned imagination gap is causing an alarming number of school leaders to abdicate their leadership to others. The need for someone to ‘understand this stuff’ and ‘go shopping’ has created a new profession, school computer coordinator. In many districts, excellent educators are removed from the classroom in order to supervise the purchasing, inventory and installation of computer. The boom in the number of technology/computer coordinators is unprecedented and institutionalizes the notion that computers are precious, mysterious and beyond the comprehension of school administrators. (It would be fantastic if great educators could be rewarded for continuing to work with children and create inspirational models of great teaching with computers.)

The increasing complexities caused by the hysterical pace and paranoia regarding school networking has led to an even more dangerous trend than the creation of computer coordinators. Schools anxious to bulldoze their lawns and pull cat-5 cable through their walls are not only hiring seventeen year-olds with Lee Harvey Oswald personalities to manage the process, but are making these non-educators network administrators.

Since qualified networking professionals are a rare commodity, schools can only afford to pay the least experienced candidates. If they do a poor enough job, they may be rewarded by hiring all of their low-skilled friends. In far too many schools the network administrator has consolidated power and holds the entire educational process hostage.
This is especially ironic since many schools require highly qualified computer-using educators to earn administrative credentials before they can be a computer coordinator, yet place unprecedented power in the hands of non-educators. School administrators place unprecedented budgetary discretion, policy-making and curricular influence in the hands of these folks due a different type of perceived technical expertise. This is a worrisome trend that must be slowed. Alternatives may be explored at http://www.stager.org/articles/takingbackthenet1.html

fried

False Prophets/Profits
The low-regard in which our society holds education requires school leaders to seek the wisdom of non-educators. Rather than work hard to realize the dreams of Dewey, Piaget, Papert and Holt, school leaders are forced to memorize the simplistic decontextualized platitudes of ‘experts’ from the business world. In many cases the only accomplishment of these men and women is measured by the wealth they accumulate in the act of selling clichés to those craving simple solutions to complex problems. I am tempted to write an academic paper in which I seamlessly intersperse the accumulated wisdom of Peter Senge, Don Tapscott and Suzanne Somers. There isn’t a dime’s bit of difference in substance (or lack thereof) between Tom Peters, Anthony Roberts or Richard Simmons. None offer constructive advice for making schools better places for kids and teachers to learn. I expect that we will soon be sending school principals to football arenas in which they can channel the spirit of Madeline Hunter.

Like any other industry, educational computing is full of ‘experts.’ Some of us may lead us to a brighter future. Others may just make us feel good or bad for an hour.

We should celebrate the visionaries, like Seymour Papert, who paint bold loving portraits of learning in a digital world as well as the classroom teachers who heroically work miracles every day and have great stories to tell. However, these folks are often marginalized for causing trouble, challenging us to do better, requiring additional resources or for offering complex solutions to timeless dilemmas. (Find books by thoughtful educators here)

Our anti-intellectual culture favors sound bites over powerful ideas and messy problems. As a result, the educational computing literature and conferences promotes different kinds of experts. I often think of these experts as vaudevillians traveling from town-to-town on a modern high-tech chitlin’ circuit. The following is a guide for spotting some latter-day experts. Some may be tricky and combine elements of different species.

The Flaky Futurist
Tell teachers that some day they will have computers in their corneas and suggest that they are on the verge of disintermediation. The strategy is to overwhelm audiences with predictions about the future and invoke inaction due to fear and a lack of specific suggestions for preparing for that future. Many flaky futurists have a decidely 19th- century technology, the workbook, for sale at the end of their presentation.

The Salesman
The salesman is often former president of a tire company, but now CEO of an educational software or hardware company. The notes written by subordinates on their teleprompter reassures them that they are indeed educational visionaries – especially since they sponsored the rental of projectors at this conference.

The Counter
Counters are academics anxious to demonstrate their counting abilities by reviewing tables of data regarding the number of computers in schools and percentage of teachers who do this and that with them.

The Whiner
The whiners enjoy great applause for complaining that the government pays $500 for a toilet seat and yet you can’t afford a district-license for Dipthong Bomber or Gerund Blaster.

The Human Interface Guy
These folks assure the audience that educational software is all crap, except for the stuff their graduate students have been working on for eleven years. All of our educational problems will be solved as soon as they figure out just the right place to place the button on the screen or they receive more NSF funding – whichever comes first.

The Hipster
These folks met actual kids and have spoken with several of them. Now they want us to hear their message.

The Yuckster
These presenters have a million and one Microsoft jokes!

The Populist
The populist is a non-educators who make a big splash by attacking the use of computers in schools by setting up false arguments between funding priorities or by making simplistic arguments that computers retard learning. Their observations are often accurate, yet they lack any sense of a brighter alternative.

The Teacher Basher
With the passing of Al Shanker it is up to Alfred Bork and a handful of governors to entertain a room full of educators by telling them how incompetent he believes them to be.

© 2001 Gary S. Stager

Fueled by adrenaline from the early-morning keynote debate, I got the enormous NECC stage to myself to make a presentation called, “Learning Adventures: Transforming Real and Virtual Learning Environments” The video of that presentation has finally appeared online and I am most grateful that ISTE filmed the session at such a high level of quality. I am enormously proud of this presentation and am thrilled that my mouth worked pretty well that morning, June 30th, 2009.

As I’ve said in other contexts, I’ve been online since 1983 and have taught online since the late 1980s. Therefore, I look upon the euphoria and controversy accorded “online learning” like a fish looks at water. It just isn’t that interesting to me that people communicate online. I expect it. I depend upon it. Everybody does it, right?

My work is driven by how adults can create the productive contexts for learning in which every human may enjoy the widest array of deep experiences that hold the potential of resulting in the construction of knowledge and a happy life.

It seems cruelly ironic that the viability of school as a “technology” is dependent on the very activities and disciplines (band, choir, drama, studio art, laboratory science, etc…) that schools cut first. Could this just be a manifestation of the phenomena Seymour Papert described in his 1990 speech, “Perestroika and Epistemological Pluralism?

This NECC spotlight session captures many of my thoughts about how online education rarely reaches its potential and my struggle to transform my own teaching online to reflect the most learner-centered, non-coercive, creative principles of face-to-face education while using what I’ve learned online to inform my real-world teaching.

I sure hope you will take the time to watch it! (and perhaps even blog a bit)

NECC 2009 Learning Adventures from Gary Stager on Vimeo.

My most sincere apologies to David Perkins for being unable to remember the correct title of his terrific new book, Making Learning Whole – How Seven Principles of Teaching Can Transform Education. I highly recommend that educators familiarize themselves of Perkins’ important work.

PS: I’ve learned that if I’m on a stage that large, I need a monitor at the front of the stage and to walk around less. 🙂

Constructing Modern Knowledge 2009 begins on Sunday, June 12th. In anticipation of this fantastic event, here is a video documenting last year’s institute, created by participant, Michael Steinberg.