Hello World is a free, glossy, well-edited magazine for educators published by the Raspberry Pi Foundation. Gary Stager has written two featured articles in the first four issues of the publication.

His latest article, Professional Development Gets Personal, shares lessons learned over a decade of Constructing Modern Knowledge.

Download the complete issue

 

Read Gary’s PD Article

 

Download Issue 1 of Hello World

Read Gary Stager’s profile of Seymour Papert

 

 

 

 

 

 


Veteran educator Dr. Gary Stager is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom and the founder of the Constructing Modern Knowledge summer institute. Learn more about Gary here.

Do your teachers need a computing IEP?

At the recent Consortium for School Networking conference educational computing pioneer Seymour Papert was asked to explain why there has been so little transformation. Papert told the crowd that their practice of verbal inflation was the major obstacle to educational innovation in the digital age. He meant the breathless rhetoric about the magical ways technology is used in classrooms, when most of those tales could not pass the “So what?” test. Conventional notions of curriculum, assessment and practice are seldom questioned, he said, and yet we have the temerity to declare, “Transformation!”

Computer-generated mind maps are presented to the community as justification for the technology investment while they represent little more than high-tech napkin scribbles or a book report outline. Wiring is mistakenly confused with innovation while we hold on with all our might to the ridiculous mythology of drill-and-practice. The only transformation in the software industry is the ever-changing collection of ways it disguises that you’ll be gonged if you get a long division problem incorrect. Integrated learning systems, classroom performance systems and adaptive instruction are clever euphemisms for turning classrooms into high-stakes game shows. This is just 1980s Math Blaster without that pesky patina of fun.

Teachers who don’t use computers aren’t digital immigrants; they’re digital ninnies.

Conference programs are filled with presentations on how to use computers to reinforce a trivial aspect of the traditional curriculum without ever calling into question that content. Our attention should be paid to how the computer might allow children to not only learn what the textbooks prescribe in a deeper, more efficient fashion, but to develop what Papert called, “modern knowledge.”

All sorts of excuses are made for why the most powerful intellectual instrument ever invented, the computer, has had so little impact on schooling. We blame a shortage of professional development, funding or quality software. Publishers, politicians and principals are also accused of impeding educational progress with their hierarchical mandates. Yet, the simple fact remains that a quarter century after microcomputers entered your schools a minority of teachers use them and an even smaller percentage do so in a way that increases opportunities for all learners.

Lurking in the teacher’s room

Fifteen years ago I had the good fortune to lead professional development at the first two schools where every child had a laptop. Wondrous student work emerged and a good number of educators even “transformed” their teaching practice. Yet, it seemed impossible to reach the “tipping point” when the vast majority of teachers used computers in constructive ways. It turns out there was a staff member, ironically an IT teacher, who would take colleagues aside and tell them not to worry about the laptops or the silly talk of innovation. “This too shall pass,” he suggested. This one teacher caused inestimable damage before moving to several other schools and repeating the pattern.

Many schools harbor such low-tech insurgents and pay too little attention to their potential for destruction.

Dear Mr. & Ms. Crabtree:

You are not noble defenders of childhood innocence or pedagogical excellence. You have managed to block student access to critical learning opportunities and intellectual tools for more than 25 years. There is no acceptable excuse for cheating a generation of children.

Words matter

We love cute little cliches referring to children as digital natives and adults are mere digital immigrants. Not only is this simplistic aphorism insulting to the millions of grown-ups capable of using a computer, but it also provides cover for the teachers who have refused to enter the last quarter of the 20th century. After all, they’re special.

Why not call such teachers digital ninnies? How about non-learners? Students should not be entrusted to adults so oppositionally defiant as learners. An IEP would be created for a child who displayed such an unwillingness to grow.

School leaders need to expand their vision, raise expectations and use precise language they are indeed going to transform education for the next generation of learners. Let’s cut the baloney, increase access and share compelling models of what children can learn and do with computers.

Read more

PBL 360 Overview – Professional Development for Modern Educators

Gary S. Stager, Ph.D. and his team of expert educators travel the world to create immersive, high-quality professional development experiences for schools interested in effective 21st century project-based learning (PBL) and learning by doing. Whether your school (or school system) is new to PBL, the tools and technologies of the global Maker Movement, or looking to sustain existing programs, we can design flexible professional learning opportunities to meet your needs, PK-12.

Our work is based on extensive practice assisting educators on six continents, in a wide variety of grade levels, subject areas and settings. Dr. Stager has particular experience working with extremely gifted and severely at-risk learners, plus expertise in S.T.E.M. and the arts. The Victorian State of Victoria recently offered a highly successful three-day PBL 360 workshop for members of their “New Pedagogies Project.”

PBL 360 captures the spirit of the annual Constructing Modern Knowledge summer institute in a local setting.

Options

Professional growth is ongoing, therefore professional development workshops need to be viewed as part of a continuum, not an inoculation. The PBL professional development workshops described below not only reflect educator’s specific needs, but are available in one, two or three-day events, supplemented by keynotes or community meetings, and may be followed-up with ongoing mentoring, consulting or online learning. Three days is recommended for greatest effect and capacity building.

While learning is interdisciplinary and not limited to age, we can tailor PD activities to emphasize specific subjects or grade levels.

These experiences embrace an expanding focus from learner, teacher, to transformational leader with a micro to systemic perspective. Video-based case studies, hands-on activities and brainstorming are all part of these highly interactive workshops.

Guiding principles

  • Effective professional development must be situated as close to the teacher’s actual practice as possible
  • You cannot teach in a manner never experienced as a learner
  • Access to expertise is critical in any learning environment
  • Practice is inseparable from theory
  • We stand on the shoulders of giants and learn from the wisdom of those who ventured before us
  • Modern knowledge construction requires computing
  • Learning and the learner should be the focus of any education initiative
  • Children are competent
  • School transformation is impossible if you only change one variable
  • Things need not be as they seem

PBL 360

Effective project-based learning requires more than the occasional classroom project, no matter how engaging such occasional activities might be. PBL 360 helps educators understand the powerful ideas behind project-based learning so they can implement PBL and transform the learning environment using digital technology and modern learning theory. PBL 360 helps teachers build a powerful, personal set of lenses and an ability to see “360 degrees” – meaning in every direction – with which to build new classroom practices.

Teachers, administrators and even parents should consider participation.

Reinventing ourselves

Piaget teaches us that knowledge is a consequence of experience. Therefore, any understanding of project-based learning or ability to implement it effectively must be grounded in personal experience. It is for this reason that all professional development pathways begin with an Invent to Learn workshop. Subsequent workshop days will build upon personal reflections and lessons learned from the Invent to Learn experience. Flexibility and sensitivity to the specific needs of participants is paramount.

Day One – Learning Learning

Join colleagues for a day of hard fun and problem solving — where computing meets tinkering and design. The workshop begins with the case for project-based learning, making, tinkering, and engineering. Next, we will discuss strategies for effective prompt-setting. You will view examples of children engaged in complex problem solving with new game-changing technologies and identify lessons for your own classroom practice. Powerful ideas from the Reggio Emilia Approach, breakthroughs in science education, and the global maker movement combine to create rich learning experiences.

“In the future, science assessments will not assess students’ understanding of core ideas separately from their abilities to use the practices of science and engineering. They will be assessed together, showing that students not only “know” science concepts; but also that they can use their understanding to investigate the natural world through the practices of science inquiry, or solve meaningful problems through the practices of engineering design.” Next Generation Science Standards (2013)

Participants will have the chance to tinker with a range of exciting new low- and high-tech construction materials that can really amplify the potential of your students. The day culminates in the planning of a classroom project based on the TMI (Think-Make-Improve) design model.

Fabrication with cardboard and found materials, squishy electronic circuits, wearable computing, Arduino, robotics, conductive paint, and computer programming are all on the menu.

This workshop is suitable for all grades and subject areas.

Day Two – Teaching

Day two begins with a period of reflection about the Invent to Learn workshop the day before, focusing on teaching and project-based learning topics, including:

  • Reflecting on the Invent to Learn workshop experience
  • Compare and contrast with your own learning experience
  • Compare and contrast with your current teaching practice

Project-based learning

  • What is a project?
  • Essential elements of effective PBL

Thematic curricula

  • Making connections
  • Meeting standards

Design technology and children’s engineering

  • The case for tinkering
  • Epistemological pluralism
  • Learning styles
  • Hands-on, minds-on
  • Iterative design methodology

Teacher roles in a modern classroom

  • Teacher as researcher
  • Identifying the big ideas of your subject area or grade level
  • Preparing learners for the “real world”
  • What does real world learning look like?
  • Lessons from the “Best Educational Ideas in the World”
  • What we can learn from Reggio Emilia, El Sistema and the “Maker” community?
  • Less Us, More Them
  • Shifting agency to learners
  • Creating independent learners

Classroom design to support PBL and hands-on learning

  • Physical environment
  • Centers, Makerspaces, and FabLabs
  • Scheduling

Tools, technology, materials

  • Computers as material
  • Digital technology
  • Programming
  • Choices and options

PBL 360 models teaching practices that put teachers at the center of their own learning, just like we want for students. This in turn empowers teachers to continue to work through the logistics of changing classroom practice as they develop ongoing fluency in tools, technologies, and pedagogy. Teachers who learn what modern learning “feels” like are better able to translate this into everyday practice, supported by ongoing professional development and sound policy.

Day Three – Transformation

The third day focuses on the details and specifics of implementing and sustaining PBL in individual classrooms and collaboratively with colleagues. Participants will lead with:

Program Planning

  • Curricular audit
  • Standards, grade levels
  • Assessment

Classroom Planning

  • Planning PBL for your classroom
  • Curricular projects vs. student-based inquiry
  • Creating effective project prompts

Identifying Change

  • The changing role of the teacher
  • Shaping the PBL-supportive learning environment
  • Does your school day support PBL?
  • Action plan formulation

Advocacy

  • Communicating a unifying vision with parents and the community
  • Adjusting expectations for students, parents, community, administrators, and colleagues
  • Creating alliances
  • Identifying resources

Modern learning embraces a vision of students becoming part of a solution-oriented future where their talents, skills, and passions are rewarded. The changes in curriculum must therefore be matched with a change in pedagogy that supports these overarching goals. Teachers need to understand design thinking, for example, not just as a checklist, but as a new way to shape the learning environment. It is no longer acceptable to simply teach students to use digital tools that make work flow more efficient, nor will it be possible to segregate “making” and “doing” into vocational, non-college preparatory classes.

PBL 360 will help teachers create learning environments that meet these goals with professional development that is innovative, supportive, and sustainable.

Constructive Technology Workshop Materials

Although constructive technology evolves continuously, the following is the range of hardware and software that can be combined with traditional craft materials and recycled items supplied by the client. The specialized materials will be furnished by Constructing Modern Knowledge, LLC. Specific items may vary.

Cardboard construction

  • Makedo
  • Rollobox
Robotics

  • LEGO WeDo
  • Hummingbird Robotics Kits
  • Pro-Bot
eTextiles/soft circuits/wearable computers

  • Lilypad Arduino Protosnap
  • Lilypad Arduino MP3
  • Flora
Computer Science, programming, and control

  • Scratch
  • Snap!
  • Turtle Art
  • Arduino IDE
  • Ardublocks
Microcontroller engineering and programming

  • Arduino Inventor’s Kits
  • Digital Sandbox
New ways to create electrical circuits

  • Circuit Stickers
  • Electronic papercraft
  • Circuit Scribe pens
  • Conductive paint
  • Squishy Circuits
Electronics and Internet of Things

  • MaKey MaKey
  • littleBits
Consumables

  • Coin cell batteries
  • Sewable battery holders
  • Foam sheets and shapes
  • Felt
  • Needles and thread
  • Conductive thread and tape
  • Fabric snaps

Additional costs may be incurred for transporting supplies and for consumable materials depending on the number of participants and workshop location(s). Groups of more than 20 participants may require an additional facilitator.

Invent To Learn books may be purchased at a discount to be used in conjunction with the workshop.


About Gary S. Stager, Ph.D.

Gary Stager, an internationally recognized educator, speaker and consultant, is the Executive Director of  Constructing Modern Knowledge. Since 1982, Gary has helped learners of all ages on six continents embrace the power of computers as intellectual laboratories and vehicles for self-expression. He led professional development in the world’s first laptop schools (1990), has designed online graduate school programs since the mid-90s, was a collaborator in the MIT Media Lab’s Future of Learning Group and a member of the One Laptop Per Child Foundation’s Learning Team.

When Jean Piaget wanted to better understand how children learn mathematics, he hired Seymour Papert. When Dr. Papert wanted to create a high-tech alternative learning environment for incarcerated at-risk teens, he hired Gary Stager. This work was the basis for Gary’s doctoral dissertation and documented Papert’s most-recent institutional research project.

Gary’s recent work has included teaching and mentoring some of Australia’s “most troubled” public schools, launching 1:1 computing in a Korean International School beginning in the first grade, media appearances in Peru and serving as a school S.T.E.M. Director. His advocacy on behalf of creativity, computing and children led to the creation of the Constructivist Consortium and the Constructing Modern Knowledge summer institute. Gary is the co-author of Invent To Learn: Making, Tinkering, and Engineering in the Classroom, often cited as the “bible of the Maker Movement in schools”.

A popular speaker and school consultant, Dr. Stager has keynoted major conferences worldwide to help teachers see the potential of new technology to revolutionize education. Dr. Stager is also a contributor to The Huffington Post and a Senior S.T.E.M. and Education Consultant to leading school architecture firm, Fielding Nair International. Gary also works with teachers and students as Special Assistant to the Head of School for Innovation at The Willows Community School in Culver City, California.He has twice been a Visiting Scholar at the University of Melbourne’s Trinity College. Gary currently works as the Special Assistant to the Head of School for Innovation at The Willows Community School in Culver City, California.

Contact

Email learning@inventtolearn.com to inquire about costs and schedule for your customized workshop. We will work with you to create an experience that will change your school, district, or organization forever. Additional ongoing consulting, mentoring, or online learning services are available to meet individual needs.

Summer Institute

Schools should also consider sending personnel to the annual summer project-based learning institute, Constructing Modern Knowledge – (www.constructingmodernknowledge.com)

Thinking and learning are strong proud words. When educational publishers or policy-makers seek to modify such terms, (re: design thinking, discovery learning, computational thinking…), the result seems less than the individual parts.

We get “design thinking” without any design; “computational thinking” without computation; “discovery learning” where the only acceptable discoveries are the ones the teacher (or textbook) already anticipated.

Increases in agency or student empowerment remain rhetorical and pedagogical progress, illusory.

I am too often reminded of the Sir Joshua Reynolds quote hanging all over Thomas Edison’s laboratories, “There is no expedient to which a man will not resort to avoid the real labor of thinking.”

Piaget teaches us that “knowledge is a consequence of experience.” Schools and teachers serve students best when the emphasis is on action, not hypothetical conversations about what one might do if afforded the opportunity.

Papert was sadly correct when he said, “When ideas go to school, they lose their power.”

Let’s say that the lessons IDEO employees gleaned from designing the latest toothpaste tube could actually be applied to education (a preposterous supposition, but let’s roll with it). By the time those ideas move from the latest blog post or conference workshop to the classroom, kids are left with an elaborate process in which brainstorming and affixing Post-It notes to walls becomes a means to solving hypothetical problems or PowerPoint reports about a topic they care little about for a non-existent audience.

Actions taken by the system, like school or classroom redesign or schedule redesign may be fantastically beneficial, but are too often conflated with the benefits of learning by being designing something personally meaningful. In other words, the adults may have learned something by being designers, but are depriving youngsters of that same quality of experience. At a time when learning is too often viewed as the direct causal result of having been taught, system-level design becomes conflated with student learning. Arranging ceiling lights in the shape of constellations to reinforce the STEM focus of the school is hardly the same as students learning science by being scientists. Doing science leads to richer learning experiences and is profoundly different from being taught about it in a room with pictures of scientists on the wall or carpet tiles arranged in fractal patterns.

Image credit: https://flic.kr/p/cL9Gi

Image credit: https://flic.kr/p/cL9Gi

Teachers, and by extension students, become consumed by hitting all of the steps in the “design process” and remembering those stages at the expense of deeper experiences in creativity, design, engineering, or computing. I am alarmed by how many schools celebrate that they allow kids to choose a topic to write a report about (paper, blog post, or PowerPoint) and then confuse such coercive, traditional, and inauthentic experiences with remarkable feats of empowerment or school reform.

It is sad and dangerous to give folks the illusion of agency without actual power or meaningful options.

Recently, 5th and 6th grade girls in the school where I work came up to me in the hallway and volunteered, “I want to be an engineer.” While this is heartwarming, especially given the political rhetoric behind the importance of S.T.E.M. and the challenges of gender underrepresentation in the sciences, I would like to draw a totally different lesson for educators.

Anyone who knows anything about my teaching knows that I would never spend any time on “career education” with kids I teach. I create the context, conditions and projects   during which children are engaged in engineering. When building and programming robots, the kids are engineers – not contemplating a career for a dozen years later. The kids are smart enough to connect the dots and identify interest in a career related to their talent, interests or present mood, even if that interest is short-lived.

Time is the rarest of currencies in school. Therefore, time should be focused on authentic experiences, not meta experiences.

Affective qualities like collaboration, passion, curiosity, perseverance and teamwork are certainly desirable for teachers and students. However, these traits may be developed while engaged in real pursuits, even within the existing curriculum. All that is required is a meaningful project. This is why I question the use of “meta” activities like ropes courses, ice-breakers or trust-building exercises as a form of professional development or separate curriculum. Professional development resources are also scarce. Therefore, PD should be focused on learning to do or know. The affective skills should be byproducts of meaningful experiences intended to improve teaching.

Adults become better teachers when they enjoy firsthand learning adventures like they desire for their students. You can’t teach 21st Century Learners  if you haven’t learned this century. That is why I created Constructing Modern Knowledge.

Some educators have recognized that schools are too impersonal and that teachers should get to know their students. I could not agree more. However, the prescription is often to create advisory courses or extend homeroom to deal with pastoral care issues. The result is one teacher who gets to “know” students and time is borrowed from other courses where teachers should get to know their students formally and informally in the process of constructing knowledge together.

Sit next to a student engaged in a science experiment and talk with them. Lead vigorous discussions or chat with a kid about the book they’re reading. You don’t need a class period set aside for asking “How was your weekend?” or for building trust. Join a group of students for lunch. Say, “hi,” while passing in the hallway. Dennis Littky tells the story of making Time Magazine because as a school principal he greeted students when they entered school in the morning. Have we lowered our expectations so much that knowing students is some sort of awesome systemic accomplishment? Humane, thoughtful, even casual interaction between teachers and students does not require an NSF grant or special class.

When educators create a productive context for learning, achievement improves, students feel more connected and behavioral problems evaporate. For three years, Seymour Papert, colleagues and I created a learner-centered, project-based alternative learning environment for at-risk learners inside of a troubled prison for teens. When the needs, interests, passions, talents and curiosity of our students were put ahead of a random list of stuff, they were not only capable of demonstrating remarkable competence, but there was not a single discipline incident in ever that required a kid to leave the classroom.

Students can develop self-esteem by engaging in satisfying work. Classroom management is not required when teachers don’t view themselves as managers. Kids can learn “digital citizenship” while learning to program, sharing code and interacting online. They can feel safe at school by forming relationships with each of their teachers. Study skills are best gained within a context of meaningful inquiry.

Learning is the best way to learn. Accept no substitutes!

In 1990, I had the great opportunity to lead professional development at the world’s first “laptop” schools. Australia’s Methodist Ladies’ College and Coombabah State Primary School were the first schools anywhere to embrace 1:1 computing. MLC is a large independent school that committed to 1:1 computing in 1989. Coombabah is a public school and often overlooked for its place in edtech history. The efforts of the teachers at both schools changed the world and I am enormously proud to have played a major role in that effort.

In the early 1990s, I spent months working at MLC, and then numerous other schools eager to embrace 1:1 and the constructionist principles demonstrated by this pioneering school. In 1993, the MLC faculty and principal wrote a book to share their expertise, philosophy and wisdom with educators in other schools. I hope you find the nearly twenty year-old learning stories, recommendations and tips useful to you. I especially call your attention to the audacity of embracing 1:1 computing more than 20 years ago and the fact that laptops were a way of bringing Papertian constructionism to life.

The book, Reflections of a Learning Community: Views on the Introduction of Laptops at Mlc by Methodist Ladies’ College is long out-of-print and sadly removed from the Web where it resided for several years. As a public service to researchers, educators and historians (and with the help of the Wayback Machine) I am able to share the complete book here. Check out how hip the title of this book is for 1993, since “learning community” has just became all the rage twenty years later!

With any luck (and lots of effort) I will soon be able to publish the first doctoral dissertation evaluating the efficacy of 1:1 computing, originally published in 1992!

You should also read Bob Johnstone’s history of educational computing up to and including the early days of innovation at MLC, Never Mind the Laptops: Kids, Computers, and the Transformation of Learning!

The chapters marked by an * indicate that the text describes some of my specific work at MLC.


Reflections of a Learning Community:

Views on the Introduction of Laptops at MLC


Acknowledgements
Foreword

Section one: Computing at MLC

Section two Professional Development at MLC

Section 3 : Appendix


Grasso, I., & Fallshaw, M. (Eds.) (1993). Reflections of a learning community: Views on the Introduction of Laptops at Mlc by Methodist Ladies’ College. Melbourne: Methodist Ladies’ College.

Mark Fraunfelder

The Constructing Modern Knowledge 2012 program is shaping up to be better than ever before. In addition to our amazing faculty of edtech pioneers and world-class educators, CMK 2012 features:

Mark Frauenfelder is a writer and illustrator living in Los Angeles. He is Editor-in-Chief of MAKE Magazine, the cofounder of the popular Boing Boing weblog and was an editor at Wired from 1993-1998. He is the author of terrific books, including: Rule the Web: How to Do Anything and Everything on the Internet—Better, Faster, Easier, The Happy Mutant Handbook, Mad Professor: Concoct Extremely Weird Science Projects and his latest, Made By Hand: Searching for Meaning in a Throwaway World. Mark Frauenfelder is at the vanguard of the exploding world of DIY and tinkering. He brings a wealth of expertise as an artist, Web pioneer, author, publisher and parent. Check out the following videos to learn more about his work and the expertise he brings to Constructing Modern Knowledge.

Register for CMK 2012 today!

The Colbert Report Mon – Thurs 11:30pm / 10:30c
Mark Frauenfelder
www.colbertnation.com
Colbert Report Full Episodes Political Humor & Satire Blog Video Archive
The Colbert Report Mon – Thurs 11:30pm / 10:30c
Mark Frauenfelder
www.colbertnation.com
Colbert Report Full Episodes Political Humor & Satire Blog Video Archive

Read Mark Fraunfelder's latest book!

Register for CMK 2012 today!

In addition to the keynote addresses, presentation topics and workshops offered here, I have created new hands-on minds-on workshops for the coming school year.


Invent to Learn

Join colleagues for a day of hard fun and problem solving where computing meets tinkering and performance. A secret yet timeless curricular theme will be unveiled Iron Chef-style. Participants will work with a variety of software, hardware and found materials in four domains (virtual, tactile, audio and video) to express the theme in a personal fashion. The day’s intensity will lead to impressive gains in skill development and a greater understanding of effective project-based learning. Computer programming, filmmaking, animation, audio production, robotics and engineering are all on the menu. Bring a laptop and camera or video camera We’ll supply the rest. Invention is the mother of learning!

For information about booking Gary Stager for a conference keynote, school workshop or consulting services, email here. Gary’s bio may be found here.


Electrifying Children’s Mathematics
There may be no greater gap between a discipline and the teaching done in its name than when the beauty, power and mystery of mathematics becomes math instruction. One can only begin to address the systemic challenges of math education by understanding the nature of mathematics. Nearly 100 years of efforts to increase achievement with unchanged curricular content continues to fail spectacularly; yet, we do not change course. This workshops moves beyond the goal of making math instruction engaging to providing educators with authentic mathematical thinking experiences. Such experiences acknowledge the role computers play in mathematics and society’s increasing demand for computational thinking. Project-based approaches with mathematics at the center of the activity will be explored. Traditional concepts such as numeracy, geometry, probability and graphing will be investigated in addition to exciting new branches of mathematics rarely found in the primary grades.

This workshop is designed for teachers of grades 3-8. It may also be offered as an ongoing course with a greater emphasis on curriculum development and action research.

For information about booking Gary Stager for a conference keynote, school workshop or consulting services, email here. Gary’s bio may be found here.

 

How to Teach with Computers
This hands-on minds-on workshop helps expand your vision of how computers may be used in knowledge construction while exploring pedagogical strategies for creating rich computing experiences that amplify the potential of each learner. Mini activities model sound project-based learning principles and connect various disciplines across multiple grade levels.

Longer description
Modern schools face several challenges; among them are the questions at the heart of this workshop. Once teachers are finally convinced to use computers as instruments for learning, do they have creative project ideas and do they possess the pedagogical skills necessary for success?

This minds-on hands-on workshop will feature mini-projects designed to nurture sophisticated inquiry, computational thinking and artistic expression across disciplines and grade levels. The presenter will also discuss pedagogical strategies for using computers in an effective fashion as intellectual laboratories and vehicles for self-expression. These strategies illuminate principles of sound project-based learning and honor the individual learning styles, talents, curiosity and intensity of each student.

Dr. Gary Stager has thirty years of experience helping educators maximize the potential of computers and create productive contexts for learning on six continents. He led professional development in the world’s first laptop schools, created one of the first online Masters degree programs and was recently recognized by Tech & Learning Magazine as one of today’s 30 most influential educators.

I was a pretty crummy student. My math and science grades were below average. Junior and senior high school were excruciating experiences made tolerable by my love of computer programming and fantastic music teachers. *

By the time I got to college, I took Algebra every time I needed to satisfy a math requirement and understanding as little as during my previous attempts. School often made me feel stupid, yet I also realized at a very young age that school was a cosmic farce I would somehow overcome.

Against that backdrop it’s difficult to imagine that the first time I ever spoke at a conference was at MIT. The occasion was Logo ’85 – The International Logo Conference. (Back then, edtech conferences had no exhibit hall and were held at places like MIT)

When this twenty-two year-old halfway through my 7 ½ year undergraduate studies, exited a taxi on the MIT campus, a group of people greeted me with, “Come on. Join us for dinner!” One of my dinner companions was Dr. Cynthia Solomon, now an irreplaceable member of the Constructing Modern Knowledge faculty.

Cynthia Solomon is a giant in our field despite her lack of recognition and absence from the lists of important edtech folks. That’s a real shame, especially when women and minorities are so underrepresented in our field. I am honored to have known Cynthia for twenty-five years and am deeply indebted to her for her participation in Constructing Modern Knowledge for the third consecutive year.

Cynthia Solomon at CMK 2008

Cynthia Solomon Teaching at CMK 2009

So, who is Cynthia Solomon. She’s a computer scientist, educator and the inventor of the Logo programming language for children. That’s right, Cynthia Solomon, Wally Feurzig and Seymour Papert are responsible for creating Logo back in 1968. For the next two decades, Cynthia was engaged in much of the foundational research on children constructing knowledge with computers.

Check out the paper, Twenty Things to Do with a Computer, that Cynthia and Seymour published in 1971. How does what your school does with computers thirty-nine years later measure up?

Long associated with the MIT Artificial Intelligence and Media Labs, Dr. Solomon went on to lead the Atari Cambridge Research Laboratory in the 1980s. Alan Kay led the Atari Lab on the West Coast. (Check out the amazing historic videos she has assembled from that period) After that she was a founder of Logo Computer Systems, Inc. and earned a doctorate in education from Harvard. Until just a few years ago, Cynthia was a full-time school computer teacher.

Solomon’s doctoral dissertation is the basis for the seminal book, Computer Environments for Children: A Reflection on Theories of Learning and Education. If you haven’t read it, you should. She is also coauthor with Allison Druin of the book, Designing Multimedia Environments for Children.

In the late eighties I organized a distinguished speakers series for NJ school leaders and Cynthia Solomon was the first person I hired. Since then we’ve worked together with the MIT Media Lab Future of Learning Goup in Mexico City and at the One Laptop Per Child Foundation.

One of life’s great gifts is having the privilege to meet and get to know extraordinarily smart and talented folks like Cynthia Solomon. What a pleasure it was to watch Cynthia, Deborah Meier and Lella Gandini discuss David Hawkins at last year’s CMK.

Through Cynthia, I’ve met people like Marvin Minsky (who led fireside chats the past two CMKs) and Stephen Wolfram. Cynthia seems to know all of the smartest scientists and mathematicians of the past half-century. Now, participants in Constructing Modern Knowledge get to know HER.

My greatest joy comes from creating opportunities for educators to learn from and interact with smart, talented and innovative people. That’s why Cynthia Solomon is part of the remarkable Constructing Modern Knowledge faculty and why you should attend.


The Constructing Modern Knowledge faculty also includes Deborah Meier, Alfie Kohn, Dr. James Loewen, Peter Reynolds, Briann Silverman, John Stetson, Sylvia Martinez & Dr. Gary Stager.

Constructing Modern Knowledge 2010

* My Ph.D. in science and mathematics education is the best revenge.

Note: As time permits, I’m republishing articles I’ve written in the past so they may reach a fresh new audience via my blog. I’m particularly proud of this paper about teacher professional development, originally published in 1992. I wrote this after spending more than two years working in “1:1 schools.” You may just find it timely today!

COMBATTING THE OSMOSIS MYTH – A REALISTIC APPROACH TO STAFF DEVELOPMENT AND EDUCATIONAL CHANGE
© 1992 Gary S. Stager*

Many educational leaders and policy makers have grand visions of how computer technology will lead to educational innovation and restructuring. Unfortunately, in 1993 far too many of these people believe that the technology will do the job alone.

If staff development is provided, it is too often superficial and unsuccessful. Teachers and their students may be “using computers” but to what end? What has the computer’s impact been on the learning culture of a school? Is the school any closer to their goal of improving education and institutional change or has the introduction of technology created a foggy detour on the road to innovation? The hard part of this process is not the learning the technology, but thinking about thinking and learning; reflecting on the nature of the curricula; and clearly articulating a collegial strategy for implementing change. Computer-based staff development efforts often assume that teachers need to be only computer literate enough to unjam the printer or to use one piece of “canned software” with their students. This line of reasoning deprives teachers of the types of intellectual empowerment, which their students experience when using the computer as a vehicle for constructing knowledge.

School districts often believe that teachers will begin making computers important well-integrated tools in their classrooms if they attend a two-hour workshop or stand in the computer lab while the computer teacher instructs their class. This is part of what I call “the osmosis effect” Just touch a computer and education will improve. Educational reform is too often equated with plugging students into anything that happens to plug in.

Even in more thoughtful school districts, staff development efforts too often go for the “quick fix.” Speakers and authors like Tom Snyder argue that no significant innovation will succeed in a school without directly benefiting the central group of adults first. I was always troubled by this view and have recently become convinced of how profoundly misguided this view is.

The conventional wisdom is too often, “If I teach the teacher to put the students’ arithmetic problems into Math Blaster, then they will learn to assist their students in creating collaborative inter-disciplinary multimedia reports in LogoWriter…” If the teacher can write parental letters using a word processor, then they will fall in love with the writing process and change their language arts curriculum to a whole language process…” “If I teach a math teacher to use a gradebook program, he/she will begin to use manipulatives and symbol manipulators as an integral part of the math curriculum…”

There is no evidence whatsoever to suggest that this all too prevalent strategy of pandering has any positive impact on the growth process of teachers or schools. In fact, I have seen this approach to staff development degrade teachers by assuming that they were not capable of learning new skills or sharing powerful ideas. It is incredibly insulting to believe that teachers are so selfish that the only way in which to get them to appropriate new technologies and methodologies is to “train” them to do trivial administrative tasks. The implication is that teachers are too “burnt-out” or detached to care about the exciting educational potential of new technologies. Too often elementary school teachers are sentenced to a lifetime of . word processing and word processing only because of a lack of respect for teachers and a subtle gender bias towards female teachers.

The way in which you directly benefit teachers is by helping them directly benefit kids. You improve the lives of teachers by helping them become better teachers.

Even the “bad” teachers our society is so fond of discussing will be inspired by seeing students engaged in exciting new ways – with no materials, ideas, processes, and content. After all, is that not the reason for ongoing staff development? It seems ridiculous to suggest that teachers are the only group of professionals incapable of using computers in meaningful ways. This view is a result of the way in which schools often approach the use of computers by students.

Over the past decade schools sought to make computers, which are transparent in the world and the life of the child, into a discipline – hard and worthy of study. Terms such as computer literacy, computer lab, computer coordinator, and courses in information technology have become commonplace in primary and secondary schools. These ideas, at best, are rooted in the educational bureaucracy’s deeply-held paranoia about only teaching what is testable and at worst is designed to create an artificial range (bell curve) of good computer users and bad computer users.

Neither case respects what students already know. It seems as ridiculous to think that a sixteen year-old student in an information technology class needs to be taught what a mouse is as it is to assume that a professional educator is incapable of using technology used routinely by Burger King employees.

So, what should we do? I would argue that computer-based staff development activities should focus on the change process and immerse teachers in meaningful, educationally relevant activities, in which he/she will be encouraged to reflect on powerful ideas and share their educational visions in order to create a culture of learners for their students.

SUGGESTIONS FOR SUCCESS

• Work With the Living
Schools have limited technological and teacher development resources and they should be allocated prudently. Good teachers who have yet to recognize how computer technology may enhance their teaching are not evil. If a school focuses its energy and resources on creating a few successful models of classroom computing each year, then the enthusiasm among the teaching staff will be infectious. When fifteen teachers in a school or district joyfully use technology more teachers are likely to have found a comfortable path towards implementation. Within a few years the most recalcitrant of teachers will recognize that they are in the minority and may seek other employment. It is important that a variety of models be created for teachers of differing backgrounds and subject areas to choose from. The school should be cautious not to create negative models of computing use.

• Work On Teachers’ Turf
Educators responsible for staff development should be skilled in classroom implementation and should work along-side the teacher in his/her classroom to create models of constructive computer use. It is important for teachers to see what students are capable of and this is difficult to do in brief workshop at the end of a long workday.

• Off-site Institutes
Schools must ensure that teachers not only understand the concepts of collaborative problem solving, cooperative learning, and constructionism – they must be given the opportunity to leave behind the pressures of family and school for several days in order to actually re-experience the art of learning with their colleagues. Off-site residential “whole learning” workshops can have a profoundly positive effect on a large number of teachers in a short period of time.

• Provide Adequate Support
Nothing dooms the use of technology in the classroom quicker than not supporting the teacher who worked hard to develop new skills. Be sure that the school does eveiything humanly possible to support the teacher’s efforts by providing the technology requested, maintaining it, and by having access to a working printer and a supply of blank disks.

• Practice What You Preach
Staff development experiences should be engaging, interdisciplinary, collaborative, heterogeneous, and models of constructionist learning.

• Share Learning Stories
Teachers should be encouraged to reflect on personal significant learning experiences from their lives and the staff development experience. They should share these experiences with their colleagues and discuss the relationship between their profound learning experiences and their classroom practices.

• Celebrate Initiative
Teachers who have made a demonstrative commitment to educational computing should be recognized by being freed of some duties in order to assist colleagues in their classrooms, encouraged to lead workshops, and given access to additional hardware.

• In-School Sabbaticals
Innovative teachers should be provided with the school time and resources necessary to develop curricula and conduct action research in her/his school.

• Assist Teacher Purchases of Technology
Schools should help fund 50- 80% of a teacher’s purchase of a personal computer for use in school and home. This act demonstrates to teachers that you value computers as an important aspect of the school and that they should share this commitment. Partial funding also provides teachers with the flexibility to purchase the right personal computer configuration. The school may offer an annual stipend for upgrades and peripherals.

• Have Abundant Technology Available
A teacher in a school with hundreds of computers quickly recognizes that the school values classroom computing.

• Cast a Wide Net
No one method of staff development works for all teachers. A combination of traditional workshops, in-classroom collaborations, mentoring, conference participation, and whole learning residential workshops must be available for teachers to choose from at their own pace. Teachers should be made to feel comfortable growing at their own rate. Therefore, a variety of staff development options may need to be offered regularly.

• Avoid Software Dujour
The people responsible for paying for school computing are made to feel guilty by the media and other administrators if they do not constantly do something “new” with their computers. Unfortunately newness is equated with lots of software. It is reckless and expensive to jump on every software bandwagon. Using narrow skill-specific software has little benefit to students and undermines staff comfort with computing. Choose an open-ended environment, such as LogoWriter, [now MicroWorlds] in which students express themselves in many ways that may also converge with the curriculum.

• Never Satisfied – Only Gratified
Staff development must always be dedicated to continuing educational excellence. If we desire to restructure schools then we must recognize that the only constant we can depend on is teachers. Our schools will only be as good as the least professional teacher. Staff development must enhance that professionalism and empower teachers to improve the lives of their students. Our children deserve no less.


• A version of this article will appear in the Proceedings of the 1993 International Conference on
Technology and Education at MIT