Writing is my artistic expression. My keyboard is my brush. Words are my medium. My blog is my canvas. And committing to writing daily makes me feel like an artist.
“The two skills of modern business: Storytelling and spreadsheets.
Know the numbers. Craft the narrative.”
But it made me think of a third skill: understanding the technology we use.
It’s not enough to know the numbers, you have to know what to do with the numbers. It’s one thing to be able to look at an excel spreadsheet, it’s yet another to know how to use pivot tables and macros in order to make those numbers really useful to you.
It’s not enough to craft the narrative unless you know how to use the advertising, social, and search tools to deliver that message. It’s one thing to craft a narrative, it’s yet another to get that story or message to the people who need to hear it.
Too often we understand the basics of using tools, but we don’t know how to harness all the features and benefits of our tools. Excel can help manipulate and make sense of data far more than I’m capable of using this powerful tool. Zoom allows breakout rooms and surveys that most people don’t use. PowerPoint can record, and translate, and follow different paths depending on responses to questions. Twitter is more powerful if you understand hashtags. Website analytics can tell you where people are visiting your site from, what they click, and what pages they leave your site from.
Yes, we need to know the numbers, and be able to craft a narrative, but we also need to know how to harness the power of the tools we use to make sense of our numbers, and to transmit and share our narrative to its intended audience.
“Technological change is neither additive nor subtractive. It is ecological. I mean “ecological” in the same sense as the word is used by environmental scientists. One significant change generates total change. If you remove the caterpillars from a given habitat, you are not left with the same environment minus caterpillars: you have a new environment, and you have reconstituted the conditions of survival; the same is true if you add caterpillars to an environment that has had none. This is how the ecology of media works as well. A new technology does not add or subtract something. It changes everything.” ~ Neil Postman,Technopoly: The Surrender of Culture to Technology
A tool is just a tool!I can use a hammer to build a house and I can use the same hammer on a human skull.It’s not the tool, but how you use it that matters.
That’s how technology isn’t just ecological. Adding a caterpillar to an environment changes the environment, it changes the equilibrium in unforeseen ways, but ways that are inevitable based on all the moving parts seeking to find a new balance. The environment finds a new homeostasis.
Technology has bias. It has uses, and it has unintended uses. A technological advancement doesn’t just have unintended consequences, it also has unintended uses and misuses. When it is misused, the response is often an over-reaction. We’ve seen that in schools with internet filters, cell phones, and social media.
Technology also has bias in what we pay attention to. The idea of a multiple choice test is a technology that made questions about ‘the what’ of specific content more relevant than ‘the how’ and ‘the why’. It also invited teachers to develop questions and answers designed (on purpose and by mistake) to confuse the student… after all, it defeats the purpose of a multiple choice test to have only one answer be relevant, but only one answer is ‘right’.
A laptop in a student’s hands is a powerful tool for learning, and it’s a powerful tool for distraction. It’s a window into the world, it’s also a tool that can isolate students from their peers. It’s a way to transmit information to students, it’s also a way to give them voice and choice in a project.
In each of these cases, technology is disruptive. It alters the environment in unforeseen ways that do not move towards a new equilibrium. Technology doesn’t move the environment towards homeostasis, instead it undermines norms. It invites uses and misuses that are unintended or unwelcome, and that brings new concerns as well as new opportunities.
Technology doesn’t just change our relationship to the tool, it changes the relationship to our environment. It changes everything.
However, we can expect tools to be used in unexpected ways, and we can respond with intention and purpose, which is a lot different that anger and frustration.
We can ask ourselves what the intentions of a tool’s use are, and we can reflect on whether these intentions are being met. Technology will fundamentally change our learning environments, technology will support and/or undermine our intentions. We are better off influencing this bias thoughtfully rather than letting unintended biases undermine us. Hammers can produce some amazing work, or they can cause a lot of damage.
I recently revived my podcast. I’ve had conversations with Kelly Christopherson, Jonathan Sclater, Joe Truss, and Dave Sands. Because of COVID-19, I can’t sit next to people to interview them for my podcast. I couldn’t do that for Kelly in Saskatchewan or Joe in California anyway, but for sure that would have been the preferred approach to interview Jonathan and Dave. For all 4 of these interviews I used Zoom, and Dave and I were talking last week about the idea of also putting the podcast out on video. So, here it is, my podcast with Dave Sands in video form.
Description: This is the video version of Podcasting Pair-a-Dimes #28 with David Truss. My guest is Principal Dave Sands. We discuss 7 tips to help parents, who are supporting their kids learning at home (as a result of remote learning due to COVID-19). The 7 tips are:
Manage Expectations
Make a Schedule
Minimize Distractions
Learning occurs everywhere
Set daily and weekly goals
All screen time is not created equal
Model learning.
I think this topic is relevant almost everywhere in the world right now, and I believe that we discussed some great tips for parent, not only when dealing with their kids learning at home, but also in general to support their kids success at school.
I’ve been ‘playing’ with digital learning and technology for a while now. My first blog post was in 2006 and my first podcast was in 2012. It’s Sunday night and I published a podcast over an hour ago. It usually takes a while to get onto iTunes, because first it has to go to a podcast hosting site called Blubrry. I did this a week and a half ago, and it went to Blubrry and then to iTunes pretty quickly. But tonight the new podcast won’t move to that first step, and I have no idea why? Even after I ‘ping‘ the website, (even though that should happen automatically), my post won’t go to Blubrry. That’s the frustrating thing, I don’t think I did anything different but somehow it won’t work. It might need time, and everything will be fine in the morning by the time this is published. It might not and I’ll have a whole lot of troubleshooting to do.
I do podcasts for fun. I do podcasts to learn. I’ll learn from this, but right now it doesn’t feel like fun.
Educators, as you head into the new world of ‘remote learning’, while we cope with social distancing, empty schools, and COVID-19 continuing to keep us physically separate, please realize that the technology doesn’t always work as planned. It doesn’t always work for the neophytes, and it doesn’t always work for the people like me that think they know what they are doing. When you get frustrated, and you will, remember this: Remember a time when you were really excited to teach a lesson. You stayed up late figuring things out and setting up the handouts for kids. Then you got to school and the photocopier jams horribly. You have no time to get your printing done. Dang! Your whole plan is done and needs reworking. At that point, you didn’t say to yourself, “That’s it, I’m never using the photocopier again!” That would be silly.
You’ll try using some technology for the first time and it won’t go as planned. You’ll try doing a video conferencing lesson and it will flop. You’ll have students doing things you didn’t expect them to do. And you’ll work it out. You’ll connect with your students. You’ll laugh at yourself and they’ll laugh too. You’ll get a lesson or two from a student that knows more than you. And soon, you’ll feel much better about the technology and the strategies you are using.
Oh, and even then, there will be times when the technology doesn’t work… and that’s ok.
Across the globe schools are closing due to Covid-19 and the learning is being moved online. I recently shared in my Daily-Ink post, ‘Novel ideas can spread from a novel virus‘:
Discussion about the possibility of remote learning invites questions about blended learning where some of the work, both asynchronous and synchronous, is done remotely. It also invites conversations and questions about what we should be spending our time on when we do get together?
…this virus is impacting the world the way it is might impact how we think about operating our schools and businesses in the future. What excites me isn’t the idea that more work might be done remotely, but rather the ideas behind what we do when we connect face-to-face, and how we use that time? Will we focus more on collaboration, team building, social skills, construction and creation of projects, and more personalized support? How will we engage students in learning when they might not be coming to school every day?
With the shift of learning at school moving digital, the only thing that seems to be shared on my Twitter feed as much as Coronavirus updates are online resources. There are tons of free resources that you can use/share and teach with. But the idea that all we need to do is put work we are usually doing in a class online can lead to disengaged and overworked students.
“In a world where information is abundant and easy to access, the real advantage is knowing where to focus.” ~ James Clear
Here are a few things to think about as course content is moved online, and lessons are taught from a distance:
What can you do synchronously? There are amazing tools like Microsoft Teams and Zoom that allow you to meet with students. How will this time be used? Will you lecture or allow students to meet in groups? Will it be a Powerpoint presentation or a discussion? If you are giving a presentation that can be pre-recorded or viewed online asynchronously, then are you utilizing your synchronous time effectively?
What can you edit out? Taking everything you do face-to-face and trying to put it online will be overwhelming, especially for students that already struggle in class. What are the essential things students need to learn? What skills and competencies do they need and how can you create a positive learning environment to learn these skills?
What assignments can you create that engage the learner with questions that do not have a single correct answer? How can you make the assignments open ended? For instance, these video writing prompts invite students to personalize their writing, and can provide a variety of writing samples that can show you their writing competencies… while not being cookie-cutter assignments that box students in. The videos are easy to embed and share, and the answers can promote great discussions when you meet synchronously.
To summarize, ask yourself a few questions when you are shifting from regularly meeting students to providing an online/digital program:
What should you do to most effectively utilize synchronous time, when you have it scheduled?
What can you take out of your course so that you are reducing the expectations of students working from home, with less support than they get at school?
How can you make assignments engaging, interactive, and interesting?
What kind of things will you assess and how can you ensure that assessment is something that authentically assesses the students skills and competencies?
How can you shift the learning experience beyond just shifting everything online?
I wrote and believe that we should be ‘tool agnostic‘ in schools,
“We should ensure every student has a good tool available to them, and we should ensure we use these tools when it benefits to have the whole class on the same tool. However we should also give students choice when we can, and be tool agnostic… as long as the tool they use does not hinder their ability to accomplish the tasks they want or need to do.”
I still believe this, but I’m noticing that the suite of tools we are providing are locking kids in to a degree. If I am in a Microsoft district and I’m going to collaborate on a presentation, I’m going to find it easier to use PowerPoint since everyone already has collaboration accounts. Likewise with Google and their slide presentation tool.
A Microsoft using teacher doesn’t have to leave OneNote to mark and give feedback to a PowerPoint, but does need to for Google slides. A Google school might also be a Chromebook school, reducing choice of tools even further.
It’s one thing to say we are tool agnostic, and yet another to realize we are pushing students into using common tools for ease of use for both students and teachers.
I’m not saying this is necessarily a bad thing, it provides equity with ever improving tools, but I am recognizing that we are moving students away from being tool agnostic and it’s something to think about.
When I think about sitting around a campfire, I think of camping in the summer with family and friends. No matter the plans for the day, the evening brings everyone together, adults and kids, sitting around a crackling fire, with marshmallows, s’mores, and poking sticks stirring the flames. The fire is a communal event, with laughter and storytelling weaved into light conversations, in a common shared experience.
I came across this quote recently:
Technology is the campfire around which we tell our stories. –Laurie Anderson
Think about how technology has changed our storytelling! Books and movies have captivated our imaginations, and the internet allows us all to share our ideas around a global campfire. We have this amazing ability to communicate with each other now, and how is it being used?
Since we are truly at a stage where we can sit around a global campfire, what stories are we choosing to tell?
We already have cyborgs living among us. Glasses and contact lenses are not built into us, but they allow those with poor sight to do more than if they didn’t have them. My uncle had a mechanical heart. My friend’s dad has had a pacemaker for decades now. Some diabetics have sensors embedded in them, either fixed or temporarily. These are not enhancements as much as accommodations to aid a deficiency, but how long will it be until we are all cyborgs in some way?
Imagine sensors in your eyes identifying someone from 150 feet away and letting you know their name before they come into focus. Imagine hearing a phone message from within your ear. Imagine a sensor telling you that you are having a mild heart attack before your body gives you any sensory indication of the oncoming issue.
There are apps that exist that can already tell you when people you know are nearby. Bluetooth let’s you have voices go privately to your ears without your phone being close to your head. Fitbits and Apple watches monitor your health regularly and more closely than we’ve ever been able to be monitored before. Apple watches are already saving lives.
How long until these external tools are embedded in us? Part of us? Enhancing us? We will be cyborgs in the future, because to choose not to be will be to choose to have a deficiency compared to those around us.
A tool is just a tool!I can use a hammer to build a house and I can use the same hammer on a human skull.It’s not the tool, but how you use it that matters.
The tools we use and what we use them for matter. But more than ever we should be agnostic about the tools being used… as long as they are being used well! For example: We are a Microsoft school district and so we use Teams, OneNote, Word, PowerPoint, and MS Forms among other tools in the suite. This is an excellent set of tools that allow us to know that if a student wants to collaborate on a document or create a presentation, then they have what they need to do the job well, with a great tool intended for that purpose. That said, we are also a BYOD (Bring Your Own Device) district and students come with other tools, or like to use other tools that they prefer.
Should we make a group of student collaborate on OneNote or Teams, if they all want to use Google Docs?
Should we make a student present in a PowerPoint if they want to use Apple Keynote?
Should we tell students Microsoft Forms are the only forms they can use?
No.
We should ensure every student has a good tool available to them, and we should ensure we use these tools when it benefits to have the whole class on the same tool. However we should also give students choice when we can, and be tool agnostic… as long as the tool they use does not hinder their ability to accomplish the tasks they want or need to do.
It’s not the tool, but how you use it that matters.
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* Related to this, at Inquiry Hub we’ve had a couple students at the school create their own presentation software, which has been used at school functions like our Open House presentations!
What starts out as a luxury often becomes essential… something we struggle to live without. Think of indoor plumbing. Water when you want it, for drinking, cleaning, and flushing waste. At one point these were things you couldn’t do, later they were luxuries reserved for the rich. Now in a ‘developed’ country indoor plumbing is essential.
Phones used to be a luxury item. Then, like running water, they became essential. Our (personal) phones used to be tied to a single location, our homes. At first the chord was 3 feet long, and we were tied to the room it was in. Then the chords got longer and/or the line to the phone was extended, and suddenly my sisters could make private calls from their bedroom or the bathroom. Then came cordless phones and we could even make calls from the back yard or the garage. Then came the cellphone.
The first mobile phone call happened in 1973. The first commercial mobile phone arrived in 1983 and cost close to $4,000. IBM came out with the first smart phone in 1993. In 2005 the first Blackberry came out. In 2007 there were about 295 million people using 3G around the world. And in 2008 the first iPhone came out.
Now, carrying a phone with you is no longer a luxury, it is almost as essential as indoor plumbing. But is it truly a luxury?
I love having Google at my fingertips. I don’t love the access to work email when I’m home with my family. I love being connected to family on a group Snapchat we share. I don’t love telemarketing phone calls interrupting me. I love having an audio book with me at all times. I don’t love talking to people who interrupt our conversation for a phone call, or an alert. I especially don’t love when it’s my phone doing the interrupting… because I can be just as guilty at times.
In the move from a luxury item to an essential item, our phones have changed our behaviour, our communication, and our relationships to one another in significant ways. We are always connected, always available, and always reactive to a device we take everywhere we go. A cellphone is no longer a luxury. It is convenient but can be inconvenient too. It is definitely a distraction.
Here is a parting question: If cellphones were a species, would this be a symbiotic relationship or would we would be the hosts in a parasitic relationship where the phones benefited more from us than we benefit from them?
