Now Go Forth and Teach (with Technology)

You were an amazing class, and lots of fun!

You will make great teachers.

I am wondering whether the stuff we learned in here will expand your creativity. Try to remember what you were thinking of this class way back in Week 1, and reflect on what you've learned or realized.

Did the course meet expectations? Will technology play an important role in your future classroom more or less than you had assumed it would?

Take this opportunity to think about, as a student, how technology has helped you to prepare for greatness on the other side of the lectern. 

Adding Value to Data

Critics of standardized testing have often pointed to what they call an obvious flaw; to wit, that achievement data is skewed by how well prepared students are. This new collection method satisfies that:

Value added is designed to account for demographic differences. It looks at the same test results (no new tests are given) but with an eye on how much a student’s performance improved each year. ["School evaluation gets a new tool," Times New Leader]

School reformers are obsessed with data; they say it is the only thing that will tell them what works.

In fact, some educational leaders and key decision makers gather rather mundane data to help them improve their schools. One firm visits classrooms for mere minutes to tally "Critical Teaching Attributes," or behaviors that they say teachers should display. They then quantify those data across the school, month, or year.

What sorts of data would you like to acquire and measure in your classroom? What makes the most sense? What will help you make the most effective instructional decisions?

Death by PowerPoint

(This is a repeat) You may have heard the phrase.

If you are in the Armed Forces, you have definitely experienced it.

Here's another one: "with great power comes great responsibility." (Who said it? If you know, just shout it out. You'll impress your classmates, and that's what college is all about, right?)

PowerPoint fits the theme, and is a metaphor for how we use many technologies. We shouldn't wield a technology without learning how to use it appropriately. A jackhammer doesn't do well for tapping in picture nails.

Sure, the technology we study in here is supposed to make teaching more efficient, but our paramount consideration is that it make learning more effective.

Read this article, inspired by too many clumsily-delivered PowerPoint presentations.

Which techniques suit your style the most?

The Beginning of a Beautiful Adventure

Beginnings are always exciting for me.

Spring semester is one of those things that has me pretty enthused, not only because it gives me the chance to share some really interesting things, but because I'll also get the opportunity to learn some new stuff.

Technology, in a way, represents constant beginning. With new ways of doing stuff, we can always start over. Of course, we would be wise to keep doing things that work, but in our age, we have choices.

What are some things you will begin this semester? What opportunities will you take advantage of in this class?

Give Me a Suggestion or Two

Short and sweet: how can I streamline my grading policy?

I would like to make it clearer and cleaner. I'd also like for the grades to be a broad reflection of your performance throughout the class.

What would you change?

Bee Efficient!

Watching the presentations tonight underscored how technology can make us more efficient workers. Gutenberg's printing press made possible mass production of books. The spinning jenny resulted in cheaper yarn helping to usher in the Industrial Revolution. Of course, Henry Ford's famous assembly line production drove down the price of automobiles for American families. And the microwave oven allows college students to consume vast quantities of unhealthy foods during late night study sessions without making a huge mess.

Teaching, as in book-making, can be done more efficiently. And, unlike heating a hot pocket at 2 a.m., finding ways to teach more efficiently actually benefits students.

For example, in my math class I am able to assemble a standards-aligned exam using database test-generating software that sorts items by standard, objective, and difficulty. Then, after students fill in their bubble sheets, I scan them and run detailed reports according to the same criteria.

How does this make me more efficient besides processing tests more quickly (which is a huge benefit by itself)? By having such detailed reports instantly, I can isolate weaknesses early on and clear up misunderstandings before they infect other topics. My students will also know exactly what is going to be expected of them in the course, instead of having to learn a broad set of information and hope that what I assess is including in that.

Let's find the easiest, quickest way to teach and learn what we need to.

What's one thing you saw tonight that will help you be a more efficient teacher?

Without Data, What's Your Opinion?

It has been said that "without data, all anyone has in an opinion."

In teaching that can mean a variety of things, but it often gets lost in all the other aspects of teaching that we have to deal with.

But if teaching is, at least in part, to prepare students for the real world, then it must be important to use data that reflects reality, or life outside the classroom. If education is supposed to mimic reality, our evaluation measures ought to be realistic, right?

What types of evaluation measure do you use in real life? For example, how do you judge how long to leave your burrito in the microwave? If it comes out burned, do you make adjustments? What other "data-driven measures" do you use, and how well do they work?

Online or Out of Touch?

Now that you have participated in our online class session, a few things are on my wondering mind. For instance, this from the Atlanta Journal-Constitution:

Students say people mistakenly assume that online courses are easier.

"If anything, I think it might be harder," said Edward Elie, who takes course online and in-person at KSU.

Online courses have weekly quizzes or assignments, while traditional courses may only require an occasional exam, Elie said. Online courses lack the conversational tone a professor provides a traditional class, requiring students to depend more on the textbook. Also, students must be able to self-assess and determine whether they're learning the material or not.

When you consider "higher-order thinking," what about online classes might cause students to become disengaged? Is learning and communicating online just as complicated? More so? Less so? Or just different?

Creativity Rocks

For some reason in our society, creativeness is a virtue held above all others. It makes sense, since our country was founded upon principles that were antithetical to the established order.

We practically worship non-conformity. From Apple's "Think Different" ad campaign to the "Change" theme of Pres. Obama, we have always rewarded those who think and do uniquely.

Technology is a vehicle for creativeness and novelty, and drives it at the same time. Why is technology so instrumental in change? Why is it good to use technology if you seek novelty?

Or, are there limits to creative thinking? How do you know when you've reached those limits?

How's This for Clarity?

Tonight, a guest blog.

http://my-public-affairs.blogspot.com/2010/02/teaching-in-army-part-1.html

Our guest? Me.

The question is, how can technology facilitate clarity? Better yet, does it make it more or less likely that we will be clear during instruction?

I would love to simulate life. Well, maybe not. I am reminded of the movie Vanilla Sky, by which I am fascinated, and about how we can tell the difference between reality and simulations, if no one tells us the difference.

Simulations help us analyze reality, and technology makes simulations possible.

For example, the Army is increasingly relying on technology to simulate combat, because the cost of practicing in actual combat is too high, and not simulating it results in poor performance when Soldiers meet reality.

Classrooms are the same, and the costs may be just as high, though the effect dulled by time. Nevertheless, teachers should look for ways to align learning to reality as much as possible.

Out of the five types of Academic Software we discussed in class, which do you think is the best suited for learning and why?

Death by PowerPoint

You may have heard the phrase.

If you are in the Armed Forces, you have definitely experienced it.

Here's another one: "with great power comes great responsibility." (Who said it? If you know, just shout it out. You'll impress your classmates, and that's what college is all about, right?)

PowerPoint fits the theme, and is a metaphor for how we use many technologies. We shouldn't wield a technology without learning how to use it appropriately. A hammer doesn't make a good screwdriver.

Sure, the technology we study in here is supposed to make teaching more efficient, but our paramount consideration is that it make learning more effective.

Read this article, inspired by too many clumsily-delivered PowerPoint presentations.

Which techniques suit your style the most?

What Challenges You?

A recent piece from a Texas newspaper suggests that e-textbooks are not widely used because there are too many obstacles.

http://www.statesman.com/life/e-textbooks-are-on-the-way-but-not-871780.html

Innovation, by definition, always challenges the status quo. Some of the most important changes have been downright disruptive. Most of these decisions are made at the state and district levels, though.

I am more interested in the barriers to technological change at the classroom level. There is room for technology-- I've been in lots of classrooms and have seen it employed beautifully, or witnessed a dire need for it. There are as many reasons for avoiding it as there are teachers.

Why would you avoid it? What are some of the obstacles that might prevent you from implementing the latest, greatest?

Be Goal Oriented

What are your goals for this course? I ask because, as a teacher I know exactly what I'd like you to learn. That's a very myopic view, though, since I can't conceive of anything that I can't conceive.

Which brings use to our first lesson (assuming you are reading this during Week 1). Don't ever forget that, as a teacher, you know more about what you want to teach than your students. That's not to say that you are smarter than your students, only that you know what's in the lesson before they do.

It's a very powerful thing. Students generally come eager and open. Teachers often don't. We want to jam a very specific body of content into our lessons, and we can get downright unruly if we don't accomplish it.

I'll try to be different. I'll try to be flexible. In order to facilitate my differential flexibility, please tell me what you expect. What does the course title mean to you? What would make you feel like this class was well worth your time and several thousands of dollars in student debt?

Your goals will help me make this the best class I possibly can.

Thanks for the Memories

We had some great presentations during our last class session-- I was really impressed with the way you incorporated technology into lessons and projects. Of course, using technology is almost second nature to most of you.

I had a lot of fun teaching and learning with you. Please comment on this last-- sigh-- blog post with what we in the Army call an "After Action Review." Tell me and our fellow readers:

1. One thing you really liked about the class: format, teaching methods, assignments, or anything else that comes to mind; and

2. One thing you would change. Be critical, as I love that kind of feedback.

You have been great. Thanks for the memories.

Daily Data Collection

Our guest in class tonight gave a really insightful presentation. Given that:
1. Data helps us make good decisions;

2. The more accurate the data, the better-justified the decision;

3. The more quickly we can access data, the sooner we can make good decisions; and

4. The sooner we make good decisions, the sooner we will have opportunity for positive change;

How much does the use of a daily exit ticket help improve student performance, and how could you use something like that in your content area and grade level?

A Query for Principles of Online Research

Imagine you are trying to teach your students how to find reliable information via the internet. What are some main points you would need to teach them?

I have often thought that effective practices can be boiled down to numbered lists or bullets. Am I mistaken in this regard? Is online research just a matter of following instinct, or are there specific principles that can guide the honest student to legitimate sources of information.

Let's make this post into a list. Think of two "principles" or "guidelines" for finding credible and reliable information online. They may be different at varying age levels, but if so, just note that in your comment.

I'll start. The online researcher should look for a variety of sources, including contemporary versus time-established; differing points of view; and scholarly work versus anecdotal opinion stuff.

How creative and insightful can you get as you expand this list?

Disrupting Class

I have long thought that teaching with technology can and should be transformative. As the authors of a new book about technology in education point out, however, it is difficult for schools to incorporate new systems in truly transformative ways.

Using industry as a guide, they examine and explain how two main categories of innovation-- sustaining innovation and disruptive innovation-- have defined the the lay of the of those industries' landscape.

An example cited is the personal computer, which disrupted an industry previously the domain of manufacturers of hugh mainframes and only slightly smaller "minicomputers," none of which were designed for home use. Instead of trying to compete against established companies, Apple introduced it's IIe as something of a toy-- to users who were not in the market before. In this way, Apple made a new market out of the disruptive innovation.

Disrupting Class obviously praises American school systems for how they have responded to their customers' needs and the market's demands, but offer some guidance as to how it could incorporate disruptive innovation better.

Instead of applying a new technology into existing systems, as have done businesses to no great success, they argue that schools must find "new markets" for technology, taking on a role that nobody currently has.

For instance, instead of installing class computers to supplements what the teacher normally does, and has done for decades, a new set of computers could be used to teach a class that has never been taught, or tutor kids in a way that a teacher never could.

Given that an individual teacher has little impact on the way a school system, much less an individual school, is organized, I wonder how a teacher could use technology innovation in a disruptive way.

What are some ways we can use innovations in our own classrooms that serve "markets" that never existed before? That is, how can we use technology to fill roles that have never been filled before?

Are you an efficient teacher?

Technology is supposed to make us more efficient workers. Gutenberg's printing press made possible mass production of books. The spinning jenny resulted in cheaper yarn helping to usher in the Industrial Revolution. Of course, Henry Ford's famous assembly line production drove down the price of automobiles for American families. And the microwave oven allows college students to consume vast quantities of unhealthy foods during late night study sessions without making a huge mess.

Teaching, as in book-making, can be done more efficiently. And, unlike heating a hot pocket at 2 a.m., finding ways to teach more efficiently actually benefits students.

For example, in my math class I am able to assemble a standards-aligned exam using database test-generating software that sorts items by standard, objective, and difficulty. Then, after students fill in their bubble sheets, I scan them and run detailed reports according to the same criteria.

How does this make me more efficient besides processing tests more quickly (which is a huge benefit by itself)? By having such detailed reports instantly, I can isolate weaknesses early on and clear up misunderstandings before they infect other topics. My students will also know exactly what is going to be expected of them in the course, instead of having to learn a broad set of information and hope that what I assess is including in that.

Let's find the easiest, quickest way to teach and learn what we need to.

Technology can help you do it. What will you do to let it?

My Favorite Software

As a math teacher, I should be on the cutting edge of tools built by digits.

(Reminds me of a really nerdy computer science joke: There are ten kinds of people in this world, those who understand binary and those who don't.)

But, believe it or not, near the top of my list s good old Microsoft Word. If I can include the MathType add-on, that would seal the deal.

You see, I use MS Word to create math test items. Regular, standard-aligned, standardized assessment is a top priority, and so far I haven't found anything to match the power and flexibility of the word processor. I have searched in vain for an adequate database tool, but none has the ability to insert the graphics and equations the way that I'd like. I've used ExamView for more language-based items, but in math, I need to insert graphics and equations as stems and distractors.

So I've designed an elegant little template for my math items to match that of the California Standards Test items.

I keep looking. In the meantime, Word works adequately.

What is one of your favorite tools?