When it comes to technology, teachers are too often treated as imbeciles or felons!
In 1990, I was hired to teach public school 4th grade. By that time, I had already been engaging children in collaborative online projects for several years and sbsing a telephone for most of my twenty-seven years on earth. Two days into the school year I rebelled against the absurdity of not having a working telephone in my classroom, went to Radio Shack, purchased a $3 phone splitter, found a barely used telephone sitting in an abandoned office, connected the splitter, and began pulling a spool of phone cable down the school corridor. A custodian noticed my efforts and asked if I would like him to drill a few holes to make the job tidier. A few minutes later, I had a computer connected to the Internet via modem so that my students could work on National Geographic Kids Network science projects. (I could send and receive email too.)
Then as now, I could not understand why other teachers would suffer the indignities associated with not being trusted to use a telephone, 114 years after Bell yelled, “Watson! Come here! I need you!” Yet, the powerlessness continued. For at least another decade, teachers were forced to call their gynecologist from a payphone outside the cafetorium at lunch time.
Schools did not change policies, teachers bought their own damned cellphones and now could join the billions of other people around the world with phone access.
In 2016, educators are sent to workshops I lead with school-supplied laptops incapable of installing an “app,” playing a YouTube video, surfing to a .edu domain, or sending email with an attachment. Some have their USB ports disabled. This is not only a source of embarrassment for seemingly “professional” educators, but wastes precious learning time when those teachers are on the phone to the district IT fascist begging for access to their own “personal computer.” I need to abandon teaching to console grown educators frustrated that they cannot participate in sound educational experiences.
Irrational schools and school district policies quickly turn $1,200 teacher laptops into $100 pieces of sculpture.
Each spring, I receive email messages from educators attending Constructing Modern Knowledge. These messages say, “our school IT paraprofessional would like a list of all the software I will need this summer so he (always a HE) can install it for me.” Aside from this remarkable act of disempowerment and dependency, it misses the entire idea that computers are extensible. You never know which features and functionality that may emerge. I cannot and will not provide a list of software to be installed because that decision is based on the needs of the specific project that institute participants choose to work on.
Ten years ago, I was hired by a university to be a Visiting Professor. As part of my contract negotiations, I was promised a new laptop. When the university reneged, I spent a few grand on my own computer. Despite being a bit poorer, I had a key to the building, an office, and place to park my car. I was trusted to write curricula, teach, and award grades. One day, my laptop would no longer print to the university printers. When I interrupted the slumber of the tech “support” staff to troubleshoot, they informed me that faculty was no longer allowed to print from their personal (that word again) computers from their offices, even if the university didn’t provide computers. So, I bought a printer for $50 and put it in my office next to where my computer would sit.
In one act of lunacy, the university banned color printing. When I noticed that my senior colleague responsible for teacher credentialing was hand-coloring documents for the state licensing board with colored pencils, I took the damned printer off my desk and gave it to her.
Just as educators resolved one power imbalance by purchasing their own cellphones, it is time for action. My colleague Audrey Watters has written extensively about why everyone – student, teacher, citizen – needs a domain of one’s own. Pennies a day gets you a domain, server space, and private email account(s).
You know what else you should own? Your own damned laptop! Here’s what you can buy for $350 and have it arrive tomorrow. (Toshiba makes great PCs, but you can save even more money if you go with another manufacturer.)Toshiba Radius 2016 Newest Edition 11.6″ HD LED-backlit TruBrite 2-in-1 Touchscreen Convertible Laptop | Intel Quad Core | 4GB RAM | 500GB HD | HDMI | Webcam | Bluetooth | WIFI | Windows 10
NOW do you understand why Secretary Clinton may have used her own server? Is it the least bit possible that the Federal Government can’t keep up with technological progress or imposes nonsensical rules for its use?
PS: Concerned that your school or district owns your intellectual property? Use you own damned server. For more than twenty years, every single syllabus, handout, article, paper… I wrote was stored on my own personal server. It would be really hard for your school superintendent or department chair to claim they own something that never lived on their network.
From the archives…
We must address behavior and not technology
© 2001 Gary S. Stager
Published in the November 2001 issue of District Administrator Magazine
Parent: Are you going to wear your new hat today?
Child: No because fifth graders are not allowed to wear hats to school
Parent: Why can’t fifth graders wear hats?
School administrator: Because sixth graders can’t wear hats
Parent: OK, now I understand better. May I ask, “why can’t sixth graders wear hats?”
School administrator: Gangs!
Parent: Do we have gang problems?
School administrator: No, because we don’t let sixth graders wear hats.
The preceding dialogue (experienced by my own family) typifies the wacky rule making increasingly found in American schools. Back-to-school time often coincides with the arbitrary banning of toys, apparel and assorted nick-knacks from our classrooms and playgrounds. It seems as if instinct takes over whenever administrators encounter something kids care about. The reflexive impulse is to forbid these objects from the educational environment.
There are several reasons for taking a deep breath and exercising caution before enforcing the next pog embargo.
We risk alienating children from school and missing potential curriculum connections.
As the world becomes more complex, violent and distinct from the life of the school, educators should look for opportunities to establish closer relationships with their students. Arbitrarily banning objects embraced by children needlessly erects barriers between teachers and students, school and the real-world. Baseball cards may be used to explore powerful ideas in probability, statistics, graphing, sorting and geography. Pogs, and Pokemon cards are excellent manipulatives for sorting, pattern recognition. Virtual pets could be used to explore life cycles, emotions and causal relationships. Hotwheels cars may be used in physics experiments. Even the social equity issues often used to justify prohibition may be explored when children feel that their teachers respect their world. Positive relationships with caring adults will outlast the latest fad.
It’s not good to be a hypocrite
Do unto others as we would have done onto us. If as Seymour Papert asserts, “laptops are today’s prime instrument for intellectual work,” then we should not forbid kids from access to non-violent tools so important to our own work. One school that requires every student to own a laptop banned tamagotchis (handheld programmable virtual pets) from school by enforcing their policy prohibiting electronic devices on campus.
You just can’t keep up
As media spin-offs, high-tech devices and toys proliferate, it will be impossible for school leaders to keep up with all of them in order to enforce subsequent bans. High-tech devices allowed today may integrate prohibited technologies in the future. Convergence will bring increasing power to kids and headaches for administrators. What happens when the book bag contains a laptop, the laptop contains a cell phone or sneakers contain a laptop and a cell phone?
New learning technologies will emerge
Laptops, programmable toys and handheld devices are becoming more affordable, powerful and therefore ubiquitous. Disallowing such devices at school will impoverish the learning environment. While Mr. Dette’s fondness for nostalgia would earn us extra credit for using a slide rule in his physical science class, he never punished us for using a calculator.
This year schools from coast-to-coast are banning Palm and similar handheld computers. An article in Wired News quotes Alan Warhaftig, a coordinator of the nonprofit organization Learning in the Real World (an organization critical of digital technology in education).
“I know when I’m in a faculty meeting that is boring me to tears, I will read The New York Times on AvantGo and look like I’m (concentrating) on the meeting,” said Warhaftig. I say, “duh?” Imagine if kids could vote with their feet. Would classrooms begin to be more reflective of their needs?
Mr. Warhaftig goes on to reveal his belief in the supremacy of the school over the learner when he went on to say, “The magic in the classroom is getting kids to concentrate.”[i]
Surely the availability of powerful personal computation and communications devices offer benefits that outweigh concerns of distracted students.
American educators don’t hold the patent on stupidity. While on a recent working tour of Australia I read a newspaper article announcing that the Western Australia (state) Principals Association was urging a ban on Harry Potter trading cards BEFORE THEY ARE RELEASED. Why even wait to see if kids like the things, let’s ban them just in case!
Some technologies make our students and staff safer
Cell phones are perhaps the most often banned legal devices in American schools. Aside from the obvious convenience they afford, cellular phones have become lifesaving tools. In both Columbine and the terrible terrorist strikes on the World Trade Center and Pentagon, cell phones preserved life, called for help or offered comfort for family members. My childrens’ high school has unilaterally banned cell phones from the campus as have many schools across the country.
I adamantly believe that a school has no right whatsoever to jeopardize the safety of my daughter who is forced to wander a dark locked campus at 10:30 PM after drama practice. The payphones and vending machines are often more secure then the children. As a parent, it is I who should have the right to locate my child and have her call for help in case of an emergency.
Reducing classroom distractions is often cited as the rationale for this rule, but this is nonsense. If you walk into Carnegie Hall or an airplane, a polite adult asks that you please turn off your phone for the comfort or safety of those around you. Why can’t teachers do the same?
If a student disrupts the learning environment then that action should be punished in the same way we address spitballs, note passing or talking in class. It is irrational to have different rules for infractions involving electronic devices. We must address behavior, not technology. This approach will make our schools more caring, relevant, productive and secure. Our kids deserve nothing less.
[i] Batista, Elisa. “Debating Merits of Palms in Class.” Wired News. Aug. 23, 2001. http://www.wired.com/news/wireless/0,1382,45863-2,00.html
This time of year, the “news” is full of heartwarming back-to-school tales of good citizens buying school supplies for needy classrooms. Pop-music footnotes, Katy Perry and Pharrell the Plagiarist have both engaged in selfless acts of
corporate shilling philanthropy shameless publicity to help students get school supplies. Donors Choose has created a social media platform where teachers can beg crowdfund for crayons and Kleenex. (Read my article about Donors Choose)
Ain’t it swell that school supply supplying is bigger and better than ever?
I will not help teachers commit suicide by supporting these feel good attempts to turn basic public school funding into an act of charity. Each time educators normalize deprivation and substitute charity as social justice withheld, they will find themselves with fewer classroom resources. Such actions also spurn greater public school privatization and devaluing of teachers.
Q: You know who should pay for school supplies?
A: Tax payers!
Perhaps corporations and pop stars could begin paying their fair share of taxes so that Katy Perry isn’t forced to enrich Bain Capital’s
Mitt Romney’s Staples.
But, but, but, but, but… teachers spend a fortune on classroom supplies that their students need. Right, I get it. I do too. I spent $1,000 the first month I taught 4th grade. That’s not the point.
First of all, teachers should be able to deduct those costs off their income taxes. Second, public schools should be adequately funded. Third, teachers should stop contributing to consumerism and ask what their kids really need.
Yes, I’m going there. Every time a teacher requires 4 of these, 3 of those… a specific brand of pen, or an official notebook they contribute to needless family strife and exacerbate inequality.
When you require a Trapper Keeper (the Volvo of notebooks) or ban the Trapper Keeper (the three-hole punched incubus), you do not “teach organizational skills” as much as you teach compliance, reinforce prehistoric educational practices, and place a needless financial strain on your students’ families. It’s a freakin’ notebook for God’s sake. If a teacher is concerned with enforcing whether a student writes on one of both sides of a paper, or cares about the brand or color of their notebook, they should seek professional help.
Parents should stop worrying about this nonsense and expect public schools to be adequately funded and stocked with necessary supples – as is required by law and practice.
We are the richest nation in the history of the world. We can afford a cello and laptop for every child. It is a sin to beg for pencils.
So, let’s review. I salute the folks who wish to contribute to public education. Volunteering, contributing to organizations like Access Books, bring a performance to school, or pay for things kids might love are a much better idea. Every time a school wastes a second fundraising for basic supplies, a billionaire replaces a teacher with a YouTube video
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
Two years ago, Dr. Leah Buechley delivered a stunning address at Stanford University’s 2013 FabLearn Conference. In her speech, Dr. Buechley challenged MakerEd.org’s slogan, “Every Child a Maker,” in light of the lack of diversity displayed by a commercial entity often associated with its activities, Maker Media. (Note: The non-profit advocacy group, MakerEd.org and the company, Maker Media, share a founder and similar names, but are indeed separate entities regardless of any confusion in the marketplace.)
Dr. Buechley shared stunning statistics on the lack of diversity represented on the cover of Make Magazine (the flagship of the enterprise), the lack of editorial diversity in Make, and the cost of the most popular kits sold by MakerShed, the retail arm of Maker Media.
I highly recommend that you take some time to watch Dr. Buechley’s Stanford Talk.
These are not the words of a cranky critic. Leah Buechley is one of the mother’s of the maker movement (small m). She urged those with enormous capital, influence, and connections to take their mission of “Every Child a Maker” more seriously. A change in behavior needed to accompany this rhetoric in order to truly make the world a better place. Maker Media and its subsidiaries have gained access to The White House, departments of education, and policy-making discussions. With such access comes great responsibility. Every educator and parent has seen the pain inflicted on public education by corporations and other rich white men who view the public schools as their personal plaything.
Earlier this week, I wrote the article, Criminalizing Show & Tell, to tell the outrageous tale of a 9th grade young man who was arrested, cuffed, detained, and suspended from school for bringing his invention to class. He hoped his creativity would gain him support in a school culture hostile to his complexion, name and religious beliefs. In my article, I addressed the steps that must be taken to correct this abuse of power, deprivation of rights, and violation of sound education principles.
Since then, Ahmed Mohammed has become the cause célèbre of the Internet. Why, he got tweeted by @potus AND got his very own hashtag, #istandwithAhmed. What Ahmed has NOT received is an apology from the school district that brutalized him or the police force that wrongfully arrested him. In fact, the school district continued their victim-blaming in a letter to parents and the Irving, Texas police chief thinks that his force handled everything perfectly as well.
But hey, he got a #hashtag! Case closed, right?
I don’t think so.
This morning I awoke to this tone-deaf email from Makershed announcing their Stand with Ahmed clock kit sale. Worst of all, only 3 of the 12 clocks are actually on-sale.
If tasteless isn’t your style, how about sweet?
My social media stream is full of postings like this one.
Hooray! Ahmed is getting lots of presents. Who doesn’t like presents?
A few pesky questions remain:
- Who will buy all the plane tickets Ahmed and his parents need to meet the folks wishing to pose for photos with him?
- Will his school punish him for missing class?
Oh, that’s right. He doesn’t have class because:
- Ahmed was suspended for not bringing a bomb to school.
- The intolerant culture of his school is forcing him to change high schools.
Neither social justice or the right to a high-quality public school education free of brutality and intolerance can be exchanged for exciting cash and prizes.
Ahmed’s growing gift bag of goodies will do nothing to cleanse the Irving, Texas schools and community of its toxicity, xenophobia, Islamophobia, or racism. The misbehaving adults will not have their behaviors addressed.
Where does a fourteen year-old boy go to get his childhood back?
Veteran teacher educator, journalist, and speaker Gary S. Stager, Ph.D. is the co-author of Invent to Learn – Making, Tinkering, and Engineering in the Classroom, called “the bible of the maker movement in schools” by the San Jose Mercury News.
In November, I had a the great honor of working with my colleagues at the Omar Dengo Foundation, Costa Rica’s NGO responsible for computers in schools. For the past quarter century, the Fundacion Omar Dengo has led the world in the constructionist use of computers in education – and they do it at a national level!
While there, I delivered the organization’s annual lecture in the Jean Piaget Auditorium. The first two speakers in this annual series were Seymour Papert and Nicholas Negroponte.
The first video is over an hour in length and is followed but the audience Q & A. The second portion of the event gave me the opportunity to tie a bow on the longer address and to explore topics I forgot to speak about.
I hope these videos inspire some thought and discussion.
Gary Stager “This is Our Moment “ – Conferencia Anual 2014 Fundación Omar Dengo (Costa Rica)
San José, Costa Rica. November 2014
Gary Stager – Questions and Answers Section – Annual Lecture 2014 (Costa Rica)
San José, Costa Rica. November 2014
A couple weeks ago, I received an email from a New York Times reporter asking to interview me about Mayor Bill DiBlasio’s promise to end the ban on student cellphones in New York City public schools.. I replied immediately via email and called the reporter to tell her I was unavailable for a few hours, but that I provided my views on the subject via email from my iPhone. She agreed to call me later that day.
Alas, that call never occurred and my views didn’t make the article.
So, instead of wasting 144 words, I’ll share them below.
While there may be educational benefits of phone access, there are three primary reasons why the ban needs to be lifted.
1) it is unproductive to be arbitrarily mean to children. Schools would be well-served by lowering the antagonism level between children and adults.
2) Parents have legitimate safety fears and a right to contact their child. A child should be able to call for help or report their whereabouts to and from school.
3) It is unconscionable that poor children in NYC are being shaken down by vans parked outside schools charging kids to store their phones while in school – in many cases more than the cost of lunch.
When I enter a theatre or board a plane, I am asked politely to silence my phone. School should be no different, unless there is an educationally sound reason to use the phone.
Dr. Gary Stager is coauthor of the book, “Invent To Learn – Making, Tinkering, and Engineering in the Classroom.” He is also a global expert on educational technology and veteran teacher educator.
I’ve been online since 1983 and my own web site dates back to the first term of the Clinton presidency. Along the way, I may have ruffled a few feathers.
Let me tell you about one of my all-time favorite social media brouhahas.
On December 17, 2008, The Huffington Post published an article I wrote entitled, “Obama Practices Social Promotion.”
I began the article…
“A curious cartel of billionaire bullies, power hungry politicians and tough-talking school superintendents wage an eternal battle against social promotion — for the good of our children of course. Social promotion, a divisive political term with no basis in reality, like partial-birth abortion, is one of the most popular talking points among the the most vocal critics of public education. The “end of social promotion” has caused tens of thousands of kids as young as 3rd grade to be left-back, despite overwhelming evidence that this practice harms children and increases the drop-out rate.
However, social promotion is a godsend to urban school superintendents in this age of privatization. It is truly bizarre that the public education system, which at least in-part is dedicated to preparing people for careers and life, would devalue expertise.”
…and went on to say…
“Arne Duncan Fails Upward
Today’s nomination of Chicago Public Schools CEO Arne Duncan to be the Barack Obama’s Secretary Education is a spectacular example of social promotion. Duncan, who as been the CEO or Chief of Staff of the Chicago Public Schools for the past ten years has done such a swell job of “reform” that his best friend and basketball buddy, Barack Obama, would not send his own children to the public schools. President-elect Obama is like Eli Broad, Bill Gates and the members of the Business Roundtable who kill public schools with their kindness while turning them into the sort of joyless test-prep sweatshops unworthy of children they love.
Arne Duncan is a darling of the charter school movement, Eli Broad, the right-wing Thomas B. Fordham Foundation, anti-union “Democrats” and I kid you not — Hooked-on-Phonics. President-elect Obama eagerly awaits recommendations on nuclear proliferation from Billy Mays, Ron Popeil and the ShamWow guy.”
All of my assertions (especially the inflammatory ones), contained links to supporting evidence.
Then it happened
A few days later, right around Christmas, my Google Alert started sounding. Soon it was like a bell warning of four-alarm fire and the alarm sounded for several straight days. What could possibly have caused such sudden popularity for Little ‘ol me?
It seems that the CEO of Hooked-on-Phonics® was so offended by my joke comparing their qualifications to endorse a federal Secreatary of Education to the ShamWow guy that the company paid a public relations firm to issue a global press release condemning me. “Hooked on Phonics(R) CEO Responds to Gary Stager’s Criticism of President-elect Obama’s Choice of Arne Duncan as Secretary of Education,” was released in dozens of countries around the world. Every time one of those press releases went public, my Google alert rang again.
What is so golden about that misguided attempt to make me famous is the lengths to which the CEO of Hooked-on-Phonics® went to avoid offending the ShamWow guy (probably a wise idea since he apparently beat up a cannibal hooker).
“Gary Stager is entitled to his opinions regarding President-elect Obama’s selection of Arne Duncan as Secretary of Education and education policy generally. However, it is unfortunate he has tried to trivialize my views by likening my company and its product — Hooked on Phonics, a product that has helped millions of children learn to read — to a sponge (with all due respect to the folks at ShamWow).”
Read the entire condemnation of me here. I could not be prouder!
My only regret is that the predictions I made about President-Elect Obama’s education policies and his nominee for Secretary of Education turned out to be even worse than I had feared. Read the five and a half year-old article for yourself here.
Laptops and Learning
Can laptop computers put the “C” (for constructionism) in Learning?
Published in the October 1998 issue of Curriculum Administrator
© 1998 – Gary S. Stager
“…Only inertia and prejudice, not economics or lack of good educational ideas stand in the way of providing every child in the world with the kinds of experience of which we have tried to give you some glimpses. If every child were to be given access to a computer, computers would be cheap enough for every child to be given access to a computer.” – Seymour Papert and Cynthia Solomon (1971)
In 1989, Methodist Ladies’ College (MLC) in Melbourne, Australia embarked on a still unparalleled learning adventure. Eighteen years after Solomon and Papert’s prediction this school made a commitment to personal computing and constructionism. The unifying principle was that every child in the school (from grades 5-12) would own a personal laptop computer on which they could work at school, at home, and across the curriculum with a belief that their ideas and work were being stored and manipulated on their own personal computer. Ownership of the laptop computer would reinforce ownership of the knowledge constructed with it. The personal computer is a vehicle for building something tangible outside of your head – one of the tenets of constructionism. By 1994, 2,000 MLC teachers and students had a personal laptop computer. This school, like most serious workplaces now has a computer ration of more than one computer per worker (teacher & student). Today, approximately 50,000 Australian school children have their own laptop. More and more American schools are embracing laptops as well.
Personal Computing – Personal Learning
Until recently, the notion of the PC and personal computing has escaped schools. Computer labs, special furniture and computer literacy curricula have been designed to make efficient use of scarce public resources. The potential benefits of using a word processor to write, edit and publish are rarely realized when access to the computer is limited and artificially scheduled. Laptops provide a personal space for creating, exploring, and collecting one’s own ideas, work, and knowledge in a more fluid manner. Pioneering schools like MLC adopted laptops for the following reasons:
The laptop is flexible, portable, personal and powerful
Students and teachers may use the computer whenever and wherever they need to. The laptop is a personal laboratory for intellectual exploration and creative expression. Learning extends beyond the walls and hours of the school.
The laptop helps to professionalize teachers
Teachers equipped with professional tools view themselves more professionally. Computers are much more likely to be integrated into classroom practice when every student has one.
Provocative models of learning will emerge
Teachers need to be reacquainted with the art of learning before they are able to create rich supportive learning environments for their students. The computer allows different ways of thinking, knowing and expressing ones own ideas to emerge. The continuous collection of learning stories serves as a catalyst for rethinking the nature of teaching and learning.
Gets schools out of the computer business
Laptops are a cost-effective alternative to building computer labs, buying special furniture and installing costly wiring. Students keep laptops for an average of three years, a turnover rate rarely achieved by schools. Built-in modems provide students with net access outside of school. The school can focus resources on projection devices, high-quality peripherals and professional development.
Since my work with the world’s first two “laptop schools” in 1990, I’ve helped dozens of similar schools (public and private) around the world make sense of teaching and learning in environments with ubiquitous computing. My own experience and research by others has observed the following outcomes for students and teachers.
- Students take enormous pride in their work.
- Individual and group creativity flourishes.
- Multiple intelligences and ways of knowing are in ample evidence.
- Connections between subject areas become routine.
- Learning is more social.
- Work is more authentic, personal & often transcends the assignment.
- Social interactions tend to me more work-related.
- Students become more naturally collaborative and less competitive.
- Students develop complex cooperative learning strategies.
- Kids gain benefit from learning alongside of teachers.
- Learning does not end when the bell rings or even when the assignment is due.
- The school’s commitment to laptops convinces teachers that computers are not a fad. Every teacher is responsible for use.
- Teachers reacquaint themselves with the joy and challenge of learning something new.
- Teachers experience new ways of thinking, learning and expressing one’s knowledge.
- Teachers become more collaborative with colleagues and students.
- Authentic opportunities to learn with/from students emerge.
- Sense of professionalism and self-esteem are elevated.
- Thoughtful discussions about the nature of learning and the purpose of school become routine and sometimes passionate.
- Teachers have ability to collaborate with teachers around the world.
- New scheduling, curriculum and assessment structures emerge.
“I believe that every American child ought to be living in the 21st century… This is why I like laptops – you can take them home. I m not very impressed with computers that schools have chained to desks. I m very impressed when kids have their own computers because they are liberated from a failed bureaucracy …
You can’t do any single thing and solve the problem. You have to change the incentives; you’ve got to restructure the interface between human beings. If you start redesigning a learning system rather than an educational bureaucracy, if you have incentives for kids to learn, and if you have 24-hour-a-day, 7-day a week free standing opportunities for learning, you’re going to make a bigger breakthrough than the current bureaucracy. The current bureaucracy is a dying institution.” – U.S. Speaker of the House of Representatives, Newt Gingrich (Wired Magazine, August 1995)
When Seymour Papert and Newt Gingrich are on the same side of an issue, it is hard to imagine an opposing view. The fact that computers are smaller, cheaper and more powerful has had a tremendous impact on society. Soon that impact will be realized by schools. Laptop schools are clearly on the right side of history and will benefit from the experience of being ahead of trend.
Much has been said recently about the virtues of anytime anywhere learning. Laptops certainly can deliver on that promise. Integrated productivity packages may be used to write, manipulate data and publish across the curriculum. However, the power of personal computing as a potential force for learning and as a catalyst for school reform transcends the traditional view of using computers to “do work.” I encourage school leaders considering an investment in laptops to dream big dreams and conceive of ways that universal computing can help realize new opportunities for intellectual development and creative expression.
Before accepting overtesting as inevitable, try debating the issue with parents and students
By Gary S. Stager, Ph.D.
Originally published in District Administration Magazine – July 2003
Our schools are in the midst of a mass panic not seen since the swine flu epidemic–standardized testing. We are swept up in a wave of “the tests are important,” “parents demand accountability,” and “they make us do it.” This uncritical groupthink will destroy public education unless we wake up, form alliances and tell the public the truth.
Democrats and Republicans alike caught a bad case of testing fever and voted overwhelmingly for No Child Left Behind, perhaps the greatest intrusion of the federal government into local education in history. NCLB will compel states to test their students every year from grades 2-12 in order to rank schools and shut many of them down. Our Proctor-in-Chief, George W. Bush, is extending the joys of standardized testing into Head Start.
Since many administrators and school board members have no idea how many standardized tests they need to administer, NCLB will undoubtedly add additional tests and draconian consequences to a school year already diminished by weeks of testing and test preparation.
Without so much as a public debate on what we would want for our schools, testing mania has been allowed to spread like a plague on our educational process. If some testing is good, more is better. If the youngest students can’t yet hold a pencil or read, of course they can bubble-in answers to math problems for several hours at a time. Head Start should be a reading program. You got a problem with three-year-olds reading? Why then, you must suffer from “the bigotry of low expectations.” The end of recess does not affect obesity. Replacing art and music with scripted curricula won’t lead to increased school violence or discipline problems. Down is up, black is white.
Education Week’s annual report “Technology Counts,” states an alarming trend–schools are not spending enough money on using computers for the purposes of standardized testing! Apparently, the years I’ve spent helping schools use computers to enhance learning have been wasted. It never occurred to me that computers should be used to replace #2 pencils and scan sheets. Tech-based testing reminds me of the old Gaines Burger commercial that asked, “Is your dog getting enough cheese?”
The Education Week “research” is replete with charts and graphs designed to whip child-centered educators into line. EdWeek loves winners and losers nearly as much as the testing industry. Coincidentally, a giant publisher of standardized tests, textbooks and test preparation systems, funded their “study.”
In such a climate of confusion and hysteria, educators feel powerless. Parents trust that you will do the right thing. Misconceptions about high-stakes testing are amplified by an unwillingness to engage the community in conversation.
Inspired by Juanita Doyon’s terrific new book, Not With Our Kids You Don’t: Ten Strategies to Save Our Schools, and a desire to show my kids that you can make a difference, I decided to try my hand at activism.
I designed a flier answering some of the myths about standardized testing and telling parents that California state law allows them to exempt their child from the STAR tests. Two days before testing was to begin I stood in front of my daughter’s high school and passed out 150 fliers in about 10 minutes. I felt a bit creepy, but the kids told me that I was cool (a first).
I have since learned that 46 students opted out of the tests. That’s a one-third hit-rate. Not since the Pet Rock has a marketing effort been so successful with so little effort Think about it–a kid had to take a piece of paper from a stranger, bring it home, convince his parents to write a letter disobeying the wishes of the school and bring the letter back to school the next day. Perhaps the public isn’t as hungry for increased accountability as we have been led to believe?
One parent said she didn’t know her tax money was spent on standardized testing. Can you imagine the public being less engaged in a matter so important?
It is incumbent upon each of us to tell parents what we know and engage the community in serious discussions about schooling. We may find that we have many more allies than there are politicians telling us what’s best for kids.
The year following my initial opt-out activism,I wrote a letter to the editor of the local paper urging parents to opt-out. Fearing a loss of federal money as a result of not making AYP due to testing resistance, the Torrance Unified School District lied to parents about the legitimacy of the testing process. I responded with a freedom of information request about funding, personnel, policy, costs and time dedicated to STAR testing. This tied the district office in knots for months. If I can find the request, I will share it.