At Harvey Mudd College in California, about 40 percent of the computer science majors are women. That’s far more than at any other co-ed school. And it’s thanks in large part to the school’s president, Maria Klawe. She has worked hard to keep women interested in computer science and empower them to succeed in the field.
“I do not feel obliged to believe that the same God who has endowed us with senses, reason, and intellect has intended us to forgo their use and by some other means to give us knowledge which we can attain by them.”—Galileo Galilei
“Test scores are a rough proxy for learning. Tests imperfectly examine selected domains of skills, so that we can infer what students know. Real learning occurs in the mind of the learner when she makes connections with prior learning, makes meaning, and retains that knowledge in order to create additional meaning from new information. In short, with tests we see traces of learning, not learning itself.”—Principal: ‘I was naïve about Common Core’ (via gjmueller)
Where do I begin? I spent the last thirty minutes listening to a group of arrogant and condescending non educators disrespect my colleagues and profession. I listened to a group of disingenuous people whose own self-interests guide their policies rather than the interests of children. I listened to a cabal of people who sit on national education committees that will have a profound impact on classroom teaching practices. And I heard nothing of value.
“I’m thinking about the current health care debate, “I said. “And I am wondering if I will be asked to sit on a national committee charged with the task of creating a core curriculum of medical procedures to be used in hospital emergency rooms.”
The strange little man cocks his head and, suddenly, the fly on the wall has everyone’s attention.
“I realize that most people would think I am unqualified to sit on such a committee because I am not a doctor, I have never worked in an emergency room, and I have never treated a single patient. So what? Today I have listened to people who are not teachers, have never worked in a classroom, and have never taught a single student tell me how to teach.”
Since their release in April of 2010, Apple’s iPads have taken the US by storm. iPads have swept through almost every industry, especially education. Apple is pushing for iPad use in education, and several schools across the US have taken up the charge. The proliferation of iPads in the classroom will only keep accelerating. With these powerful mobile devices come a lot of possible benefits for educators and students alike. We all know iPads are exciting and there is a plethora of engaging apps for them out there, but do they actually improve education?
There have been many interesting studies done about iPads in the classroom and the effects on both students and teachers.
We’re now at a point where curators rule the content world, by collectively deciding whether content gets amplified or lost. As a result, quality of content is again starting to win out over quantity, with an assist from smarter search algorithms and the death of content farms. As power continues to shift to the curators, great long-form content continues to increase in value, as it’s shared and consumed by more and more people. Today, one exceptional, widely shared essay is far more valuable than a thousand disparate tweets.
The “better filters” conversation is an important one. But I don’t think it’s just about algorithms. At the end of the day, while the technology can help us aggregate potentially relevant and interesting content and information, if we don’t have the “curation” skills to make sense of it for ourselves, it doesn’t really matter much.
And, while curation may mark the return of the long form essay, just because it’s shared doesn’t mean it will get read. There is still a lot more work and thinking to do about how to cultivate reading and writing habits in ourselves and in our children that reflect the opportunities and challenges of this writing-rich moment.
Like…now that our kids have access to an authentic audience, why don’t we give them all sorts of opportunities to write about the things THEY care about in ways that have a real purpose and meaning in the world. Becoming a great writer starts with developing a passion for writing, something we too often extinguish in schools.
“I think the key to the problem is that frequently technology is placed in schools without much thought as to what problem it is supposed to solve.”—Dr. Richard Smith from the University of Houston Clear Lake (via callahaan)
Here’s some potentially huge news from the photo-editing software industry today: Adobe may be giving away its older Creatie Suite 2 for free. This includes Photoshop CS2.
It may sound sketchy or like a mistake to you, but it’s found over on Adobe’s website on a page titled “CS2 Downloads.” It appears to be down at the moment (we’re getting a “Site Area Temporarily Unavailable” message), but that may be the result of hoards of people trying to snag the software at the same time.
When it was up, the page included individual download links for the entire suite and for the individual programs in the suite. You can download Photoshop by itself if you’d like.
The sixth graders at Marymount School — an independent Catholic school for girls in Manhattan — have a problem they need to solve. The American Dental Association recommends that kids brush their teeth for two minutes, twice a day. But the students know that most kids fall well short of that goal. How — their teachers ask — can they find a solution to this challenge?
The girls open their sketchbooks and doodle possible solutions. One toothbrush plays music. Another comes with a timer. Still another has a tiny TV embedded into the handle. One model grows larger as you brush and then gets smaller when the two minutes are up.
The project takes several weeks and involves more than a few trips to the school’s Fab Lab, a state-of-the art digital prototyping and manufacturing facility that Marymount started in 2011 to more thoroughly engage its students in math and science. It’s here that they transfer their sketches to computer-automated drawings, which are then sent to the classroom’s MakerBot, a 3-D printer that seems like it was plucked straight out of The Jetsons.
While there’s a lot of laughing in the Fab Lab, the class also comes with its share of frustration as students try their hands at solutions that don’t work. That’s all part of the process, says Jaymes Dec, the lab’s administrator, who started Marymount’s program after a grant to facilitate these same kind of lessons with South Bronx high schoolers ran out. “My goal is more about inspiration than education,” he says. “I don’t believe you can just pour knowledge into students. They have to learn things by trying them out.”
1. Read the whole thing. I’ve been droning on for some time now that if we are to save schools, our value proposition has to change. We can’t be the places kids come to learn stuff that they can learn on their own in a gajillion different places now. We have to become the places where we help kids make interesting, meaningful, useful, beautiful artifacts of their learning that they can share with the real world. That’s our value moving forward. That stuff that can’t be “Khanified.”
2. This is “unflippable” if you will. I’ve come around to the idea that flipping classrooms has helped teachers individualize with students and make the content more meaningful in practice. But it’s still our content.It’s still about what we want kids to learn when we want them to learn it absent any real context or purpose that makes it meaningful outside the classroom, context that helps them to love it. I’ll take a Fab Lab every day. I’ll take spaces where kids are engaged in work that is meaningful to them, not us.
I know…the Fab Lab is hard. There’s no money. There’s no space. We’d need training. Lots of “Yeah, Buts”. But I’d argue the bigger problem is there is no vision. If we see this as better learning than the lockstep curriculum that we’re currently delivering in a variety of ways in schools, then why aren’t we fighting harder for it? Why aren’t we demanding it? Why aren’t we at least starting conversations around it?
Need a roadmap? Follow the kids at Marymount. We have a problem we need to solve. Schools are under a huge challenge from the Web, and we’re not changing. Take out your sketchpads. Start fabricating. Start talking. Start dreaming. Start creating a vision for teaching and learning that makes more sense for this moment. Engage in that conversation anywhere you can.
And then, start making stuff with your kids.
The key, as with all of hands-on learning, is for the grownups not to do what really should be the child’s work. “We want to teach kids that they have a lot of answers inside of them,” says Jason Chua, one of SparkTruck’s founders. “If you don’t get things right the first time it’s OK to continue prototyping and iterating until you find a solution that makes sense.”
We have answers inside of us, too you know. Are you iterating toward change?
“An early childhood surrounded by books and educational toys will leave positive fingerprints on a person’s brain well into their late teens, a two-decade-long research study has shown.”—~The Guardian, “Childhood stimulation key to brain development, study finds” (via reborn-pure)