I’m purging my RSS feeds again. The last time I did it completely was 2008. It has been far too long. Currently I’m sitting at 248 feeds and have been using Google Reader since 2007- roughly 6 years and 203,731 items read. That’s about 93 items a day, every day for 6 years.
Clearly, I read most things from 6:00 PM until 11:00 PM. Getting an iPhone has evened some of the reading time out some.
And with that self indulgent surface level data done with, here’s some strange Internet ephemera.
That is a terrifying glimpse into someone’s house built in 1724 that happens to be full of partially dismembered mannequins. My wife found this one.
Both of the clips above are just two recent examples of things continuing to move after people have died. Package deliveries are pretty common (and hopefully positive) but the second endorsement by a man who passed away earlier in the week felt pretty unpleasant.
Sadly, I collect screenshots of odd wireless network names.
I don’t know why edtech is fascinated with bananas but it is. I took this shot at ISTE.
This is from my hometown. It’s pretty much sums up how things went in high school.
Hawking. The world is strange.
So if a teacher on a social network stumbles across something like this, what do they do?
The best review for a digital voice recorder you’re likely to see.
Ah. I am sorry for you.
The first “under construction” Facebook site post I’ve seen.
Jimmy’s charge was “sanitary facilities.” What in god’s name did he do?
This was an Ignite style session where I expressed my own personal frustration with educational technology at scale and attempted to then offer some redeeming alternatives actively being pursued by others. Below are a few of the slides and roughly what I tried to get across.
On the left is good education/learning etc. The middle is roughly what we have now, suffering from extensive damage and quite vulnerable to being completely destroyed. The far right is what a lot of technology integration does. It is covering up gaping holes and damage but at the same time utterly destroying what it purports to be protecting and conserving.
Not only do we do that but we hold up that distorted monstrosity as best practice. We put it on t-shirts and brag about what we’ve done.
We continue to create structures that pretend that a certain level of learning/teaching lives inside a technology without any regard to the instructional context. It depresses me this has been around since at least 2009 and is now migrating to peacocks and umbrellas.
Our society is so desperate for educational alternatives that we lionize a man who put video tutorials on the Internet as the second coming of Gutenberg. This Forbes story was shared 15,000 times when I last checked. Not that this is without value but we seem incapable of seeing it in a rational historical context or as one of many, many shades of gray.
We seemed doomed to confuse cheap gimmicks and flash with real potential to help people learn and furthermore we document our complete inability to determine what might interest a student.
The sheer desperation for something positive seems to be driving more and more teachers to corporate driven star teacher awards. I talked about this at length in the past. By all means get anything you can for free. Use companies to help you build relationships with good people. Whatever. Just don’t forget that the company has profit driven reasons for whatever it invests in you. Don’t censor yourself because that company “certified” you.
I can no longer count the number of apps (paid and free) that are simply web pages with shiny new wrappers. Almost all of those websites are both free and hold little interest to teachers/students now. You’d also assume that astronomy plays a majority role in the content and curriculum of all grades by the prevalence of star gazing apps in any educational app discussion. For the record, unless your calculator/dictionary/thesaurus/note app is also grants eternal life it does not deserve to be in any “top edu app” list.
Fluidity is something else entirely. It does something hard- makes equation writing easy on tablets and IWBs and does so in a way that actually matters. This video doesn’t even come close to showing you how intuitive the product is nor some of the more impressive elements (like being able to assign acceleration equations to drawings and then animate them on the fly). This is an app that takes advantage of the technology and helps make math something you can explore and interact with. The linking of changes between the graphs and the equation are also really interesting. I wish they were better at marketing.
These two apps are more typical of what you find. I was searching the iTunes store for ways to help one my children with automaticity and these were two of the better options. Both are really just multiple choice flash cards with a narrative, graphic wrapper, and a few primitive game elements. They aren’t helping him understand anything and in both cases the math is integrated in extremely weak ways that really don’t make sense. In Operation Math you simply answer the math problem to get through progressively more gates to allow access to different uniforms. Math Blaster Hyperblast 2 HD sounds like a joke name but is essentially a game where you fly down a tunnel shooting and dodging things until you reach a “boss” where you have to answer math problems to defeat them.
If you compare the apps above to the work Greg Tang is doing I think there is a considerable difference. These games are engaging (granted more puzzle than video game) but are doing fundamentally different work with math and helping to build understanding and automaticity as opposed to merely sugar coating flash cards. The potential to do things like this is there. We need to expect it.
There are people like Shawn Cornally who are doing work that is just fundamentally impressive. What he’s doing impresses me so much I get clinically depressed with what I do with my time and energy.
So I ended on a somewhat sunny note. Education could be beautiful and is in some places. We need to raise the bar in terms of what we expect and not always in relation to what is good relative to the low bar set in education generally. We need to think about grading in different ways and in totally restructuring the way school works to get at things that actually matter.
This presentation is essentially a pitch for the idea that we ought to be looking at the world with open eyes and paying attention to the content that is exciting to ourselves and others- the things we read/watch/listen to without being coerced.
The introduction it is a rehash of the RSS aggregator pitch that I’ve given off and on since 2002. I know Twitter is much cooler and RSS is pronounced dead on a regular basis but Twitter fills a very different niche for me and I think the RSS aggregator still has a lot of value. I also stressed the idea that you have to aggregate feeds you actually want to read. That’s very different than feeds you feel you ought to want to read. Make this unpleasant for yourself and you will never, ever, read them. Build feeds that rejuvenate and interest you and then bring that into your instruction.1
My goal was to point out the huge swathe of low hanging fruit waiting for the right teacher to look at it in the right way- essentially the antipode of most of the content we use in education. This is really more of a change in philosophy than anything else. I’m hoping people open their minds to a larger idea of what might qualify as digital content.
I started with a lot of the usual suspects and then wandered into stranger territory. I’ll repeat them here because no matter how common things seem, or how many times I feel they’ve been discussed, they still aren’t for large numbers of people.
Flickr Commons was one stop. I choose the picture above as an example because it was a slight twist on the idea about using images as examples for writing. I liked the idea of having images of actual historical scientific journals to use as an example for students working on their own scientific journals. The image being from the Smithsonian also adds credit to the resource.
Another more targeted potential is the fact that there are many, many podcasts in iTunes that are meant to be informative.2 For instance, I listen to BackStory.
On each show, renowned U.S. historians Ed Ayers, Peter Onuf, and Brian Balogh tear a topic from the headlines and plumb its historical depths. Over the course of the hour, they are joined by fellow historians, people in the news, and callers interested in exploring the roots of what’s going on today. Together, they drill down to colonial times and earlier, revealing the connections (and disconnections) between past and present. With its passionate, intelligent, and irreverent approach, BackStory is fun and essential listening no matter who you are.
I listened to Love Me Did: A History of Courtship which gave an interesting history of dating and courtship but also highlighted the blog Advertising for Love which is a culling of interesting historical personal ads that offer a unique kind of insight into our culture. This kind of thing being served up on a platter for you to use with students still amazes me. The fact that you can also dip into the LOC archives for historical newspapers to do your own research with students is more than just icing.
An American gentleman, thirty years of age, wishes to form the acquaintance of some American lady (an orphan preferred), not less than 18 nor more than 24 years of age, with a view to matrimony. She must be of the highest respectability, prepossessing and genteel in appearance, of good education, accustomed to good society and of a loving disposition. Any lady answering the above can do so with the utmost confidence, as all communications will be strictly confidential, and letters returned when requested; for this means just what it says, nothing more and nothing less. Address for three days, giving real name and where can be seen (none others will be noticed), Knickerbocker, box 164 Herald office.
I put forward some of these more Internet culture-ish options that I happen to follow while stressing, once again, that I’d read these for my own amusement anyway. Some of these are no doubt well known but others are a bit stranger.
Quantified Self – “Are you interested in self-tracking? Do you use a computer, mobile phone, electronic gadget, or pen and paper to record your work, sleep, exercise, diet, mood, or anything else? Would you like to share your methods and learn from what others are doing? If so, you are in the right place. This short intro will help you get you oriented.”
Global Guerrillas – “Networked tribes, system disruption and the emerging bazaar of violence. A blog about the future of conflict.”
The New Aesthetic – “Since May 2011 I have been collecting material which points towards new ways of seeing the world, an echo of the society, technology, politics and people that co-produce them.
The New Aesthetic is not a movement, it is not a thing which can be done. It is a series of artefacts of the heterogeneous network, which recognises differences, the gaps in our overlapping but distant realities.”