Student voice is good. We should take the needs, interests, concerns, talent, curiosity, discomfort, and joy of children seriously. (pretty courageous statement, eh?)

However, if one is truly committed to making the world better for kids, “voice,” is nice, but inadequate. “Voice” absent of power is often little more than propaganda or exploitation.

While I’ve been on a brief social media “skunk at the garden party” hiatus, Dean Shareski has generously filled-in by sharing his queasiness over the “viralGoldieblox video being passed around the Web. Señor Shareski set his BS detector  on high and has provided evidence that the “amazing” Rube Goldberg machine “made by girls” is merely a commercial for a new toy called, Goldieblox.

I am shocked! Shocked!

Anyone who knows me knows that I love toys. I find buying them irresistible. I’ve been seeing Goldieblox at Maker Faires for more than a year, but have not bought a set because I think they lack extended play value (a term LEGO uses internally). I’m not one to get all outraged that a toy for girls is pink. Goldieblox just hasn’t seemed very interesting to me or the girls I work with. It’s not part of my workshop road show sweeping the globe, “Invent To Learn.”

It just doesn’t seem that Goldieblox has any chance of measuring up to the self-promotion and hype of its creator that her box of ribbon and spools is “building women engineers.” I applaud the sentiment, but if we are truly serious about improving the education of girls, it will take a lot more work than a trip to Toys R Us.

I could be wrong. I’ve recently been upgrading my initial assessment of littleBits, based on my observations of children playing with the new toy/electronics construction kit. So, perhaps I will soon fall in love with Goldieblox, but I doubt it.

Back to Monsignor Shareski…

In his post critical of the Goldidblox video, Fake and Real Student Voice, Professori Shareski awakened several repressed social media memories I had long forgotten.

I took a lot of “brown porridge” when I called BS on the very same videos of yesteryear.

There was Dalton Sherman, the “amazing” 5th grader who was coached all summer-long to give a condescending speech, written by the Dallas Schools PR department  to Dallas teachers, right before laying off 400 of them.  I smelled a rat the second I saw the video. Was called a big fat poo-poo head by teachers on social media and was right. BTW: Dalton Sherman seems to have disappeared just like those teacher jobs. So much for being the voice of school reform.

Then there was Michael Wesch (who is an important scholar) made famous by the hostage film he created in which college students decried the state of education.

Fantastic. A college class with far too many students in it (200) attempts to revolutionize the educational system by whining in a five minute web video.

I’m sorry, but count me unimpressed!

Perhaps a student should hold up a sign saying, “My professor is wasting my time and money by making me participate in a piece of exploitative propaganda in which I get to insult either my generation or the one before me just to get on YouTube.”

How did bashing our own profession become such a popular sport? What possible value could demeaning educators have in a professional development setting? Are we desperate for moving pictures or are they merely a substitute for actual ideas?

From Hey Mom! Look What I Made in College (November 2007)

Aside from their lack of authenticity, what these three AMAZING viral videos of is how children and claims of “student voice” exploit children for propaganda purposes. The Goldieblox video is a commercial selling a toy. We don’t tweet Sir Grapefellow commercials (my preferred boyhood breakfast treat) as AMAZING examples of student voice, so why the wishful thinking about Goldieblox?

Señor Shareski rightfully cites my colleague Super-Awesome Sylvia (read Super-Awesome Sylvia in the Not So Awesome Land of Schooling) as a counter example to the fake Goldieblox commercial. I have worked closely with Sylvia over the past couple of years and made her part of the Constructing Modern Knowledge faculty, not because she is cute (she is), but because she is accomplished. She knows stuff. She has skills. She has a great work ethic and  is a terrific teacher (at 12).

However, talent and achievement  did not made Sylvia immune from cynical exploitation by Rupert Murdoch and Joel Klein’s education cabal as documented in an article I wrote for the Huffington Post, Shameless Shape Shifters.

So the moral of our story is…

Three lessons…

  1. As a young blogger in 1971, The Brady Bunch taught me an important lesson relevant here, caveat emptor – buyer beware. Users of social media need to “follow the money,” have a highly-tuned BS Detector, and know when and what they are being sold.
  2. Calling everything amazing or everyone a genius is lazy and counterproductive.
  3. Student voice without what Seymour Papert calls “kid power” is worse than empty rhetoric, it is a lie. Escapism is not the same as freedom.  Too much of what is offered as “student voice” offers a false sense of agency, power, or freedom to the powerless. It is what Martin Luther King, Jr. called, “the intoxicating drug of gradualism.”

Constructing Modern Knowledge 2012 celebrates computing, creativity and children by adding blog, YouTube and MakerFaire sensation, Super Awesome Sylvia as a guest speaker and faculty member at CMK 2012, July 9-12, 2012 in Manchester, New Hampshire.

Sylvia’s enthusiasm, curiosity, ingenuity and passion have inspired hundreds of thousands of children and adults to tinker with cutting-edge technology. Her videos share wisdom and  whimsical ideas for projects. This pint-sized pedagogue also teachers viewers about art, science, engineering and technology with remarkable clarity.

It will be super awesome to have Super Awesome Sylvia as a co-learner at CMK 2012! I can’t wait to see what we make together!

Links


Warning: Educators will be criticized below! You have been warned.

Recently, a friend sent me a link to an episode of Sylvia’s Super-Awesome Maker Show.  In this whimsical YouTube video, eight year-old Sylvia teaches you about designing, engineering and programming a variety of projects using the open-source Arduino robotics controller. With the poise, wit and clarity of a seasoned television host, Sylvia explains the electronic principles of light–emitting diodes, resisters, potentiometers, grounds and compiling the program you download to create a strobe light. Next, she teaches viewers how to construct a Randomly Influenced Finger Flute that uses a square wave at a variable number of hertz to make the Arduino play music.

This is no burping into VoiceThread!

Sylvia disposes of the ISTE technology standards in the first fourteen seconds of her video. By following her motto, “Have fun, play around and get out there and make something,” she learns a host of powerful ideas, engages countless habits of mind and demonstrates her knowledge by constructing something shareable. Sylvia’s video embodies Seymour Papert’s theory of constructionism. In fact, many of the fluencies displayed by Sylvia are discussed in Papert and Solomon’s 1971 paper, “Twenty Things to Do with a Computer.”

Don’t you dare tell me that the demands of the curriculum preclude time for such classroom projects. Kids like Sylvia remind us of the authentic nature of learning and the efficiency of project-based learning. Several years worth of lectures on physics, electronics, engineering, computer science and video production would not result in the understanding demonstrated by Sylvia; that is if elementary schools bothered to teach such subjects at all.

Engineering is concrete. Engineers make things. They experiment and tinker. If you know anything about development you recognize that knowledge construction follows a progression from concrete to the abstract. Yet, most kids are deprived of engineering experiences until they endure twelve years of abstractions. If the creative inclinations of young children were nurtured in an engineering context, their understanding of the increasingly elusive math and science facts would be developed in a meaningful natural context.

Sylvia’s father is an accomplished technology expert. So what? Public schools are designed to democratize specialized learning experiences for all children. If Sylvia was doing little more than reading off a teleprompter, then her performance would still exceed our expectations. Yet, she demonstrates so much more.

Sylvia embodies the spirit of the exploding DIY movement with the creativity of the Little Rascals and curiosity of Mr. Wizard. She’s just using the construction materials of her era. The difference is the power of computational thinking and microprocessors. Arduino microcontrollers are the Barbies of her generation.

The high crime is that kids like Sylvia will be in seventh grade, four years from now, where the curriculum awaiting them will be worthless concoctions like keyboarding instruction or “using the Google.” We insult children’s intelligence and squander their potential by serving up a curriculum of “computer appreciation” dependent on adult inadequacies or misallocated resources.

There are lots of computers in schools, but very little computing! Three decades ago, I dedicated my life to using computers constructively to amplify human potential. Back then, educational computing was built on progressive learning theories, propelled by passion of the civil rights movement and based on a notion that children could invent a better world than existed for previous generations. Sadly, I no longer recognize my own field. The powerful ideas of Dewey, Holt, Papert, not to mention Al Rogers, David Thornburg, Tom Snyder, Fred D’Ignzaio and Tom Snyder – have been replaced by a focus on filtering policies, meaningless clichés about 21st Century skills and funding concerns. I often wonder, “is edtech/ICT a legitimate discipline or just a shopping club?” Too many educational technology conferences, like ISTE, seem like a busload of foreign tourists speeding past historical monuments in order to get to the next duty-free shop.

While your district tech team wrestles with the earth-shattering decision over whether kids should write their five-paragraph essay in Microsoft Word or Google Docs, kids could be doing and learning like Sylvia. While you bathe in the warmth of your PLN with self-congratulatory tweets, Sylvia is sharing serious expertise with the world.

Tens of thousands of district tech directors, coordinators and integrators have done such a swell job that after thirty years, teachers are the last adults in the industrialized world to use computers. I feel compelled to ask, “Are the very same employees charged with inspiring teachers to use computers creating dependency and helplessness instead?”

Teachers are not imbeciles incapable of growth or felons who can’t be trusted to show Sylvia’s YouTube video in class. Each summer’s Constructing Modern Knowledge Institute demonstrates the creativity and intellectual capacity of educators when they are engaged in projects involving programming, robotics materials, microcontrollers, drawing tablets, musical bananas, soda can orchestras, bike powered LEGO iPhone chargers, animation, filmmaking, authentic problems and whimsy. During the 1980s, we taught tens of thousands of teachers computer programming and how to teach it to children.

Educators love the stories of the eleven year-old dot.com millionaire and Web stars, like Sylvia, but would you really want her in your class? Can you build upon the gifts the kids bring to you or will you force them to comply with someone else’s curriculum? Would you punish her or classify her with a learning disability for a failure to sit quietly as school repeals the 20th Century?

Failure to embrace the kids’ competence, capacity and creativity leads educators to deprive children of opportunities to achieve their potential. Worst of all, it cheats children out of the rich 21st Century childhood they deserve.