Wednesday, July 13, 2011
Moby and Me
Thursday, July 7, 2011
ISTE 2011: Looking back
It's taken awhile, but I'm ready to share my thoughts on this year's ISTE conference. I've been traveling for the past 3 weeks so I have a lot of sorting out to do. As usual, I've come away with new ideas for the upcoming year, made some great contacts, and gained a sense of validity to the work I do.
The majority of my time was spent in Boston but the train ride to Philadelphia was a highlight. I've never seen that stretch of New England before so I enjoyed that portion of the trip. Traveling by train was much more enjoyable than traveling by plane! Philadelphia proved to be a great host city. I don't think I have ever seen such a concentration of places to eat with a tremendous variety to choose from. As expected, the conference center was huge so that gave an opportunity to work off some calories.
The conference is pretty overwhelming. On any given day, you have hundreds of choices to follow. I like going to the Exposition Hall and seeing all of the vendors and their products. I like to think that I gain a better sense of what tools are out there and what the coming trends are going to be. As far as the latter, I think you'll see interactive projector systems in place of the whiteboards, and an even greater increase in shared resource learning systems. Safari Montage is still my dream application. A lot of systems now have social networking as a component. Instead of hearing how all of the States' standards are addressed in learning systems, this year the word was "Core".
I found it harder to follow the program this year. I attended a disappointing BYOL session (in large part because of the lack of Internet connection) and I browsed some of the Poster sessions. It's always great to see the passion that people bring with their work. I noticed a large increase in the amount of math related content this year which is encouraging. The second day was a bust for me. Because of a morning keynote, the sessions didn't start until 10am. Add to this a 3 hour stint of volunteering in the afternoon and most of my day was gone. There's always conflicts in your schedule. If I go next year, I would like to connect more with the special interest groups and the informal sessions that spring up throughout the day.
The Real World Math poster session went well enough. I was prepared with my materials, but 125 pamphlets proved to be not enough. The poster sessions were tucked away on the side of the conference hall. This was disappointing because they didn't get the same amount of traffic as they did in Denver. My session was on the last day around lunchtime so the attendance was lower than what I had hoped for. I was able to share my site with many who were unaware of it. I'll have to hope that exponential power of networks will help spread the word further.
Overall, it's hard to justify the costs of travel to events like these. Even harder to quantify the gains you take away. Ironically, the same technology that we are promoting enables us to connect year-round outside of conference halls. Still there's something special about the opportunity to meet face-to-face with over ten thousand like minded people.
Sunday, June 26, 2011
Heading for ISTE2011
There's a train at the station waiting to take me to the 2011 ISTE Conference in Philadelphia. This year's event will be different, mainly because I'll be presenting, but also because I've changed my game plan from a year ago.
If you haven't had the opportunity to attend one of these conventions, suffice to say it is the grand-daddy of ed tech events. I believe they're expecting roughly 20,000 attendees and exhibitors this year. The convention kicks off on Sunday and lasts until Wednesday afternoon. There are over 700 sessions scheduled, ranging from formal lectures to roundtable discussions, and 500 companies will be showing off their products at the Exposition Hall. Personally, I'm not going to try to make it to all of these this year. Besides being impossible, you end up missing more than you see when you're rushing about. I hope to take a more relaxed approach this year and focus on quality rather than quantity. If you are unable to attend, fret not; many of the events are available online as streaming webcasts or in recorded form here.
Real World Math has a Learning Station session on Wednesday, June 29, from 11-1pm. You can find an overview here and participate in the session's discussion here. If you are attending the conference, I hope you find the time to stop by and say hello. I'll try not to disappoint. I think I can promise you a unique giveaway to add to your pile of swag. You'll have to come to find out what it is, but suffice to say that it is entirely appropriate.
I would like to thank all of those who helped me get to this point. Thank you to the professors at the University of Guam who helped me get this website off the ground and online. With over 120,000 visits to the RWM site, I think they can consider that a successful Master's project. Thank you Amanda for providing the silky-voiced narration to the RWM promotional movie (which will debut at the session). Thank you Emily for the expert design work and advice you have given me. She is responsible for the new look of Real World Math seen above. You can find examples of her beautiful work at GallardoWorks.com, including gift cards and calendars that are available for ordering online. I hear she also does emergency calligraphy work if you're in a bind. And finally, thank you to my wife for putting up with the time and expense of my efforts. At times it can be hard to justify what RWM is worth, but she always seems to understand.
I'd like to think that Real World Math is at a turning point right now. Which direction that takes, we'll have to see in the year to come. I always have ideas for new things and I hope I provide lessons you find useful. Thank you for your support of Real World Math.
Monday, June 13, 2011
Accessibility to Technology
Image via WikipediaNow that you've finally made it to the summer, it's time to get to that list of things you want to do. If you're like me, you have a number of ideas and projects for education that have been sitting on the back burner. One topic I'll be pursuing is the accessibility of technology for people with disabilities.
I have to admit that this is an area I haven't considered in my fervor to integrate technology. It is, however, an issue that I've noticed more and more in the material I come across. Like this article in Campus Technology entitled "Department of Ed Expands on Accessibility Issue in Ed Tech", most point out that education is meant to be provided to everyone no matter what form it takes. Web content providers, such as myself, need to take this into account as we publish our material for use in the classroom. W3C, the World Wide Web Consortium lists some areas to consider:
- alternative text for images
- keyboard input
- transcripts for podcasts
Please share your thoughts or send me resources to accomplish this. If you like, I can post a follow up entry in the future.
On a different topic, I am gearing up for the ISTE 2011 convention in Philadelphia. I have a poster session on Wednesday, June 29 from 11am-1pm. If you're attending the convention I hope you take time to stop by and say hi.
Sunday, May 15, 2011
President Obama, what's next?
Image via WikipediaDear Mr. President,
Now that you have caught the world's most wanted man, what's next? You've proven yourself as someone who is not afraid to tackle tough issues and insurmountable tasks, so may I suggest education? I can imagine the look on your face right now. Although education is a popular cornerstone in politics, getting two people to agree on what should be done is about as popular as ... well, healthcare. I'm sure you have many gray hairs to blame on that battle, but don't despair.
Let me remind you of what you said in Cairo on June 4, 2009:
"I know there are many – Muslim and non-Muslim – who question whether we can forge this new beginning. Some are eager to stoke the flames of division, and to stand in the way of progress. Some suggest that it isn't worth the effort – that we are fated to disagree, and civilizations are doomed to clash. Many more are simply skeptical that real change can occur. There is so much fear, so much mistrust. But if we choose to be bound by the past, we will never move forward. And I want to particularly say this to young people of every faith, in every country – you, more than anyone, have the ability to remake this world."
That went over pretty well didn't it? From Tunisia to Syria, people are rising up in popular protests and, although it may be premature to judge how this will turn out, I think most feel it is a good thing. A number of countries are shedding dictatorships and hoping for an equal distribution of wealth and opportunity. So let's start another revolution---one in this country that affects us all. Let's talk about public education.
As I see it, there are three points of view in this debate: politicians, school administrators, and teachers. All three purport to have the students' best interests in mind. The main difference is that the first two depend on statistics to make their points and the last has actual contact with the students. I'm not against the use of statistics in making policy decisions, but here's the problem: statistics require data, and data needs to be something you can quantify or measure. This brings us to a sheet of paper with an array of bubbles marked A, B, C, & D. As most teachers can tell you, standardized testing is a convenient way to give a test, but the results only give you a glimpse of a child's mind. Most of these tests measure the lowest levels of thinking: recall, comprehension, and application. It isn't easy to formulate an assessment that measures critical thinking, problem solving, and innovative use of knowledge; attributes you have valued in your education plan. Clearly, something was wrong when test taking skills became the priority for school districts and parents, rather than the students' intellectual growth, and so I am glad to read your recent comments on this.
In March, you urged Congress to come up with a new plan for education. It seems the No Child Left Behind plan of your predecessor isn't quite working out as it was thought it would. According to the Huffington Post, " The Education Department estimated last week that the percentage of schools labeled as 'failing' under the law could more than double this year, jumping from 37 percent to 82 percent as states boost standards to try to satisfy the law's mandates." You said, "In the 21st century, it's not enough to leave no child behind. We need to help every child get ahead. We need to get every child on a path to academic excellence." I don't mean to put any more pressure on you, but you have to know that it starts at the top and works its way down. Administrators will do what the politicians tell them, the teachers will do what the administrators tell them, and the students will do what the teachers tell them. Why is it that teachers seem to be the focal point on whether or not these plans are successful? Yes, there are some bad teachers just as there are bad doctors or bad brick layers; all should be held accountable. But a growing sentiment among teachers is 'don't blame the soldiers for losing the war.'
No one becomes a teacher because it's a glamorous job. It isn't high paying and for those who are quick to point out the summers off as a luxury, let me ask you this: How many occupations require a person to work a full day's work, and then to go home and work several more hours each night? I don't see airline pilots taking a 747 home with them, or a nurse with a car full of patients. How many occupations necessitate that hours of work are done every weekend? I'm sure there are some, lawyers working on briefs, or accountants balancing numbers in their after hours, but how does their pay compare to that of a teacher? Teachers aren't only grading papers, but planning, creating, and researching for their work as well. Beyond the children they are in charge of, they also coordinate with their peers, administrators, and parents. A teacher's day doesn't end with the final bell. I'm not against year-round schooling or extending the school day, but I am keenly aware of time dedicated teachers put in outside of the classroom.
So where should you start? If you truly want 21st century learning, then take a hard look at the 20th century approaches we cling to. There is enough course material to fill any textbook or standardized test at any grade level many times over. This coverage is referred to as "a mile wide and an inch deep." So what is the absolute knowledge required for today? Is it the same as the previous century? This is a formidable examination to pursue, but one that is decades overdue.
Next, ask yourself how much weight do you want to give this content knowledge. Do you think it is more important that students are knowledgeable, or that they know how to find the information they need and how to use it? Remember those bubble tests; what are they measuring? Content knowledge is important, but not as much as it used to be. My smart phone can provide me with the answers to a million questions. Even still, I think it was Jefferson's mind rather than his library that made him a great thinker.
The next aspect to examine is whether there is a model of education that is flexible enough to meet each student's needs. For a long time it was 'one size fits all', It isn't easy to adapt lessons or assessments for every individual. Not impossible, but not easy. Your course material and testing needs to be fluid if you truly want to meet each students' needs. The good news here is that technology will enable us to to accommodate, challenge, and assess a wider range of students more easily.
These are just some of the tenets that need to be addressed. I don't mean to discourage you, but education reform is much more complicated than the revision of health care. As usual, there will be a chorus of dissenting voices, but I feel politicians need to understand that true change isn't going to occur just by raising test standards. This isn't an issue that lasts one news cycle or a 6 month re-election period. You need to filter out that noise and listen to the people whose passion is education year after year. I've found the most progressive minds in education today are those educators involved with technology. They are innovative. They are problem solvers. They are what you want the students of tomorrow to be. I am encouraged by what I've been hearing lately on the DOE's efforts. I wish you luck and will support your efforts for true reform in education.
Test Problems: Seven Reasons Why Standardized Tests Are Not Working
National Education Technology Plan 2010
New lesson posted: Crop Circles 2
Image by eutrophication&hypoxia via FlickrIf you're reading this then you're probably already aware that I've added a new lesson to the site: Crop Circles 2. Apart from what you can find on the lesson's page, I thought I'd add some more background on the process of creating these activities. First of all, I'm not a farmer; although I have to admit there's something about it that I find appealing. Central-pivot irrigation systems have proven to be a gold mine of content for my site. They are literally dripping with math (pun intended). This is the second lesson where they are the topic and I have two more in mind for them as well. I may try to toss out Crop Circles 3 in the next few weeks since I already have some locations scouted in Google Earth. The content for that was going to be in Crop Circles 2 but I thought it would be too large. Number 4 will probably go under a different title. That one is an ambitious project-based learning activity that I will probably work on over the summer.
A key criteria for topics in Real World Math is that they be visually appealing in Google Earth. I think most people who have viewed central-pivot irrigation from an airplane are a bit fascinated by them. Once I have the topic in mind, I need to cruise Google Earth for some good locations. There are thousands of these fields across the U.S., but there are large concentrations in Washington, Nebraska, Kansas, and Texas. Once I find some with clear views at different altitudes I begin to drop some placemarks.
Now for the Math. I already used these for word problems with circle area and circumference in the original Crop Circle's lesson. At that time I had the idea of finding the area of each ring in the field but that seemed too tedious of a calculation. That's basically how I decided the new lesson would use spreadsheets. I needed to find some relevant math content and so I began probing the internet for more information. There are a few sites and pdf files available but I couldn't find exactly what I wanted to know: how do they regulate the flow for each ring? I wanted some specific numbers because I always try to base my material on, well..., real world math. In the end I tried emailing some of the manufacturers of these irrigation systems. To my delight, I received prompt replies from Reinke, T-L Irrigation, and Roberts Irrigation, some of the top producers in the country. Most of the numbers they supplied me with are incorporated into the lesson.
In the end, I spend the most time creating and formatting the material for teachers. I try to check my work very carefully because I don't want to put out incorrect information or mistakes. It's quite fulfilling when I've finished and get to share it with you. Even more so if I get feedback. Please don't hesitate to contact me if you have any problems or questions. Let me know if you'd like me to target a particular grade level or subject. As always, I hope you find this useful.
Monday, April 25, 2011
Begoogled
Image by Getty Images via @daylifeJust returned from the Google Teacher Academy in Sydney and I am completely begoogled. They say you only use 10% of your brain; I'd say the same thing about my use of Google. I thought I had a good handle on most of Google's tools, but I found I hadn't come close.
There really isn't any big secret. It's all there in front of you whenever you use any Google application: Docs, Calendar, Gmail, Sites, Groups, etc. etc. Just pick your way through any one of these carefully and follow the links on the periphery. What you'll find is that the application you have grown accustomed to can do so much more. One common theme that you shouldn't overlook is the connectedness of all of the tools. You can embed a calendar in a doc and get a gmail notification if an event is added. I guess I'd say that I had all the dots laid out before me and connected in a way I hadn't seen before. It's a lot of dots.
As far as Real World Math is concerned, let's just say that I filled a notebook with ideas on the plane ride home. If you liked the recent Crop Circles' lesson, I started working on a part 2 that evolved into a part 3. Part 3 I think could be the best activity I've produced for the site yet. I'm anxious to put these new ideas out there for you.
Sydney was a fantastic city to visit; of course, it didn't hurt that the weather was perfect. The Academy lasted 1 1/2 days and was led by a great team of presenters. The participants came from around Australia, New Zealand, and surprisingly quite a few from the States. If you're interested in attending one of these events, my best advice for you is to set a Google Alert for "next Google Teacher Academy". You'll get Gmail notifications whenever similar results are posted on the Internet. These aren't planned too far in advance and so you have to stay on your toes. You might want to check this page also from time to time. I'll send out a tweet if I hear of one.
Side notes:
- If you haven't noticed RWM is now on Twitter. I'd have to say I'm not a huge fan of it yet, but I joined so that I can notify you whenever new material is posted on my site or blog.
- If you are attending ISTE 2011 in Philadelphia, I have a Poster session scheduled for Wednesday 6/29 from 11-1pm. I hope to meet you there!
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