Being Thankful

This week our eighth graders took part in an immigration unit. They were randomly split into 1st, 2nd, and 3rd class citizens and had various things happen to them depending on their class. 1st class students sat in the front of the class, were first in line, etc. while 2nd and 3rd class had fewer perks 'deported' from free time back to the work room. You get the idea.

The whole experience was to have the kids get a better understanding of how influential the class structure has been in the United States. Students joked with each other about where they sat in the class and so forth and everything was going fine until lunchtime.

At lunch the small group of 1st class citizens were treated to pizza, soda and cake, they sat with each other and had a great time. The others had the regular school lunch, and if looks could kill . . . I hadn't seen these kids get that emotionally invested in anything so far this year. There were some who were really, REALLY mad. Back in class we talked about it, and their biggest complaint was how unfair it was. That some students, randomly mind you, were allowed to be selected for the 1st class life.

So, teachable moment. We talked about fair. What is fair, and how in almost every conceivable way, globally they would fall in the 1st class category. Not because of anything they did, but the freedoms and opportunities available to them.

Radiohead "All I Need."





I showed them this video by Radiohead and we discussed what's fair. And how, in this new flatter world, they will be in direct competition with these kids if there is any way they are able to get out of that life. Hopefully, my students not only become thankful for what they have, but will also become mindful of those who have not.

Reflection on Google Teacher Academy NYC

I've finally been able to etch out some time to reflect about this last Google Teacher Academy. I usually like to wait a week anyway to think about them, but with Thanksgiving that turned into wayyy longer.

Anyway, once again the Google team pulled together an amazing group of educators and of course any attempt of making a list of attendees would invariably leave someone out, so I'll just focus on the day.


I've been lucky enough to have attended three GTA's and the one in New York seemed to have the best pace of the three. (I'm sure some felt it was too fast, but for me it was brisk but comfortable.) I heard as many comments about needed more pedagogy as needing more tech instruction, which I think says the day fell somewhere in the middle. For any group people you just try to strike that balance.

My only suggestion for next time would be to have the 'office hours' segment all in the larger room where we started the day. I think people could have grazed a little more going from table to table, asking questions. A very minor thing for a terrific day!

2008 ACTEM Conference Keynote by Sheryl Nussbaum-Beach

The 2008 Maine ACTEM Conference Keynote Presentation by Sheryl Nussbaum-Beach.

Student Tech Teams

This week I'll be presenting at the Maine ACTEM conference on Student Tech Teams. I bring students to most of the conferences that I attend and I'm very excited at the opportunity to showcase more of my students talents at this one.

I included my presentation below:



For more information: http://www.thetechclub.org

On GTA Chicago and "Dogfood"

So, I took the week to reflect about what I learned at the Google Teacher's Academy in Chicago. At the GTA in June, my major take away was the idea of space and environment and how much that influences one's thought. The Google experience is very much one of wonder and the joy from learning. It recognizes that your surroundings encourage innovation as much as those who you are with. I only hope to mimic that feeling in my own classroom, if not with brightly colored balls, at least I want my students to feel "innovative" when they come in.


This time it was the people. Not to say everyone I met in June wasn't fantastic, or to diminish the space of GTA Chicago in any way, (I was blown away by the local) but personally I think I was able to focus more on the other attendees. And what amazed and delighted me most was how, for many of us there, we'd been networked in ways we didn't even realize. I had a number of new GCTr's come up and tell me they heard me interviewed on a Seedlings podcast with Cheryl Oakes, Alice Barr and Bob Sprankle from a week prior to the GTA. I hadn't really thought about the reach of it all.


And of course the online conversations have continued as if they never stopped. What an amazing resource of people from all over. There was a phrase I picked up from one of the Googlers that I met there, it was to "Eat their own dogfood." I hadn't heard that before and she said it basically meant for them to use the products that Google makes. Now, in Google's case that didn't seem like a stretch for me, but it made me think about what I can offer in education.
Would I want to take the class that I teach? How much of my teachings are customized for me, rather then rest of the group? Would I 'eat my own dogfood' if I had the choice?

I like to think that I do all of these, but a little introspection is always a good thing, especially when it affects my students.

K12 Online Conference

This year's K12 Online Conference is coming up in October. If you haven't heard of the conference before, this is the explanation from their site about the event.

"The K-12 Online Conference is a FREE conference is run by volunteers and open to everyone. The 2008 conference theme is “Amplifying Possibilities”. This year’s conference begins with a pre-conference keynote the week of October 13, 2008. The following two weeks, October 20-24 and October 27-31, forty presentations will be posted online to the conference blog for participants to download and view."

This year I was fortunate enough to be selected to present and I'm very excited! It's in the Getting Started strand and called The Google Gamut. The presentation will walk new users through the steps of getting started with the Web 2.0 world. Focusing on the services offered by Google.

Art Rage

When a small child approaches a PC for the first time and you want to give them a chance to play, what's the first program that you usually launch? I would guess Paint, which is exactly what I did for my three year old this week.

He loved moving the mouse and seeing the colors zipping across the screen, but I thought that there must be a better program out there for him to 'play' with and I found Art Rage 2.5


It's a graphic program where the tools try to mimic real art tools. The Paint Brush tool is not a single color but looks more like actual paint that 'globs' on and spreads thin as you use it. You can mix colors with the Knife tool and so on. You can add layers, stencils, and much more. It works with Mac or PC and there's a free download with some of the tools missing and it cost $25 for the full versions.

And most importantly, my son loves it ;)

Going Global

Dean Shareski recently posted a presentation he made called Going Global, Going Public. (It was even featured on the front page of Slideshare as the Slideshow of the Day.) My high school was mentioned in it for gifting domain names to every senior.

"Nokomis Regional High 2008 graduating class received their own name as a web address (or domain) that they would control. It's reserved for one year at which time they can purchase it, transfer the address or let it lapse, it's up to them. It is the equivalent of their 21st century business card and now they need to be active managers of their digital identity."

| View | Upload your own

BLC08 Keynote - Ewan McIntosh

Watching Ewan McIntosh's keynote at Alan November's BLC08 conference reminded me of Will Richardson's post from last year's conference, he's a rock star plain and simple. He really has his head in the right place when it comes to working with students and getting the most out of them. Work with them as kids first, then worry about the technology.

During the conference last year I was lucky enough to bring students with me and one of them interviewed Ewan. You can hear it HERE. He is as real as it gets and an amazing resource of ideas.


Here's the keynote:


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Picture Book Websites

I've used these sites for awhile and commented about them on Wes Fryer's Speed of Creativity blog but I'm now realizing that I've never covered them here. They are www.lookybook.com and www.biguniverse.com

Both have a ton of picture books that you or your students can read and Lookybook even allows you to embed them which would be especially helpful if you wanted students to focus on a single story from the collection.

At the Big Universe site you not only can read picture books, you can create your own which is a great way for student to publish stories.

Motivation

What's Plurk? Well, if you use Twitter, than you've got the idea plus or minus some features. (if you don't know what Twitter is, watch this video and you'll get the idea.)



The interesting thing to me about Plurk isn't the microblogging (we've had that) or another way to build a personal learning network (there are MANY ways for this to happen) but how one uses Plurk to build 'Karma.' Every users builds a karma value. One gets more karma by

• Updating your profile (picture, location, birth day etc.) will gain your more karma
• Quality plurking each day
• Responses from other plurkers will gain you karma.
• Inviting your real friends will boost your karma

So this concept immediately got me thinking about. Gaia Online. This site was a huge draw for many of my students last year. It's market's itself as the

"Gaia provides a fun, social environment that inspires individuality and creativity. With everything from art contests to discussion forums on poetry, politics, celebrities and more, to fully customizable profiles, digital characters and cars, Gaia is a place where teens can create their own space and express their individual style."

Sound familiar? Users, mostly teens, can go there and by chatting or playing collaborative games with each other earn gold to buy virtual clothes for their avatars. And believe me, they work they tail off for some digital image of a shirt or mask or whatever.


Educationally we must ask why they do this and how can we tap into this desire to produce. I had students who did not consider themselves writers who had made hundreds of posts to deck out their avatar.

For more info, here are my students explaining Gaia Online here in Part 1 and Part 2.

Reflections on the Golden Google Ticket

Yes, that's exactly what was going through my head as I walked through the Googleplex. I had received the 'Golden Ticket' and was wandering around the Chocolate Factory.

Google had this aura of creativity, fun and magic running through it. Exactly the feeling I want in my classroom. And it wasn't due to the hi-tech toys or heaps of food, it was the attitude that everyone is valued by their thoughts and contributions. Employees were respected for what they add to the mix. As were we. And for that, I thank the Google Teacher Academy and can't wait to start working with all those amazing GCTer's. (gotta come up with a better name:)

Just a note: There were some of us looking for more detailed answers about Google than were provided by our tour guides, (like how many worldwide employees - 19,156 as of March, etc.) so for those looking for more details, check out The Google Story. I read it before I went out and it put an interesting angle on the day.

Google Teacher Academy

To kick off my summer personal/professional development I'm headed to the Google Teacher Academy. I have high hopes for the conference and look forward to what I'll learn from the experience!

iPods in Education

This is part of the presentation on the educational use of iPods for staff at one of our year-end workshops. The district is providing iPods for teachers to sign out over the summer and to become familiar with them. (and do some professional / personal development in the process.)

The Osprey of Sebasticook

Early last month the students and I set up a live web camera on an osprey nest near the Sebasticook Valley Middle School. To check out the webcam click HERE.



We also created a photo book of the experience. Click HERE to see it in full screen or to purchase the book.

The Osprey of ...

By SVMS Tech Club

Book Preview

Student Technology Showcase

Our Fourth Student Technology Showcase was a great success. We had well over 100 students, parents and teachers. Students showed their parents some of the technology that they use in school everyday. For more information click: Student Technology Showcase

Channel 5 Story on our 2008 Student Technology Showcase

"What's in a Name?"

This weekend the Nokomis Regional High 2008 graduating class received their own name as a web address (or domain) that they would control. It's reserved for one year at which time they can purchase it, transfer the address or let it lapse, it's up to them. It is the equivalent of their 21st century business card and now they need to be active managers of their digital identity.

You can see the information that the students were given, here:

http://msad48.googlepages.com/welcome

This is the video students were shown giving them ideas on the benefits of the gift.

Variations of Design

Thinking about the flood video in my last post, I though it would be useful show variations of the production that my students went through. The text is the same throughout, the only difference is design. Going from a written essay, to a slide show, to an audio 'photo story' and finally to full video. This isn't to say that the video option is always the best one, but from a presentation standpoint, which one do you prefer?

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Click to see the text.

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The Flood of '87

An example of one of our video projects. One student wrote the script, another narrated and another edited the video. It's an interesting way for the kids to learn to work together and how their part of the creative effort goes toward a larger goal.

The Google Suite

View a full screen version of this overview of the Google Suite of online applications.

Spreading the Word

A big thank you goes out to Will Richardson for the mention of The Tech Curve in his latest article in District Administration magazine.

The article entitled, "Now Playing: The Live Web" discusses how live interaction on the internet is changing the game.

"...more and more tools are allowing realtime
publication and interaction among global audiences."

Also a great big thank you goes to Cheryl Oakes who mentioned my students on the Tech Learning Blog referring to the interview they did on the latest WOW20 podcast.

"What does technology integration look like?"

A question had been circulating throughout the ACTEM list serv that I subscribe to. (ACTEM is the Maine technology educators group) and one member asked

"What does technology integration look like?"

Being a Technology Integrator myself I find this question really important and like David Jakes I realize that we should be well beyond the need for the term integration and the tech should be part of the daily life of a teacher. Because that is not yet the case, here are three rules of thumb I use for tech integration in the classroom:

#1) Replace, don't add on.
Nothing seems so trendy as education, and this is especially true when talking tech. I think the approach should be to replace an existing task teachers have rather than piling one more thing on. And if a task isn't going to be improved by using technology, don't force it!

#2) Honesty about the tech curve.
The 'Tech Curve' is that period of time it takes to learn anything new (not just tech) and how during that time your productivity actually will go down. Integrators must build enough trust that the teachers will take that initial effort to see their productivity go farther than they ever could have without the technology.

#3) Use the technology yourself, WITH STUDENTS!
I often read or hear suggestions about using this gadget or that website. But, unless the integrator has used the tech in a classroom setting with students I hold off passing it on. It's difficult to answer all the inevitable questions that will come up, usually it's the things you don't plan for, but could thwart a great idea. If you don't take the time, teachers will pay the price and you'll lose some of that trust you've built. (See #2)

This list doesn't cover everything, of course, but it seems to work for me as a rule of thumb when I'm looking a new projects to work on with teachers.

Women of Web 2.0

Too cool for school!! Alice Barr and I were asked to bring some students with us to be interviewed on this weeks Women of Web 2.0 podcast.

You can find the audio here: http://www.edtechtalk.com/node/3078

The kids did an amazing job, and I hope it starts something more - maybe a student led tech help show of some kind, much like The Tech Curve Show, we'll have to see . . .

Student Technology Showcase

The third Student Technology Showcase at Sebasticook Valley Middle School was a great success. Sebasticook students showed off many of the technology projects they've been working on this year. It was a real hands on day where students, parents, and friends were encouraged to participate in activities throughout the school.
These included, programming robots, racing boats or building a skateboard. Attendees commented on student weblogs, created songs with GarageBand, found satellite images of their homes with Google Earth, created programs using the language Scratch, watched animated stories from Mrs. Bickford's fifth grade class and much, much more.



There were a few contests going on as well. The People's Choice Award for skateboard design won a Zoo York board. The winner from those who completed the scavenger hunt drawing with over 100 entries also won an iPod. Be looking for another Technology Showcase at the end of the year at Somerset Valley Middle School. Please go to www.itsvms.com for more information.

The Twitter Two-Step

Bob Sprankle recently posted about Twitter and it's something I've been thinking about with my own experience. (For a better explanation of what Twitter is than I could easily make, check out Common Craft's video below.)



So what happens is what I call the Twitter Two-Step. Someone follows me, then I receive an email asking to follow them. A quick scan of their page and I make the snap decision of whether to follow them or not. Talk about superficial. 99% of my how I lean is based on who they're following. Though I only have about 100 followers, (chump change compared to many) it still seems an odd way to develop a network.

Presentation Zen

I just finished the book Presentation Zen by Garr Reynolds which carries the subtitle: Simple Ideas on Presentation Design and Delivery. If I had to sum it up in three words, 'Less is more.'
Not that it's surprising, but still a worthwhile reminder. Especially for anyone who has been stuck in front of The Powerpoint Presentation from H---

I think a great video that showcases how much design influences content, in done in an easily accessible way is this Youtube video which was actually created by some members of Microsoft.

"Microsoft Re-Designs the Ipod Packaging

District Tech News - March

Click here for full page version.

Webzine

Here's a sample of the www.issuu.com website where you can take PDF files, upload them to your account and offer them as a 'webzine' or web based magazine. If you do not have a PDF creator, try Primo PDF Creator, a free application that creates PDF's from Microsoft Word.

Bonjourno!

A group of student from Nokomis Regional High were lucky enough to tour Italy during the February break.

They have been sharing some of the stories and pictures from their trip here.

http://nokomisitaly2008.blogspot.com

Seedlings

Last Wednesday we had a snow day throughout much of the State, and I was lucky enough to join Alice Barr, Cheryl Oakes and Bob Sprankle in a Seedlings podcast.

Find the show notes that Bob has on his site here.

We cover some education netiquette, crowdsourcing, and the PBS Frontline piece "Growing Up Online." And yes, that is my son yelling for me in the background :)

Puzzled

My son has really been into puzzles lately.

When I say 'in' I mean that almost every evening we pull out a box, spill it on the floor and start putting it back together again. As we're playing, the teacher in me wants to keep nudging, guiding or (what I consider) helping him find the place for each piece. I have to make myself stop 'helping' and let him try forcing a piece somewhere it won't go or try, fail and get frustrated with the same piece until . . . ahhhh, it fits.

This nightly practice has made me think about teaching and how in our genuine effort to help our students, we find it realllly hard to watch them stub their toe when we know it's coming and we can stop it. With a word sometimes we know we can guide them, but we have to let them fail successfully, and learn in the process. There's a great quote by Garr Reynolds,"The destructive process is part of the creative process." If the work students are doing, doesn't provide the rigor where mistakes are expected, understood as part of the process and built on, how do they learn.

Of course they must be expected to move beyond the setback, but when it's existence is understood to be part of the route students must take to complete the task, well lets just say it's a lot more meaningful to them when they're done.


Thanks to Sharon Peters linking me to Miguel Guhlin's presentation which got me thinking about all of this.

The Tech Curve Show - Episode 7

As follow up to my previous post, some of my high school students watch and discussed parts of the Frontline video 'Growing Up Online' and there is some discussion of the OLPC.

Show Notes

Frontline's "Growing Up Online"

The Frontline had an interesting episode earlier this week called Growing Up Online. It's certainly worth your time if you're a parent or teacher and there were are number of posts across the net about it. One post I thought was noteworthy was from Doug Johnson's blog. He makes the distinction between 'entertain' and 'engage' and I couldn't agree more.

The entertainment angle is something I'm hearing in more and more in edutech conversations around games in education or 'edutainment' (dreadful word) and something that would get the hackles up of many of my staff, "I'm not here to entertain them!" is a direct quote. At the same time just doing the traditional Chalk Talk is going to lose them. So, where do we go from here? We have to find, what Seymour Papert calls, the hard fun in what we're doing.

The most critical thing I took from the Frontline piece is how the students were craving the attention of others, not that that's anything new. A favorite past time of my 2 year old is to mug in front of the camera on our Mac (like I assume everyone does the first time they discover PhotoBooth.) But we no longer provide the audience our kids are looking for. It's a strange new world where everyone is a 'friend' with each other, before they even know their name. This is where we, as educators, must come in. Providing a real audience for our students is a way not only to engage them but tap into something they already are passionate about.

Multiple User Google Accounts

For anyone with more than one Google account who's tired of logging out and in again, and uses Firefox - I have the addon for you! (Two actually)

First install the Grease Monkey Firefox add-on Grease Monkey "Allows you to customize the way a webpage displays using small bits of JavaScript" but it's certainly more geared to the technically minded. The good thing is many people have made scripts to share like:

Second go to userscripts.org and install it. Once you are logged into your Google Account, where it had once said Sign Out, it now has a pull down to easily switch between different accounts.


For anyone not familiar with Google Apps here's a previous post about what's offered.

Stimulating Survery

One of the blogs I read is Scott McLeod's Dangerously Irrelevant and he recently posted an Edublogger's survey Which I recommend for anyone with a blog, the thing is . . . once I did the survey, I realized how much I've enjoyed blogging and how much I miss doing it. I keep putting it on the back burner whenever something else comes up. And so, I've made a New Year's resolution (the first ever I think) to start being more diligent about posting, ok, here goes . . .

The Tech Curve - Episode 5

The Tech Curve

Episode 5

(If you cannot see the video below, please unblock BESS)

SHOW NOTES

Google Presentations now Embeddable

Google Presentations now can be embedded into web pages, blogs or where ever. It was just a matter of time for this feature, like YouTube videos, or other gadgets. And now it's here!

Analog television

Even though this seems like an unlikely subject for the new year, I had someone tell me that over the holiday break that they had been in a nameless electronics box store and "the guy there told me I would have to by a new T.V. this year because everything's going digital and my old one isn't going to work."

First off, not true. Of course the salesperson there is going to tell you whatever you need to hear to get you to buy that new, big screen 50' plasma TV with optional cup holders.
What is really going to happen can be found here: http://dtv2009.gov

'Tis the Season

The Tech Curve - Episode 4

The Tech Curve
Episode 4

SHOW NOTES

Ideal Situation

David Warlick had a great post on his blog that I commented on. As I typed, my comment ran further and further so I thought I'd post it here.

David's original statement

I tell them that teachers need:

• Time to plan, collaborate, research, assess and adapt, build, and innovate (I tell them 3 to 4 hours a day — everyday).
• Classrooms that are equipped for learning in an abundant information environment, rather than an information-scarce environment (This means wifi, a laptop in every teacher and learner’s hand, one or more projectors in each classroom, and access to the emerging technologies that channel contemporary literacy).
• Permission to safely innovate and facility to engage in professional conversations about the changes needed for relevant education.

MY RESPONSE

I've been thinking about this for some time now and as I read so many bloggers who point out the need for educators to work/adapt/learn in this digital age, I wonder if we engaged in a thought experiment to imagine the ideal situation. What would it look like?

Using the points you made:

1) Time.
Nothing new can be added to a teachers plate (there's no room.) New must replace something they're already doing, especially 'techie' stuff because it's usually hard enough to learn as it is. So, if a teacher starts a class blog, have it replace the class newsletter, Skyping peers to conference about students? PLC time, etc. This may seem obvious, but often they still do both.

2) Equipment.
The ideal setup here can be as varied as the teachers using it, but what I'd like to think of as the base: Computer + Internet + Projector. Or access to the like. Arguments could be made that one needs a camera or smartboard or a laptop vs desktop, etc. but I would be ecstatic if those three components were as standard as a chalkboard in every classroom.

3) Administrators.
Possibly the deal breaker. With an administration supportive and invested in these changes, teachers can and will be more likely to embrace them and impress everyone with their ingenuity. With out it, they're out on a limb.

4) Assessment.
My own addition, BUT if as a teacher you have the time, ample equipment and administrators on board, yet cannot showcase student work in a way that is meaningful to them and their parents, the rest becomes meaningless.
Assessment needs to be created collaboratively by all those who use them.(see #1) Work must be digitized and web based for access to all.(see #2) The system must be universally supported so no teacher is left out on a limb.(see #3)

The assessment system must provide feedback to the students, parents and teachers about actual student work, not a subjective score placed on the work by someone.

Is all this possible? I think so.

Tech Sherpas

The students I work with were recently recognized in a national newspaper (The Christian Science Monitor) and I couldn't be more proud.

Stemming from a comment I made in Edutopia (link) earlier this year, a reporter came up and spent the day. It was a fun experience for the kids and the article was a nice way to show some of stuff we're doing in the district.

Photo: Mary Knox Merrill

Article: http://www.csmonitor.com/2007/1129/p13s02-legn.html

Audio Interviews: http://www.csmonitor.com/slideshows/2007/techSherpas


(The article was later sent to www.dailygood.org - interesting how stuff spreads.)

Into the Woodwork

First off, this is not a, "Sorry I haven't been blogging as much as I'd like to lately because of X, Y, or Z." post (even though I haven't)

I've always felt that the blogging platform is, in many ways, a digital rendition of an old school teaching style. One voice kicking out ideas or thoughts to a 'class' of readers. Of course there are comments and the asynchronous nature of the whole thing, but ultimately, even with all the differences they're much the same.


Not that there is anything wrong with that. There's something of blogger soul searching going on around the ole' RSS reader (Death of a blogger) these days, that some are asking why blog when we have Twitter or Ustream or ____ (Next Web 2.0 tool to be filled in tomorrow.) Tools that are more immediate and those needs better. I guess my reply would be, if this format aides ones own thought process and helps others to boot? It's a win-win.

'Nuff said on that, so why the pictures of lions and antelopes in this post? Well, creatures like these are pretty standard around the school halls of MSAD #48. We are fortunate enough to have one of the only taxidermy programs anywhere (that I know of) and host some incredible exhibits throughout the district. These have ranged from the lions you see here, to polar bears, giraffe heads, numerous deer like animals and an assortment of birds. All amazing and many taken for granted.

I rarely think about these lions as I walk by them and I chuckle whenever I'm with someone who starts as they see them for the first time. For me the pair have become part of the woodwork. One of the questions I've been asked by visitors is, "How do you stop the students from bothering them?" And I realized that for the most part, students barely see them as well.

It occurred to me that if we can do that for lions and bears, we can do that for the technology as well. I'm seeing the signs more and more that this is happening, but we'll know it's really a success when it had become part of the woodwork.

The Tech Curve - Episode 3

While still getting the bugs out of the process, I'm happy to see how the kids are progressing with their comfort level on a live show.

SHOW NOTES

GeekEd! Podcast

My brother Keith teaches the Integrated Technology classes at the middle schools in MSAD #48 for grades 5-8 . Some of his comments were covered recently on the GeekEd! podcast Episode 89.


I had the opportunity to chat with the GeekEd! team last April in Episode 68.

The Tech Curve Episode 1 - The Mac Book

Some of the students in my broadcasting class are creating a weekly technology help show for students and teachers. This was the first outing and I think went very well!

ACTEM Conference - Will Richardson's Follow Up Session

The Search

A book I finished recently that seems to keep coming up in conversataion is
The Search by John Battelle. It not only covers Google extensively, (up to 2005) but starts where search begins and discusses the two elements of search that are so obvious to us now, but where not at its inceptio: Discovery and Recovery.

Think about it, on the web we know the amount of info is too much to categorize, so we use search to find what we're looking for, while on our own machines we recover work (usually called Find) and pull up something we have already done. These two model are converging now with Google's Web History feature. (www.google.com/history) They record every site you've been on. Privacy issues are a huge concern with this ability to track your 'click stream.' But I have to admit - it's very useful. When I want to find that page I didn't bookmark or otherwise note, this is the easiest way to go back in time and recover it.

All these implications are discussed in The Search. It gets a little heavy with the geek speak at times, but overall a great read (listen) on something that we all use everyday.

ACTEM 2007 Conference - Will Richardson

Will Richardson's keynote presentation at the 2007 ACTEM state conference.



To view the video in full screen [Link]. (Please note the quality level is set for web streaming, for a higher quality video or DVD please contact kkelley@msad48.org) Download the video for an iPod. For more information on how to put video on an iPod click here.

Bob Sprankle also podcast an audio only version of the keynote here.

Videos

The folks at Digital Ethnography do it again! After the terrific video The Machine is Us/ing from Kansas State University. Here's two new videos:

A Vision of Students Today

and Information R/evolution

Post ACTEM Conference

This year's ACTEM conference is over I've been mulling over how to recap. Will Richardson did a spot on keynote (our broadcasting students recorded it and will be posting as soon as we're back on Monday.) And I got to see the Bit-by-Bit team in action. What a treat. I also did a session of my own on the Virtual Classroom (That I embarrassingly didn't realize I was going to be doing.) I hope the participants got something from it. As soon as it was over, I started thinking of all that I should have said. Oh well.



Student following the projected webpage from Will Richardson's Keynote on his iPhone.

Overall it was a great time for Maine educators, but I still have that lingering feeling of the 'preaching to the choir' phenomenon. The sticking question for me was, "Ok, how do we get those educators not here that are not interested - well, interested?" The response of, "They just have to be." doesn't satisfy me. Obviously they don't 'have to be' because they aren't. How much of what's shared at this conference gets back to the kids. I mean really back to the kids. How many of us go back on Monday, jazzed by what we learned, and are able to get that through to those who are decidedly not on the 'Tech Scene?' Certainly every bit helps and I really do feel there were some amazing ideas being tossed around, but I like to know that the connection is being made beyond the Civic Center. I guess for me, I'll pull out my recurring mantra of, 'Have the students do it.' Meaning, have students participate in the experience, make them be part of the solution and bring others along in the process.

ACTEM Conference

The ACTEM Conference is coming next week, October 11th and 12th, and I'm bringing some of our broadcasting students to record the keynote speaker Will Richardson as well as many of the sessions as we can.

I'll also have the students interviewing participants much like we did at Alan November's Building Learning Communities conference this summer. That was a fantastic experience where our students rubbed elbows and interview many of the movers and shakers of the educational technology community like Marcos Torres, Marc Prensky, Chris Lehmann, etc. (Check out some of the interviews here.)

Also, here's the keynote presentations from the 2006 ACTEM conference.

Angus King Award Presentation




David Warlick Keynote Presentation

K12 Online Conference 2007

The K12 Online Conference 2007 is almost here. It runs from October 8th to the 27th. Go to k12onlineconference.org for more details. Here's a quick explanation from the website:

"The K-12 Online Conference invites participation from educators around the world interested in innovative ways Web 2.0 tools and technologies can be used to improve learning. This FREE conference run by volunteers and open to everyone."

You can click here for a flyer or listen to a terrific interview by Bob Sprankle, Cheryl Oakes and Alice Barr with a couple of the conferences organizers, Wes Fryer and Darren Kuropatwa.
Check out podcast #24 at: www.bobsprankle.com

"The Perfect Thing"

The book I'm reading (listening) to right now is, The Perfect Thing by Steven Levy. It covers the rise that handy little gadget, the iPod, and how it's transformed more than the technology culture today. How the simplicity and usefulness of this device has made it as pervasive as the car or television.

The important point of the book for me is the idea how something that didn't seem to be a big deal - a portable music player - would create such a following. It would expand well beyond the original design and has become so much more.

We received a grant in my district to improve literacy, so we purchased 500 of them. The impact for students and staff is measured by how many beg us not to take them back at the end of the year. They've become such a part of their daily routine they couldn't image life without one. I know I couldn't.

Sage Advice

Every month the educational magazine Edutopia, put out by the George Lucas Foundation, includes a section called 'Sage Advice.' There they pose a question for educators and this September it was:

"What's your resolution for the new school year?"

I was pretty excited that my answer was printed in the magazine.

"Get as many students in my district teaching technology to as many of the teachers in my district as I can. The students learn by teaching, and the teachers learn by listening."

I was feeling pretty good about it, and showed it to my wife who reminded me that,
"Your brother was in Computer Power User magazine, he made the cover." ;-)


The added smiley wink is mine, she was, of course, teasing me, (My brother designed and built the computer on the cover.) But it helped to remind my how pervasive and easy pockets of celebrity have become. Small bits of fame that add up to more than the alloted 15 minutes these days. This fame is relative to the size of the audience, but because the are so many channels for people to connect today, anyone with a computer and modem can be a celebrity. (Or at least feel like one anyway. ;)

Noob 2 Leet

For those follow the Learning 2.0 conference, a new Web 2.0 toy that's making the rounds is called Animoto. Basically it's a template driven video producer, you provide images and select music, then click finalize. It does this rest. The following video took me about 3 minutes from creating an account to completion. Here's a quick look.





When showing this to one of my Video Production students, he commented:

"It makes a Noob look like a Leet."

My Immigrant to Native language dictionary tells me this roughly translates to,

"A inexperienced user, (a Newbie) can quickly and easily

produce something that looks like a power user (an Elite) made it."

Some edu-bloggers like David Warlick and Wes Fyer are pretty excited about it, while others like Gary Stager lament on his blog: "Animoto lets you create meaningless PowerPoint-like slideshows without all of that pesky, editing, creativity or thinking. I won't even mention the discipline, knowledge and sense of history required of artistic expression. "

I have to agree with Gary's description, EXCEPT that it does have educational value. It raises the bar.

To recreate the effects that effortlessly appear in one of these productions in any flavor of video editor you'd like would take a substantial amount of time, but because they are so easy to create, it makes those production values into vanilla. It's like the first time you play with GarageBand. You create a song, that really sounded like a song you'd actually want to listen to in a few minutes - wow. There was magic there. Then you play it for others and they start nodding their heads and tapping feet. More magic. But soon, the more you listened to what other made, using the program, all those loop diven tracks start sounding the same. To the point where, it's cliche, and boring.

What this has done, for students is that they have to produce better stuff. Don't get me wrong, I think that GarageBand is a fantastic tool and fun way to create quick songs, but if everyone's sounds the same - it begs you to be different.

As students create content and productions like Animoto become the baseline. It makes the quality of work of those trying to stand out have to be that much better. Our expectations increase, and educationally that's not a bad thing.

NetFlix in School?

If you have a Netflix account, (or know someone who has.) You can watch a selection of videos right online. How might this tie in with education you ask? Well, there are hundreds of documentaries to choose from. Offerings from PBS Video, Nature, Discovery Channel, History Channel and many more.

There's a very wide range of titles, some of which I had at one time gone and signed out from the library. Viewing them online doesn't effect the number of DVD's you have from Netflix and you can watch as many as you want!

Note: The Netflix viewer wants to run on Internet Explorer. But If you'd still like to watch it through Firefox there is a cool add-on that turns a tab into IE and works fine.

Whoa - Thought Controlled Wheelchair?

This story was too cool not to mention, Here's the story from the New Scientist.

Buying Technology

Since the iPhone price drop is such big news on the tech front, and I'm so often asked,

"I'm planning to buying a [enter tech item here.] What do you recommend?"

Here is my patent response for buying almost all computers, digital cameras, media players, etc.

1) Wait as long as you can.
With the iPhone dropping 30% in price in two months as proof, there will never be the 'perfect' time to buy tech stuff, it's not an investment and will certainly reduce in price.

2) Set your price.
Because there are so many options when buying tech toys, there always seems to be more
features with just another just

3) Search for your price.
Because there are so many options when buying tech toys, there always seems to be more
features at small increments, so once you have the price you're willing to spend, stick to it. Otherwise you can keep upping the price until it's way more than you intended.

When I start searching for tech stuff, there are always the usual suspects: Amazon and EBay, but I like to start with a trip to CNET reviews to narrow it down to the exact one I want. Then a trip to www.currentcodes.com where I can see if there are any deals on the sites.

(BTW A couple of the tech sites I especially like are newegg.com and bhphotovideo.com)

So . . . what did YOU do this summer?

Cracked iPhone anyone?
For those who don't know, this summer the iPhone was cracked by a 17 year old George Hotz.

By cracking it, he made the phone able to run on different networks other that AT&T, who I'm sure was not happy about the announcement. But in the weird word of cyber -law it's ok to crack a phone, just not sell or distribute the know how.

While this is all interesting on a geeky level, the real interest for me is from the rationale of George spending 500+ hours on this 'summer project' because ultimately he was bored. And where were we, the educators, in all of this.

If George came to you with this idea, what would happen? What about all the other George's in our classes. This reminds me of another story about Ashley Qualls. A 17 year old who started a website called www.whateverlife.com that provides templates for MySpace. She's since been offered $1.5 million for the site. (Which she declined, by the way.) Again, where would be she in class and what are we offering students that want to move beyond the standard multiple choice tests.

A final note on students. We must take them seriously. Not just as another aspect of our jobs, but people to engage and learn from as much as we teach them. Recently "A 16 year-old Australian student took approximately 30 minutes to bypass a government funded content filter that took $84 million to create." [link]

Students will always find an outlet for their creativity, whether we chose to benefit from their creativity is up to us.

Tracking Comments

As fun as blogging is, in many ways it's still a one way conversation. What I mean is, unlike a forum where all participants have equal say in posting or responding, the creator of a blog really has total control over what gets shown on the site, by way of moderation.

So anyone who reads a large number of blogs, then makes comments, and then wishes to follow up on those comments - I've found an easy way to do it. www.cocomment.com The site is still in beta, so there are some quirks, but it's been the simplest way to track the conversations I have on other blogs that I follow. They all turn up in one convenient location.