I just watched the TED talks video Dr. Couros linked to our course wiki. Incredible. He tells three short stories, one involving the notion of ownership of airspace, one involving "talking machines" and their perils with respect to the evolution of the human voice box, and one pertaining to broadcast rights of music and the development of BMI. While these stories are seemingly not connected, there is, in fact, a common link.
The argument Lessig is attempting, successfully, to make is that the internet has the potential to revive what he calls the "read - write". That is, we, as potential creators, have the opportunity to connect and not only create, but recreate and build upon what already exists. In this way, we can make incredible progress in all areas including academics, art, literature, and so on.
Lessig phrases this in a very poignant way. He believes that, in the process of sharing and using the internet to its ability, we can produce and create for the love of the material and not for the money. He cites examples of various remixes, and some of them are hilarious, to illustrate the potential for growth upon what already exists using technology and the human imagination. Lessig is adamant that it should be viewed as permissible for people to take pieces of content already 'invented' and (re)create material and producing something new.
The most interesting part of the video is his assertion that we have a new literacy based on the digital world. At the outset of this class, I would have bristled and taken offence to this notion, but I am starting to understand and even to agree. Kids do not think, learn, or express themselves in the same way that I did just fifteen years ago. We, as an adult establishment, need to reconsider the way we view these new literacies and legitimize them so that we are not a barrier to the progress of young creative minds, but a facilitator.
This is a great idea and a truly altruistic concept, but I wonder if human nature will ever allow it to happen. One of the primary motivations for human behaviour is money and greed. While he laments the lack of common sense inherent in legal assumptions regarding copyright law, they are buttressed by a fundamental human quality, greed. I hope that the open content movement continues to build momentum, and I intend to be a part of that, but it often takes time to defeat the powerful force of human greed.
http://www.ted.com/index.php/talks/larry_lessig_says_the_law_is_strangling_creativity.html
Tuesday, March 31, 2009
Friday, March 27, 2009
Twitter Video
I just watched the most hilarious video on Twitter on youtube. http://www.youtube.com/watch?v=PN2HAroA12w
Though there is a great deal of humour involved, there are some serious questions about how the webtool should be used. Should people Twitter about nothing? Or, should people Twitter only when they have something interesting to say or share? For me, Twitter is not for self-affirmation, it is a tool I will use to connect with ideas and people. I vow never to become a Twitter addict like Craig, but I do see the tool as amazing and I will continue to use it, but not to broadcast every mundane thing I see or do. I think my frustration with facebook is the way people, at least on my friend list, use it. I hope Twitter is different and does not spiral into mere exhibitionism. I suppose it all depends on who you have on your contact list.
Though there is a great deal of humour involved, there are some serious questions about how the webtool should be used. Should people Twitter about nothing? Or, should people Twitter only when they have something interesting to say or share? For me, Twitter is not for self-affirmation, it is a tool I will use to connect with ideas and people. I vow never to become a Twitter addict like Craig, but I do see the tool as amazing and I will continue to use it, but not to broadcast every mundane thing I see or do. I think my frustration with facebook is the way people, at least on my friend list, use it. I hope Twitter is different and does not spiral into mere exhibitionism. I suppose it all depends on who you have on your contact list.
Death of the book?
As an avid reader and a lover of literature, I must express some concern over the effect of technology on reading. If educators establish their own creative commons in the digital world and spend large amounts of time online, it has the potential to take away from time available for reading. Similarly, society at large is spending more and more time online.
I actually consulted our school librarian to see if she had any data on numbers of books signed out to see if an overall decline in reading was occurring. I was surprised to see that the number of books signed out has been steadily increasing over the last few years. During the last calendar year, our school of 430 kids has signed out almost 15000 books! That is fantastic!
It is interesting to note, however, that kids do virtually no research through library books anymore. Instead they rely on the internet as a resource. I have to admit, it is far easier to find information online, but there is a nostalgic part of me that longs to be on the 4th or 6th floor of the UofS library all by myself gently opening an old hard-cover book that has not been touched in 20 years. Perhaps that is my inner historian speaking.
I value reading and, though I want my students and my own children to be immersed in the digital world, I also want them to read. While reading seems to be alive and well at present, I hope we guard against its extinction. I guess it is all about balance.
I actually consulted our school librarian to see if she had any data on numbers of books signed out to see if an overall decline in reading was occurring. I was surprised to see that the number of books signed out has been steadily increasing over the last few years. During the last calendar year, our school of 430 kids has signed out almost 15000 books! That is fantastic!
It is interesting to note, however, that kids do virtually no research through library books anymore. Instead they rely on the internet as a resource. I have to admit, it is far easier to find information online, but there is a nostalgic part of me that longs to be on the 4th or 6th floor of the UofS library all by myself gently opening an old hard-cover book that has not been touched in 20 years. Perhaps that is my inner historian speaking.
I value reading and, though I want my students and my own children to be immersed in the digital world, I also want them to read. While reading seems to be alive and well at present, I hope we guard against its extinction. I guess it is all about balance.
Intellectual Property
I just watched a great video that was recommended on Twitter by Alec Couros. The URL is http://www3.nfb.ca/webextension/rip-a-remix-manifesto/?film=11 and the video is called RIP: A Remix Manifesto. It discusses the notion of copyrighting ideas and explains the devious and greedy history behind copyrighting. I had no idea that a living organism could be copyrighted!
It was fascinating to listen to a former Clinton staffer explain the planned shift in the American economy from things to ideas. I had no idea that allowing low-wage manufacturing jobs to go to Asia was a conscious decision. The Americans miscalculated badly - they believed that they could convince the WTO to enforce American copyrights of American ideas. Their intention was, essentially, to create a closed intellectual world in which they would have to be paid for any use, extension, or manipulation of any idea they claimed to be their property.
American copyright laws extend even to medications for diseases such as AIDS. Thankfully, some countries, such as Brazil, are defying these laws to produce copies of these drugs at a fraction of the cost. This is an illustration of how amoral copyrighting can be. If we are to move forward and prosper not as a nation, but as a planet, we need to combine our thinking, not keep it private.
The video then discusses the creation of creative commons - a digital space where music is shared, altered, and recreated. This is a truly profound concept and I think it is particularly relevant to education. The PLC movement is a start, but on a really small scale. Technology provides the keys for educators to create our common spaces and develop our craft as a collective. The days of hoarding unit plans in dusty filing cabinets must end - by working together and thinking together, we all gain.
It was fascinating to listen to a former Clinton staffer explain the planned shift in the American economy from things to ideas. I had no idea that allowing low-wage manufacturing jobs to go to Asia was a conscious decision. The Americans miscalculated badly - they believed that they could convince the WTO to enforce American copyrights of American ideas. Their intention was, essentially, to create a closed intellectual world in which they would have to be paid for any use, extension, or manipulation of any idea they claimed to be their property.
American copyright laws extend even to medications for diseases such as AIDS. Thankfully, some countries, such as Brazil, are defying these laws to produce copies of these drugs at a fraction of the cost. This is an illustration of how amoral copyrighting can be. If we are to move forward and prosper not as a nation, but as a planet, we need to combine our thinking, not keep it private.
The video then discusses the creation of creative commons - a digital space where music is shared, altered, and recreated. This is a truly profound concept and I think it is particularly relevant to education. The PLC movement is a start, but on a really small scale. Technology provides the keys for educators to create our common spaces and develop our craft as a collective. The days of hoarding unit plans in dusty filing cabinets must end - by working together and thinking together, we all gain.
Thursday, March 26, 2009
Cool - I just had my first meaningful interaction with a human-being on the internet. Actually, it was Steven King from this class who gave me some tips with respect to Tweetdeck - a really cool tool. I can definitely see the potential in this tool, especially for educators. I vow to experiment with Twitter every day and expand my list of contacts so that it becomes more than a novelty.
Exciting Times
I am being converted. Last night I was at school until 10pm doing spring planning, which involves setting up a power point for the Board of Education (whose power to tax has been stripped - bit of a sore spot there) to justify our programs and their expenditures. I basically took over the technology section of the power point and I plan on explaining to the Board the benefits of collective thinking among teachers, students, and human-beings in general!
We need to fundamentally change the way we think of the internet - it is not a huge encyclopedia filled with static information, but a living, learning digital organism that provides a medium that can connect us like never before.
Interviewing young teachers this spring has also been enlightening and encouraging. Almost all of the teacher candidates under 25 mention wikis, blogs, and many other webtools that will enable them to connect to the entire educational establishment as well as to their students in ways they never could before. Exciting times.
We need to fundamentally change the way we think of the internet - it is not a huge encyclopedia filled with static information, but a living, learning digital organism that provides a medium that can connect us like never before.
Interviewing young teachers this spring has also been enlightening and encouraging. Almost all of the teacher candidates under 25 mention wikis, blogs, and many other webtools that will enable them to connect to the entire educational establishment as well as to their students in ways they never could before. Exciting times.
Last night I sat in on "Women of Web 2.0". It was very interesting and casual in nature and I found that it afforded plenty of time to surf the various sites they suggested. It was particularly interesting because it basically consisted of regular educators who have been actually using these various technologies. I think that the boundary between theory and practice is being bridged in a very meaningful way in this sense.
I did, however, find some of the speakers to be self-important. They frequently expressed their utter disdain for those not using these technologies and showed no hesitation in patting themselves on the back for being such wonderful educators. I think it is precisely these types of attitudes that are preventing the more rapid normalization of the web 2.0 concept. It is also these types of attitudes that make me feel self-conscious and keep me in 'lurker' mode. I congratulate most of the people I have met online, especially the ones in this class, for being so open, accepting, and understanding. There are some, however, who could stand to stop looking down on educators not in the technological loop and start helping out to bridge those gaps.
I did, however, find some of the speakers to be self-important. They frequently expressed their utter disdain for those not using these technologies and showed no hesitation in patting themselves on the back for being such wonderful educators. I think it is precisely these types of attitudes that are preventing the more rapid normalization of the web 2.0 concept. It is also these types of attitudes that make me feel self-conscious and keep me in 'lurker' mode. I congratulate most of the people I have met online, especially the ones in this class, for being so open, accepting, and understanding. There are some, however, who could stand to stop looking down on educators not in the technological loop and start helping out to bridge those gaps.
Monday, March 16, 2009
Over My Head
I am trying to understand, I really am. However, I consistently feel like an imbecile during our weekly online sessions. Many of the terms our speakers, my classmates, and our guests are throwing around with obvious comprehension are totally foreign to me.
Honestly, I have never used google and wikipedia so much! Even the simplest terms such as "Web 2.0" were foreign to me at the outset of this course. I usually write down a list of terms as the speakers are presenting and spend the week trying to figure out exactly what was being said.
The good news is that I am making progress. I understand the notion of "Web 2.0" and many of the related terms and concepts. Using them is, however, proving to be somewhat more difficult. While I have a plan for my digital project, it is still a work in progress.
The most important thing about my meager progress is that I am starting to enjoy 'playing' online and interacting and creating new material. I understand why many are claiming that we are on the verge of an educational revolution in terms of how we use technology. At first, I scoffed at the term "revolution", but I have come to agree.
Honestly, I have never used google and wikipedia so much! Even the simplest terms such as "Web 2.0" were foreign to me at the outset of this course. I usually write down a list of terms as the speakers are presenting and spend the week trying to figure out exactly what was being said.
The good news is that I am making progress. I understand the notion of "Web 2.0" and many of the related terms and concepts. Using them is, however, proving to be somewhat more difficult. While I have a plan for my digital project, it is still a work in progress.
The most important thing about my meager progress is that I am starting to enjoy 'playing' online and interacting and creating new material. I understand why many are claiming that we are on the verge of an educational revolution in terms of how we use technology. At first, I scoffed at the term "revolution", but I have come to agree.
Private Education
I found it interesting and unfortunate that Will Richardson, last week's speaker, is putting his children into a private school. I have a fundamental problem with the notion of the privatization of education. I view it as elitist and an instrument of social and economic segregation.
In Canada, we like to claim to live in a tolerant, multicultural society. In a diverse nation that is composed of hundreds of linguistic, ethnic, and religious groups, we do not share many common experiences. As such, the commonality provided by our public education system affords one of very few common experiences and is, therefore, an important instrument of national cohesion.
We must examine what exactly it is that makes us Canadian. I believe one of our fundamental national tenets is tolerance. To endorse any educational system other than public is to turn our backs on tolerance and encourage economic and social elitism. It is important that all of our young people, rich and poor alike, are exposed to our tremendous national diversity in order to foster understanding and tolerance. A private system works directly against that goal by creating tangible and intangible barriers between the 'haves' and the 'have-nots'.
I truly believe in what I am doing in the public education system and I will prove my belief by enrolling my own children. I always find it interesting that teachers and proponents of emancipatory pedagogy and social improvement occasionally endorse educational segregation.
In Canada, we like to claim to live in a tolerant, multicultural society. In a diverse nation that is composed of hundreds of linguistic, ethnic, and religious groups, we do not share many common experiences. As such, the commonality provided by our public education system affords one of very few common experiences and is, therefore, an important instrument of national cohesion.
We must examine what exactly it is that makes us Canadian. I believe one of our fundamental national tenets is tolerance. To endorse any educational system other than public is to turn our backs on tolerance and encourage economic and social elitism. It is important that all of our young people, rich and poor alike, are exposed to our tremendous national diversity in order to foster understanding and tolerance. A private system works directly against that goal by creating tangible and intangible barriers between the 'haves' and the 'have-nots'.
I truly believe in what I am doing in the public education system and I will prove my belief by enrolling my own children. I always find it interesting that teachers and proponents of emancipatory pedagogy and social improvement occasionally endorse educational segregation.
Wednesday, March 11, 2009
Teacher/Student contact on Facebook
I found it interesting to hear, during last evening's class, that many teachers are in contact with current students on Facebook. I have discussed this topic in a previous post, but I feel I must state my opinion, as a teacher and an administrator, more clearly.
I realize that Facebook can erase barriers as a social networking tool, but I think it is important that there are some barriers between teacher and student. In a world of sensational media, we, as educators, must safeguard our professional reputation against misconception and misunderstanding. Specifically, while there are teachers who are well-meaning with respect to using a tool such as Facebook, there are also those who are unscrupulous. Children are vulnerable, and their safety, as well as the safety of the professional reputation of teachers, must be protected.
We must be cognisant of public perception. Having students as 'friends' on Facebook will certainly have perceptual ramifications. I refuse to put my career, as well as the perception of my profession, at risk in this way. I am not comfortable with having any contact with any students that could be construed or misconstrued as personal. I don't find it necessary to have contact with my students in this way and I advise teachers in my charge to avoid such relationships.
I realize that Facebook can erase barriers as a social networking tool, but I think it is important that there are some barriers between teacher and student. In a world of sensational media, we, as educators, must safeguard our professional reputation against misconception and misunderstanding. Specifically, while there are teachers who are well-meaning with respect to using a tool such as Facebook, there are also those who are unscrupulous. Children are vulnerable, and their safety, as well as the safety of the professional reputation of teachers, must be protected.
We must be cognisant of public perception. Having students as 'friends' on Facebook will certainly have perceptual ramifications. I refuse to put my career, as well as the perception of my profession, at risk in this way. I am not comfortable with having any contact with any students that could be construed or misconstrued as personal. I don't find it necessary to have contact with my students in this way and I advise teachers in my charge to avoid such relationships.
Thursday, March 5, 2009
Intimidated
I am intimidated by technology and the internet. When Alec and others are discussing Twitter, Scype, Delicious, and other sites, I have to admit, I am clueless and lost. I do have a Twitter account, but I have to confess, I really don't understand what it is or why I have it. I am trying to overcome my fears and explore, but there are really two barriers for me.
The first barrier is self-consciousness. I am a confident person and I do not have trouble socializing or exploring my world. When put on-line, however, I am nervous and embarrassed at my ignorance. I feel like others will ridicule me and that I really have nothing to add to any technology-related conversation. There are times during class when I am tempted to take the mic and voice my opinion, but am paralyzed by self-consciousness. I know I have to get over these barriers, but I am finding it difficult. I believe there are others like me in the class who are feeling the same way, but I hope we can all get over it together.
The second barrier is time. Learning all of this new information and overcoming my feelings of inferiority require that I spend hours experimenting online. Being a relative rookie administrator and a father of a toddler and a newborn are demanding roles and are dominating my life at present. I have not, to this point, devoted the time necessary to really acclimate myself to these technologies. I need to find time to really attack this and stop procrastinating.
The first barrier is self-consciousness. I am a confident person and I do not have trouble socializing or exploring my world. When put on-line, however, I am nervous and embarrassed at my ignorance. I feel like others will ridicule me and that I really have nothing to add to any technology-related conversation. There are times during class when I am tempted to take the mic and voice my opinion, but am paralyzed by self-consciousness. I know I have to get over these barriers, but I am finding it difficult. I believe there are others like me in the class who are feeling the same way, but I hope we can all get over it together.
The second barrier is time. Learning all of this new information and overcoming my feelings of inferiority require that I spend hours experimenting online. Being a relative rookie administrator and a father of a toddler and a newborn are demanding roles and are dominating my life at present. I have not, to this point, devoted the time necessary to really acclimate myself to these technologies. I need to find time to really attack this and stop procrastinating.
Sunday, March 1, 2009
Unreliable
If I have a 'problem' with technology in the education arena, it is its unreliability. I have been to many presentations that have been ruined by a technological blunder or equipment failure. In fact, throughout this masters program many of my classmates have been foiled by technological unreliability. These malfunctions tend to happen at the most inopportune times. I have seen wedding reception power-points go badly awry, embedded video fail to play for students attempting to present their materials, and whole labs lose internet access just when my history students have computer time booked.
Despite the fact that technology has changed education and will certainly continue to do so, there are many problems with reliability and application that must be improved upon. It seems to me that many networks and computer systems are unnecessarily complicated. For example, our school division technology department was beaming over its installation of kilometers of state of the art wire in our building this summer. This seems like a step backwards. Why are we installing a spaghetti-like mess of extremely expensive wire when we are supposedly in the 'wireless' age? This is just a small example, but my point is that technology is, at present, both complicating and unreliable. I believe we are still in the embryonic stage of technological development and application and that must has to be done to make things simpler and more practical for the masses.
Despite the fact that technology has changed education and will certainly continue to do so, there are many problems with reliability and application that must be improved upon. It seems to me that many networks and computer systems are unnecessarily complicated. For example, our school division technology department was beaming over its installation of kilometers of state of the art wire in our building this summer. This seems like a step backwards. Why are we installing a spaghetti-like mess of extremely expensive wire when we are supposedly in the 'wireless' age? This is just a small example, but my point is that technology is, at present, both complicating and unreliable. I believe we are still in the embryonic stage of technological development and application and that must has to be done to make things simpler and more practical for the masses.
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