The following opinion column from the October issue of District Administration Magazine caused the owner (and Editor-in-Chief) of the magazine to publish an apology in the very next issue. The mea culpa was published before any reader or advertiser complained. None did. This column never appeared on the magazine’s web site, so it is published here.

In August 2004, District Administration Magazine published my harsh critique of Senator John Kerry’s education plan. It may be read here.

In other words, the following fact-checked article was deemed unfair when an article critical of the political opponent two months earlier was fair game.

I remain incredibly proud of this article because it was timely, witty, and predicted the ultimate disaster caused by the policies I criticized.

Gary Stager on Direct Instruction

Perhaps it’s time to end political social promotion
From the October 2004 issue of District Administration Magazine

Michael Moore got it wrong.

In his film, Fahrenheit 9/11Moore shows President Bush in a Florida classroom on the morning of Sept. 11, 2001. The film’s narration said that while America was being attacked, the president read the book, My Pet Goat, to a room full of young children. This is factually inaccurate in three important ways.

  1. The story is actually titled, The Pet Goat.
  2. It is not a book, but an exercise in a heavily scripted basal.
  3. The president did not read the story to the children.

Any perceptive educator watching this would quickly realize what was going on. The president was not in that classroom to demonstrate his love of reading. Being read to is a powerful literacy experience. Having a wonderful story read to you by the president of the United States could create a memory to last a lifetime.

Unlike his wife, mother and Oval Office predecessors, this president had a more important agenda than demonstrating affection for children or for reading. The trip was part of a calculated campaign to sell No Child Left Behind. In what Michael Moore rightly observed as a photo opportunity, young children were used as props to advance the administration’s radical attack on public education.

The Pet Goat is an exercise from a literary classic called, Reading Mastery 2, by the father of Direct Instruction, Siegfried (Zig) Engelmann. In the 1960s, Engelmann invented a controversial pedagogical approach that reduces knowledge to bite-]sized chunks presented in a prescribed sequence enforced by a scripted lesson the teacher is to recite to a classroom of pupils chanting predetermined responses. Every single word the teacher is to utter, including permissible and prohibited words of encouragement, are provided. There is no room for individuality. The Direct Instruction Web site states, “The popular valuing of teacher creativity and autonomy as high priorities must give way to a willingness to follow certain carefully prescribed instructional practices.”

Engelmann told The New Yorker in its July 26, 2004 issue, “We don’t give a damn what the teacher thinks, what the teacher feels. On the teachers’ own time they can hate it. We don’t care, as long as they do it. Traditionalists die over this, but in terms of data we whump the daylights out of them.” It is easy to see how a man of such sensitive temperament could author more than 1,000 literary masterpieces such as The Pet Goat.

While I am sure the Florida school visited is a fine one and the classroom teacher loves children, educational excellence was not being celebrated. This was a party on behalf of Direct Instruction. While Moore made a documentary [some suggest artful propaganda] about the Iraq war, he could have made a movie about the United States government’s ideological attack on the public schools.

The War on Public Education
Engelmann’s publisher is a textbook giant with ties to the Bush family dating back to the 1930s. Company namesakes served on George W. Bush’s transition team and the board of his mother’s literacy foundation. The publishers have received honors from two Bush administrations and they in turn have bestowed awards on Secretary Rod Paige, who then keynoted their business conference. The same company’s former executive vice president is the new U.S. Ambassador to Iraq. Direct instruction has become synonymous with the “scientifically based methods” required by No Child Left Behind.

The War on Public Education has ratcheted up parental fear with cleverly designed rhetoric of failing schools, data disaggregation, underperforming students, unqualified teachers and clever slogans like, “no excuses.” If you turn public schools, even the best ones, into single-]minded test-]prep factories where teachers drone on from scripted lessons then more people will want that magical voucher. Repeatedly demonize teachers arid the public will lose confidence regardless of their personal experiences with their local school.

So, how are you doing? Is your job now more about compliance than kids? Are sound educational experiences being sacrificed for test­ preparation? Has fear replaced joy in your classrooms? President Reagan might suggest we ask ourselves, “Is your school better off than it was four years ago?”

 Raise test Scores – win a prize

I was horrified by recent news referring to U.S. Sen. John Kerry’s education platform. The newsflash reported that if elected president, Kerry would reward teachers for increased student achievement. The news media may have over-simplified a more comprehensive policy statement or the Kerry campaign may have distributed this bumper sticker slogan for its own purposes. Either hypothesis is plausible since there is so little thoughtful discourse on the status or future of public education.

In his book, Political Leadership and Educational Failure, Seymour Sarason reminds us that although we expect that our elected officials will be briefed by the best and brightest experts when concerned with issues of taxation, highway resurfacing or sewage, no such expectation exists for discussions of education policy. Members of both parties seem to increase in ignorance proportionate to their proximity to schooling decisions. After all, U.S. Sen. Ted Kennedy cosponsored No Child Left Behind.

Taken at face value, reports of the Kerry proposal could suggest either a generous desire to increase teacher pay or a cynical scheme to pander to the electorate. While I’m supportive of dramatic increases in teacher compensation, merit pay is a mischievous idea that continues to plague public education.

Is the key to educational quality a tip jar for teachers?

In a Harvard Business Review article, Alfie Kohn states, “… at least two dozen studies over the last three decades have conclusively shown that people who expect to receive a reward for completing a task … simply do not perform as well as those who expect no reward at all. … Incentives [or bribes] simply can’t work in the workplace.” You don’t have to agree with fuzzy teacher lovers like Kohn. The week of the Kerry announcement I read articles in Business Week and Business 2.0 stating unequivocally that incentive pay does not work in the workplace. W. Edward Demings opposes the destructive effects of merit pay as do Peopleware authors Lister and DeMarco. They detail how extrinsic rewards and performance reviews contribute to teamicide, the unintentional destruction of well-jelled teams. Most people believe they do the best job possible and reviews that merely reflect this fact lead to disappointment, lower morale and drive a wedge between colleagues. Even seemingly innocuous schemes like “employee of the month” do little to motivate excellent employees, but can increase resentment.

Countless psychologists have demonstrated how extrinsic rewards are unsustainable since the bribe must be continuously increased in order to maintain the same level of performance.

Making Enemies

Perhaps teachers are different. Could it be that they are more mercenary than Enron employees or waiters jockeying for tips? If it doesn’t work in industry, why is it constantly touted asthe cure for all educational ills? Merit pay is a ridiculous idea for improving teacher quality for a number of reasons. Let me share a few:

Teachers are not in it for the money. Remuneration is low on the list of reasons why people become and remain educators. While all teachers would prefer to earn more money, it is not a high priority.

Merit pay shifts all responsibility to teachers. Teachers would like to be treated more professionally and have their judgment trusted. Merit pay denies teachers autonomy through a top-down manipulation, yet holds them responsible for student performance.

Student performance is based on multiple factors. A good teacher can make a huge impact on the life and development of a student. However, human development is complex and learning is not merely the result of being taught.

Merit pay makes students the enemy. Linking teacher pay to test score increases invariably leads to teacher resentment of the very kids they are employed to serve.

Will Teach for Bonuses

The message implicit in political demands for pay linked to accountability is that teachers are failing to assist students until they get an extra food pellet. Demonizing teachers is so much easier than assuming responsibility for meaningful education policy.

According to his campaign Web site, Senator Kerry appears to offer a more comprehensive, less punitive vision for public education. Regardless of this November’s election results, I hope public policy will lead a serious national effort to benefit children without scapegoating teachers.

Gary Stager, gary@stager.org, is editorat- large and an adjunct professor at Pepperdine University.

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.

Today’s Headlines

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.

Newsflash! Betsy DeVos Opens Mouth. Nonsense Falls Out

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.

Kid confused by payphone (from http://abc7news.com/technology/video-little-boy-has-no-idea-what-a-pay-phone-is/723174/)

Kid confused by payphone (from http://abc7news.com/technology/video-little-boy-has-no-idea-what-a-pay-phone-is/723174/)

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…

Back-to-Rule

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?

HELL NO!

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:

  1. 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.
  2. 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.


Related articles:

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.

Makershed Stand with Ahmed

Home page of Makershed.com on 9/19/15

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.

Screen Shot 2015-09-19 at 8.51.08 AM

Sale page on the Makershed web site 9/19/15

If tasteless isn’t your style, how about sweet?

My social media stream is full of postings like this one.

Ahmeds cash and prizes

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:

  1. Ahmed was suspended for not bringing a bomb to school.
  2. 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 Classroomcalled “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

 

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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.

Parasitic businesses prey on kids

Parasitic businesses prey on kids

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.

Cellphone storage truck parked in front of an NYC Public School

Cellphone storage truck parked in front of an NYC Public School

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.