As mentioned last week, my department had a planning meeting this week. I found myself engaged in the process of self-evaluation and logistical “business” while also taking a step out of the action to gain a ‘balcony’ perspective. When I started my work with Cal-PASS this year, I was asked to read an article, which summarized the idea “that leaders need to regularly ‘get up in the balcony’ and get a different perspective of everything that is going on. You also can see who is dancing well and who is struggling” (http://ezinearticles.com/?Leading-From-the-Balcony-to-Manage-Employees&id=4456853). As a classroom teacher, I felt that I was often in the balcony analyzing student performance and seeking methods to address concerns; however, being in the trenches of teaching, it was often hard to step out of the fray to evaluate when to intervene and when to let well enough alone (an important component of the balcony approach). I have a hunch I didn’t always intervene effectively…
As a new manager and educational leader, I see that my balcony perch is very different from what it was as a teacher. I know oversee colleagues who, in turn, oversee students. When think about how best to support employees, sometimes, it is by staying out of the dance so-to-speak; trusting that they will rise to the occasion to meet and exceed my expectations. When I was in charge of students’ education, I think I felt personally culpable for their successes and/or failures. Managing adults, who are working of their own free will (rather than legal requirements of attendance), it is easier to step back and watch them flourish. I was delighted this week to receive two phone calls praising my employees – there is no better reward than to know my colleagues are experiencing success and receiving well-deserved acknowledgement.
A classmate recently sent a link to a You Tube video about motivation (http://www.youtube.com/watch?v=u6XAPnuFjJc&feature=player_embedded). A highly captivating animated film, the message is clear; people want to feel part of something bigger than themselves – a higher purpose. I believe this is why many people, including me, became educators. What I think may be missing, however, is equal access to the “balcony”… let me clarify… I raised the question in another class this week about access to the “why” of the “what” we do.
When I was a classroom teacher, a number of innovative strategies were implemented to improve teaching and learning, however the “why” behind the strategy was never discussed. My personal theory is that this lack of higher-level analysis led to a lack of buy-in, follow-through, and subsequent fade out of each new initiative that came along. Last week I mentioned the suggestions on “The World Café” website for asking powerful questions (http://www.theworldcafe.com/know-how.htm#context). I have a theory that if we, as leaders, ask the “powerful” question, we can encourage the discourse that will cover the “why” – without which, the “what” will never happen.
Planning meetings often translate into more items on my “to do” list, but invariably, my sense of commitment to the higher purpose has been reinforced by these meetings. Once my faith in the virtue of being an educator is renewed, I don’t mind the to-dos, and I feel as though I do have the power to influence the greater good. Perhaps I am disillusioned, but without that naivety, I am willing to assert, there would be no educators.
Saturday, January 22, 2011
Monday, January 17, 2011
Organizational Diagnosis – Theories upon Theories
I felt a bit lost this week as I muddled through more ‘foundational’ reading as well as focused articles concerning appreciative inquiry, double-loop learning, T-Groups, and various other tools for organizational diagnosis and development. To be honest, much of the theories seem straight-forward and easy to understand, but perhaps more difficult to put into practice. I also had a recurring hunch that much of O.D. could be applied to student learning, and perhaps the reflective inquiries developed and promoted by theorists such as Lewin and Argyris should be expanded more within classroom development (http://www.infed.org/thinkers/et-lewin.htm & http://www.infed.org/thinkers/argyris.htm).
Bushe summarized:
"Socio-rationalists argue that the theories we hold, our beliefs about social systems, have a powerful effect on the nature of social "reality". Not only do we see what we believe, but the very act of believing it creates it. From this point of view, the creation of new and evocative theories of groups, organizations, and societies, are a powerful way to aid in their change and development" (http://www.gervasebushe.ca/aiodj.htm).
Bushe’s assertion made me realize the value of evaluating theories to note which components remain relevant while dismissing those which may be outdated in today’s organizational systems. When I think about the structure of my work environment and how it contrasts with my school cohort environment, I realize that I do have different beliefs about the structures and “shared meanings” of each group. I definitely see the important role individual perceptions play within the whole group ‘reality’.
My colleagues and I have a planning meeting at the start of each semester. This meeting gives us a chance to reflect on where we’ve been, where we are presently, and where we’d like to go next. I believe my supervisor embodies humanistic/democratic values, which contribute to “trusting, authentic relationships [that]…develop among people and…result in increased interpersonal competence, intergroup cooperation, flexibility, and the like and should result in increases in organizational effectiveness. (Argyris, http://accel-team.com/human_relations/hrels_06i_argyris.html).
As a classroom teacher I felt that I existed on my own boat floating in an ocean of a school. Sometimes my boat would drift up to other boats (intentionally, out of necessity, or by choice), we would sail together in the same direction for awhile, perhaps landing at the same port for a shared learning experience, and sometimes we would bring back imported goods for students such as a new reading-across-the-curriculum program… The majority of the time, however, my boat drifted somewhat aimlessly.
In contrast, I feel that being in a different type of organization has afforded me perspective on O.D., and how O.D. can (and should) be applied within different educational organizations. I appreciate our “planning meetings” and am thinking of how I will build the agenda for this week such that we ask “powerful questions” of ourselves. One website I visited articulated what constitutes a powerful question:
* Is simple and clear
* Is thought provoking
* Generates energy
* Focuses inquiry
* Surfaces assumptions
* Opens new possibilities
* Invites deeper reflection
* Seeks what is useful
(http://www.theworldcafe.com/know-how.htm#context)
Asking these types of questions will (hopefully) foster continued growth and development within my organization.
As I ponder getting into the field to observe another organization, I see the ways in which “Adding hypercompetitive economic pressures to impatience, the lure of simplicity, fear, lack of skills, and a silo mentality, slams the door on any chance for Deep Organizational Diagnosis” (http://www.hrconsultant.com/aw/aw_ter_long_term_success.html). I wonder how for-profit organizations can find a way to productivity and profit through balanced O.D. and appreciative inquiry. I sense that a positive approach is always key to building on “what’s right” as opposed to the negativity with which many organizations are criticized. I look forward to taking the observer perspective and to comparing/contrasting how a different organization responds to inquiry processes.
Bushe summarized:
"Socio-rationalists argue that the theories we hold, our beliefs about social systems, have a powerful effect on the nature of social "reality". Not only do we see what we believe, but the very act of believing it creates it. From this point of view, the creation of new and evocative theories of groups, organizations, and societies, are a powerful way to aid in their change and development" (http://www.gervasebushe.ca/aiodj.htm).
Bushe’s assertion made me realize the value of evaluating theories to note which components remain relevant while dismissing those which may be outdated in today’s organizational systems. When I think about the structure of my work environment and how it contrasts with my school cohort environment, I realize that I do have different beliefs about the structures and “shared meanings” of each group. I definitely see the important role individual perceptions play within the whole group ‘reality’.
My colleagues and I have a planning meeting at the start of each semester. This meeting gives us a chance to reflect on where we’ve been, where we are presently, and where we’d like to go next. I believe my supervisor embodies humanistic/democratic values, which contribute to “trusting, authentic relationships [that]…develop among people and…result in increased interpersonal competence, intergroup cooperation, flexibility, and the like and should result in increases in organizational effectiveness. (Argyris, http://accel-team.com/human_relations/hrels_06i_argyris.html).
As a classroom teacher I felt that I existed on my own boat floating in an ocean of a school. Sometimes my boat would drift up to other boats (intentionally, out of necessity, or by choice), we would sail together in the same direction for awhile, perhaps landing at the same port for a shared learning experience, and sometimes we would bring back imported goods for students such as a new reading-across-the-curriculum program… The majority of the time, however, my boat drifted somewhat aimlessly.
In contrast, I feel that being in a different type of organization has afforded me perspective on O.D., and how O.D. can (and should) be applied within different educational organizations. I appreciate our “planning meetings” and am thinking of how I will build the agenda for this week such that we ask “powerful questions” of ourselves. One website I visited articulated what constitutes a powerful question:
* Is simple and clear
* Is thought provoking
* Generates energy
* Focuses inquiry
* Surfaces assumptions
* Opens new possibilities
* Invites deeper reflection
* Seeks what is useful
(http://www.theworldcafe.com/know-how.htm#context)
Asking these types of questions will (hopefully) foster continued growth and development within my organization.
As I ponder getting into the field to observe another organization, I see the ways in which “Adding hypercompetitive economic pressures to impatience, the lure of simplicity, fear, lack of skills, and a silo mentality, slams the door on any chance for Deep Organizational Diagnosis” (http://www.hrconsultant.com/aw/aw_ter_long_term_success.html). I wonder how for-profit organizations can find a way to productivity and profit through balanced O.D. and appreciative inquiry. I sense that a positive approach is always key to building on “what’s right” as opposed to the negativity with which many organizations are criticized. I look forward to taking the observer perspective and to comparing/contrasting how a different organization responds to inquiry processes.
Monday, January 10, 2011
Getting Past "No"
Another quarter, a shifted perspective, and always, new questions to ponder. As I began the foundational reading for the quarter, reading about various theorists such as Lewin, Schein, and Argyris, I found myself reading through a very critical lens. I reflected on my "old" approach to reading for courses: I would dutifully read, highlight and regurgitate, assuming that what I read was the "authority" on the subject at hand and need not be questioned... If nothing else, I now read through a lens of wariness... I wonder if the "authority" (noting, the word author pops out at me when I type authority) is truly that? Because after all, couldn't we all write something and claim to be an authority? That being said, I am admittedly not an authority on organization development; therefore, I will continue my reading and exploration of the topic and utilize my filters to sort out that which resonates with my schema.
The proposed topic for this week's blog, "getting past no", offered a unique filter through which to process my reading. I read about the Society for Organizational Learning, founded by Peter Senge at MIT, and appreciated the purpose statement to assist "institutions and communities such that we continue to increase our capacity to collectively realize our highest aspirations and productively resolve our differences" (http://www.solonline.org). That sounded like a good starting point for getting past no because how can we get past the negative resolve of "no" without resolving differences, right? Schein's work highlighted finding shared meaning and developing customs, symbols, and stories that guide the culture of an organization. This again brought about my sense that finding a commonality between all parts of an organization are necessary for productivity. Argyris' double-loop learning model allows organizations to get to the heart of underlying assumptions to determine their usefulness. Lewin's perspective highlighted the importance of the individuals within the larger organization, and as I often remind myself when working with students, it is important to remember the unique qualities of every individual when trying to generalize for a larger organization, as both are arguably important.
So, to get past no, is there a simple strategy or technique? Well, there is a book (or several...) on the topic, but is there one right answer and/or authority? I think it is a combination of what researchers, authors/authorities, and participants within organizations have sensed all along... I think the word "shared" is the critical link because it highlights the need to find a common ground, culture, meaning. Without that, there can be no progress. In my reading this week, I stumbled across this quote: “It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change” Charles Darwin (found on: http://www.culturestrategyfit.com/culture-strategy-fit-profile-survey). Being responsive to change means staying open to limitless possibilities and never giving up at "no". In education, I believe (especially after viewing "Race to Nowhere" yesterday) that we owe it to students to lead in a "yes" direction. We must work collaboratively to find a shared meaning through which we can change education to meet the needs of students in the 21st century. Of course, to lead with this mission at the heart of what I do, I have to learn more about developing and leading in a learning organization... looking forward to the important lessons to come this quarter.
The proposed topic for this week's blog, "getting past no", offered a unique filter through which to process my reading. I read about the Society for Organizational Learning, founded by Peter Senge at MIT, and appreciated the purpose statement to assist "institutions and communities such that we continue to increase our capacity to collectively realize our highest aspirations and productively resolve our differences" (http://www.solonline.org). That sounded like a good starting point for getting past no because how can we get past the negative resolve of "no" without resolving differences, right? Schein's work highlighted finding shared meaning and developing customs, symbols, and stories that guide the culture of an organization. This again brought about my sense that finding a commonality between all parts of an organization are necessary for productivity. Argyris' double-loop learning model allows organizations to get to the heart of underlying assumptions to determine their usefulness. Lewin's perspective highlighted the importance of the individuals within the larger organization, and as I often remind myself when working with students, it is important to remember the unique qualities of every individual when trying to generalize for a larger organization, as both are arguably important.
So, to get past no, is there a simple strategy or technique? Well, there is a book (or several...) on the topic, but is there one right answer and/or authority? I think it is a combination of what researchers, authors/authorities, and participants within organizations have sensed all along... I think the word "shared" is the critical link because it highlights the need to find a common ground, culture, meaning. Without that, there can be no progress. In my reading this week, I stumbled across this quote: “It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change” Charles Darwin (found on: http://www.culturestrategyfit.com/culture-strategy-fit-profile-survey). Being responsive to change means staying open to limitless possibilities and never giving up at "no". In education, I believe (especially after viewing "Race to Nowhere" yesterday) that we owe it to students to lead in a "yes" direction. We must work collaboratively to find a shared meaning through which we can change education to meet the needs of students in the 21st century. Of course, to lead with this mission at the heart of what I do, I have to learn more about developing and leading in a learning organization... looking forward to the important lessons to come this quarter.
Friday, November 26, 2010
Final Thoughts...
As the fall quarter draws to a close and I think back on where I started, I realize I have experienced a paradigm shift with regard to my disposition toward technology in education. Prior to this quarter, technology served a function of necessity and convenience in my life. I used it as minimally as possible, and had only last year discovered the ease of online tools such as banking and gps functioning on my iPhone.
When I worked as a classroom teacher, I encouraged students to learn computer applications and scheduled lab time to allow students to utilize computers for research and typing papers. Now that feels very outdated and short sighted, while at the time, I thought I was legitimately bringing technology into the classroom. I did lobby to get new computers and Rosetta Stone language software into my ELD classroom, but truthfully never tracked student progress because I couldn’t figure it out… I believe now that I lacked patience and follow-though.
It is true that there is a digital learning curve, and no one, even those on the cutting edge, can ever be savvy with all of the myriad technology available. With that in mind, my hindsight tells me I could have worked harder to embrace my own learning curve, and could likely have progressed further than I have at this point. But as there is no turning back the clock… it is time to take in the lessons learned and move on.
In a meeting last, week the topic of technology for adult ESL students was raised in a discussion about how best to use grant funds. One colleague noted that she did not want more computers for English learners, whom she felt would not embrace the technology as a learning tool. In the past, I think I would have agreed with her and taken the stance that adult learners have more important things about which to learn. This week, however, I took a different approach, citing knowledge learned in class this quarter. I pointed out that the target population needs computer literacy skills. Adult learners likely have “digital natives” at home, and it is imperative that they, the parents, are savvy enough to provide access to and protection from the advancements of technology. I felt a sense of confidence in my ability to humbly challenge my colleague’s point of view, as I truly felt that I was on the right track… I suppose time will tell.
Perhaps the most important lesson I have learned is that I cannot bury my head in the sand and naively think I can ignore technological innovation simply because it is challenging to my learning style. As an educational leader, I need to lead by example, embrace the exciting capacity of technology to innovate and inspire, and maybe, just maybe, consider joining Facebook one of these days…
When I worked as a classroom teacher, I encouraged students to learn computer applications and scheduled lab time to allow students to utilize computers for research and typing papers. Now that feels very outdated and short sighted, while at the time, I thought I was legitimately bringing technology into the classroom. I did lobby to get new computers and Rosetta Stone language software into my ELD classroom, but truthfully never tracked student progress because I couldn’t figure it out… I believe now that I lacked patience and follow-though.
It is true that there is a digital learning curve, and no one, even those on the cutting edge, can ever be savvy with all of the myriad technology available. With that in mind, my hindsight tells me I could have worked harder to embrace my own learning curve, and could likely have progressed further than I have at this point. But as there is no turning back the clock… it is time to take in the lessons learned and move on.
In a meeting last, week the topic of technology for adult ESL students was raised in a discussion about how best to use grant funds. One colleague noted that she did not want more computers for English learners, whom she felt would not embrace the technology as a learning tool. In the past, I think I would have agreed with her and taken the stance that adult learners have more important things about which to learn. This week, however, I took a different approach, citing knowledge learned in class this quarter. I pointed out that the target population needs computer literacy skills. Adult learners likely have “digital natives” at home, and it is imperative that they, the parents, are savvy enough to provide access to and protection from the advancements of technology. I felt a sense of confidence in my ability to humbly challenge my colleague’s point of view, as I truly felt that I was on the right track… I suppose time will tell.
Perhaps the most important lesson I have learned is that I cannot bury my head in the sand and naively think I can ignore technological innovation simply because it is challenging to my learning style. As an educational leader, I need to lead by example, embrace the exciting capacity of technology to innovate and inspire, and maybe, just maybe, consider joining Facebook one of these days…
Saturday, November 20, 2010
Giving Thanks...
What a busy couple of weeks... With so many simultaneous group projects going on, it's a challenge to compartmentalize. Without technology, I would be lost, so I've decided to articulate those innovations for which I am especially grateful at this moment:
1) Email: Without email it would be virtually impossible to work with people residing in three different counties, working different schedules/jobs... I can only imagine what it would be like to create a multimedia project with people without email communication - I think we'd be stuck writing letters to be carried by pigeons! I am also thankful that email gives me a link to instructors, colleagues, friends and family from whom I am able to gather insight, advice and strength to aid me on my journey...
2) Cell phones: Along with email, cell phones and text messaging have brought tremendous convenience to communication lines. With three different configurations of groups, all with different members, it is a blessing to have numbers programmed into my phone and to be able to communicate from virtually anywhere... I can see how the innovations of teachers who use cell phones to engage students are likely to become increasingly popular as everyone seems to have a phone in hand these days...
3) Media tools for presentation: This blessing is mixed... As I read Todd's blog about differences of opinion, I was considering how the tools available can make one's life easier, or conversely, more problematic. I think a precedence is set by high level graphic skills of professionals, and novice users, like me, feel an insatiable need to compete with the pros for an excellent presentation. That being said, I am thankful that technology allows me to turn my amateur photos into a "neat" slide show, equipped with music. I am also thankful that media tools help me to add a professional tone to my school and work projects.
4) Electronic calendars: I think the invention of electronic calendars might be the most useful on my list... I cannot imagine getting through a day, let alone a week, without my groupwise and iPhone calendars. With meetings, presentations, and classes scheduled to the minute, I rely heavily upon my calendar to keep me focused, prepared, and on-time. I can't believe I ever used to carry a Day Runner - what was I thinking?!?! I guess in the 90's, that was cutting edge.
5) Wi-Fi (and coffee shops that stay open past 7!): I could have added electrical outlets to this item... What a necessity to be able to get out of my home space, to actually get work done. As I sit in Black Horse, thinking about the three other coffee shops I have frequented this month, I am grateful for soy chai lattes, the fact that I can plug-in anywhere and be instantly connected... Digital roaming feeds directly into my vision of school without buildings... what joy!!!
6) All things Apple in nature: I am quite certain other people love their MacBooks as much as I love mine, but let this, my final blessing counted, be a reminder that technology can be user-friendly, capable of incredible programming, fun to play with , and, to top it off, RELIABLE!!!!! Thank goodness for that!
In closing, I am thinking about how the technological blessings in my life translate into my increased efficacy as a student and educator... While I have a long way yet to go, I acknowledge that I have come from the age of Day Runner... so I've already traveled pretty far.
1) Email: Without email it would be virtually impossible to work with people residing in three different counties, working different schedules/jobs... I can only imagine what it would be like to create a multimedia project with people without email communication - I think we'd be stuck writing letters to be carried by pigeons! I am also thankful that email gives me a link to instructors, colleagues, friends and family from whom I am able to gather insight, advice and strength to aid me on my journey...
2) Cell phones: Along with email, cell phones and text messaging have brought tremendous convenience to communication lines. With three different configurations of groups, all with different members, it is a blessing to have numbers programmed into my phone and to be able to communicate from virtually anywhere... I can see how the innovations of teachers who use cell phones to engage students are likely to become increasingly popular as everyone seems to have a phone in hand these days...
3) Media tools for presentation: This blessing is mixed... As I read Todd's blog about differences of opinion, I was considering how the tools available can make one's life easier, or conversely, more problematic. I think a precedence is set by high level graphic skills of professionals, and novice users, like me, feel an insatiable need to compete with the pros for an excellent presentation. That being said, I am thankful that technology allows me to turn my amateur photos into a "neat" slide show, equipped with music. I am also thankful that media tools help me to add a professional tone to my school and work projects.
4) Electronic calendars: I think the invention of electronic calendars might be the most useful on my list... I cannot imagine getting through a day, let alone a week, without my groupwise and iPhone calendars. With meetings, presentations, and classes scheduled to the minute, I rely heavily upon my calendar to keep me focused, prepared, and on-time. I can't believe I ever used to carry a Day Runner - what was I thinking?!?! I guess in the 90's, that was cutting edge.
5) Wi-Fi (and coffee shops that stay open past 7!): I could have added electrical outlets to this item... What a necessity to be able to get out of my home space, to actually get work done. As I sit in Black Horse, thinking about the three other coffee shops I have frequented this month, I am grateful for soy chai lattes, the fact that I can plug-in anywhere and be instantly connected... Digital roaming feeds directly into my vision of school without buildings... what joy!!!
6) All things Apple in nature: I am quite certain other people love their MacBooks as much as I love mine, but let this, my final blessing counted, be a reminder that technology can be user-friendly, capable of incredible programming, fun to play with , and, to top it off, RELIABLE!!!!! Thank goodness for that!
In closing, I am thinking about how the technological blessings in my life translate into my increased efficacy as a student and educator... While I have a long way yet to go, I acknowledge that I have come from the age of Day Runner... so I've already traveled pretty far.
Thursday, November 11, 2010
Where are we headed?
1.3 billion people are currently on the on the web (http://www.youtube.com/watch?v=off08As3siM) and while “Web 2.0” may be a marketing strategy (http://www.youtube.com/watch?v=T0QJmmdw3b0), it has changed “users” of the internet to “creators” of internet content. Watching a short video about innovation for the next version of the Internet caused me to think about the complexity of a truly worldwide web. The video claimed that the Internet is currently broken and that networks need to be built and to integrate semantic technology (http://www.youtube.com/watch?v=off08As3siM). I believe inherent in this need is also the need for more equitable access to such technology. If the trends of development continue at their rapid pace with the global economy in its current state, I can only foresee a growing gap between those who are and those who are not able to connect to the digital highway.
One of the interesting questions posed in the aforementioned video was: How do we share meaning across the globe? I believe the answer to that question is much greater than anything I can conceptualize or summarize, but I’ll give it a try…
To begin, I think the notion of “Web 2.0” as a different way of building applications and the underlying architecture of the Internet is critical. The infrastructure to connect globally and permit use by pc and mobile phones generates a sense of constant connectedness and a flow of information that the world has never before realized. As the speaker in one video noted (http://www.youtube.com/watch?v=T0QJmmdw3b0), information will be distributed virally such that the intra-communication abilities of technology will create connections with which humans will have no input… forgive my slight fear of a technological domination over humans… perhaps we are already there and simply do not realize the invention has become the ultimate inventor?
Looking forward to the future of technology in the world, I am intrigued by innovations such as video sharing capabilities from cell phones (http://qik.com/), mapping software (http://www.quickmaps.com/) and unit conversion technology (http://www.convertworld.com/en/) that allow people across the globe to communicate, travel, and work across virtually all perceived barriers. With video conferencing (https://www.yugma.com/) capabilities available to anyone with an Internet connection, business, communication, and learning can theoretically take place anywhere, anytime, with anyone… Education in this model could become far more equitable as access is, or at least could eventually be, universal.
Of course with viral communication comes a natural concern for privacy. Sites such as https://privnote.com/ allow users to send notes that will self-destruct after they are read (makes me think of Mission Impossible!), but I question the legitimacy of that type of technology… I have often been reminded by colleagues in IT that nothing is every truly “erased” from the Internet… it’s all floating out there somewhere in the ether…
Looking to the future I can only imagine what innovations will be developed out of necessity. Previewing websites of innovative architects (http://vincent.callebaut.org/) as well as inventors (http://www.yankodesign.com/) sparks my imagination to dream of how humans will live in the future… I ponder what impact the natural environment will have upon future innovations? How, and in what ways, will nature and technology continue to evolve and interface? And ultimately, how this will impact human existence and the learned/lived experience?
One of the interesting questions posed in the aforementioned video was: How do we share meaning across the globe? I believe the answer to that question is much greater than anything I can conceptualize or summarize, but I’ll give it a try…
To begin, I think the notion of “Web 2.0” as a different way of building applications and the underlying architecture of the Internet is critical. The infrastructure to connect globally and permit use by pc and mobile phones generates a sense of constant connectedness and a flow of information that the world has never before realized. As the speaker in one video noted (http://www.youtube.com/watch?v=T0QJmmdw3b0), information will be distributed virally such that the intra-communication abilities of technology will create connections with which humans will have no input… forgive my slight fear of a technological domination over humans… perhaps we are already there and simply do not realize the invention has become the ultimate inventor?
Looking forward to the future of technology in the world, I am intrigued by innovations such as video sharing capabilities from cell phones (http://qik.com/), mapping software (http://www.quickmaps.com/) and unit conversion technology (http://www.convertworld.com/en/) that allow people across the globe to communicate, travel, and work across virtually all perceived barriers. With video conferencing (https://www.yugma.com/) capabilities available to anyone with an Internet connection, business, communication, and learning can theoretically take place anywhere, anytime, with anyone… Education in this model could become far more equitable as access is, or at least could eventually be, universal.
Of course with viral communication comes a natural concern for privacy. Sites such as https://privnote.com/ allow users to send notes that will self-destruct after they are read (makes me think of Mission Impossible!), but I question the legitimacy of that type of technology… I have often been reminded by colleagues in IT that nothing is every truly “erased” from the Internet… it’s all floating out there somewhere in the ether…
Looking to the future I can only imagine what innovations will be developed out of necessity. Previewing websites of innovative architects (http://vincent.callebaut.org/) as well as inventors (http://www.yankodesign.com/) sparks my imagination to dream of how humans will live in the future… I ponder what impact the natural environment will have upon future innovations? How, and in what ways, will nature and technology continue to evolve and interface? And ultimately, how this will impact human existence and the learned/lived experience?
Sunday, November 7, 2010
How Simulating...
I think I’ve experienced a shift in my perception of technology as it relates to “gaming” and “simulations”. While the two are not the same, I had previously lumped them into one general category about which I felt negatively. As someone who was alive during the advent of Atari and Intellivision – the pioneers of video games, and recalls the first computer videogame-style simulations of the Olympic Games in the late 1980s, I attributed all “simulations” to a general videogame theme. Furthermore, I witnessed friends, romantic partners, and relatives spend countless hours playing videogames… I came to see “gaming” as a complete waste of time, frankly, because it didn’t hold interest for me.
I suppose on some level I realized simulations were quite different because I knew that the military used flight simulators and other such devices to train soldiers for their jobs and missions. But while that purpose seemed legitimate, all other “gaming” seemed like frivolous activity. I went so far as to suppress my disdain for videogames, while feigning interest when trying to build connections to students. If I knew a student was disengaged from class, and I also knew they like videogames, I would try to “hook” them back in to education by talking about postsecondary majors that related to the field of technology and gaming… Honest as my intention was to let students know videogame design/testing/reviewing, etc. were viable career options, I failed to realize that I could actually have “hooked” students into the present lesson if I had only thought to utilize the technology they loved so much in a constructive way… This is why I frequently use the adage about hindsight…
Exploring this week’s readings, I found an exciting world of available simulations and technological tools available to teachers’ and students’ fingertips. For example, I saw how students might engage in a science lesson and learn to “Build a Prairie” while learning about the native plants in a prairie environment (http://www.bellmuseum.org/distancelearning/prairie/build/tb1.html). I was thrilled by the holographic google earth bringing the world to three-dimensions without restrictions of a traditional classroom globe (http://www.vimeo.com/422742?pg=emned&sec=422742). I also realized that simulations could be stimulating in all curricular areas through the myriad of available websites… And while I may never be a full-time classroom teacher again, I certainly see how I could and would incorporate new technologies into richer lesson design. Rather than fighting students’ interest in the video gaming/simulation world, I like to think I would now join students in their pursuit of interactive learning activities.
My creative lesson-planning instincts (though buried for awhile now…) were peaked when I spent time on the Wanderlust (http://awesome.good.is/features/011/Wanderlust/) and Earthalbum.com websites (http://www.educationalsimulations.com/). I saw the possibility for students (and me!) to visit places never even imagined. The amazing photos and educational stories truly inspired my desire to travel and I could see students’ eyes being opened to the wonders of the world. In particular, I thought of how exploratory simulations might peak students’ interest in seeing the world, and help students see education as a means for pursuing all of their interests.
John Kirriemuir (2002) discussed the ways in which simulations are used for purposes beyond entertainment. This made me think that even if simulations are entertaining, they are still educational, and why shouldn’t students be engaged and thereby entertained? As a teacher, I often felt like a performer, doing everything in my bag of tricks to hold students’ attention. Had I realized and/or embraced the technology available at my disposal, I may have done a much better job reaching all of my students. Moreover, the government is already using technology for training purposes, thus it would make sense that a variety of job sectors would also benefit from this type of virtual training. Educators could facilitate students’ ability to try out a series of different vocations before choosing to pursue one with full commitment (http://www.dlib.org/dlib/february02/kirriemuir/02kirriemuir.html).
Jerry Seay (1997) aptly noted: "The word edutainment, that nefarious combination of entertainment with education, has already become a cliché. The MTV generation of students these days, so goes the prevailing, wisdom, cannot just learn. They must be entertained while they learn. If they are not entertained while they learn, then you’ve lost them," (http://seayj.people.cofc.edu/cb/simgames.html?referrer=webcluster&). However, Seay followed up that it may not be an issue of students being too lazy to be self-entertained, but rather, today’s students have been raised on technology and do not know any other way to learn. I think Seay was correct in his assertion that students want to learn through interaction – who wouldn’t?!
I realize now that students are simply craving to learn in a way that is familiar to them. While I did not grow up with the tech-savvy world in which modern students now live, I still have to learn to meet the digital natives on their own turf. Although I feel like the intruder, and I am not sure which googlemap to follow, I think exploring the endless possibilities has put me on the right path, or at least it’s given me wanderlust to find the right simulation!
I suppose on some level I realized simulations were quite different because I knew that the military used flight simulators and other such devices to train soldiers for their jobs and missions. But while that purpose seemed legitimate, all other “gaming” seemed like frivolous activity. I went so far as to suppress my disdain for videogames, while feigning interest when trying to build connections to students. If I knew a student was disengaged from class, and I also knew they like videogames, I would try to “hook” them back in to education by talking about postsecondary majors that related to the field of technology and gaming… Honest as my intention was to let students know videogame design/testing/reviewing, etc. were viable career options, I failed to realize that I could actually have “hooked” students into the present lesson if I had only thought to utilize the technology they loved so much in a constructive way… This is why I frequently use the adage about hindsight…
Exploring this week’s readings, I found an exciting world of available simulations and technological tools available to teachers’ and students’ fingertips. For example, I saw how students might engage in a science lesson and learn to “Build a Prairie” while learning about the native plants in a prairie environment (http://www.bellmuseum.org/distancelearning/prairie/build/tb1.html). I was thrilled by the holographic google earth bringing the world to three-dimensions without restrictions of a traditional classroom globe (http://www.vimeo.com/422742?pg=emned&sec=422742). I also realized that simulations could be stimulating in all curricular areas through the myriad of available websites… And while I may never be a full-time classroom teacher again, I certainly see how I could and would incorporate new technologies into richer lesson design. Rather than fighting students’ interest in the video gaming/simulation world, I like to think I would now join students in their pursuit of interactive learning activities.
My creative lesson-planning instincts (though buried for awhile now…) were peaked when I spent time on the Wanderlust (http://awesome.good.is/features/011/Wanderlust/) and Earthalbum.com websites (http://www.educationalsimulations.com/). I saw the possibility for students (and me!) to visit places never even imagined. The amazing photos and educational stories truly inspired my desire to travel and I could see students’ eyes being opened to the wonders of the world. In particular, I thought of how exploratory simulations might peak students’ interest in seeing the world, and help students see education as a means for pursuing all of their interests.
John Kirriemuir (2002) discussed the ways in which simulations are used for purposes beyond entertainment. This made me think that even if simulations are entertaining, they are still educational, and why shouldn’t students be engaged and thereby entertained? As a teacher, I often felt like a performer, doing everything in my bag of tricks to hold students’ attention. Had I realized and/or embraced the technology available at my disposal, I may have done a much better job reaching all of my students. Moreover, the government is already using technology for training purposes, thus it would make sense that a variety of job sectors would also benefit from this type of virtual training. Educators could facilitate students’ ability to try out a series of different vocations before choosing to pursue one with full commitment (http://www.dlib.org/dlib/february02/kirriemuir/02kirriemuir.html).
Jerry Seay (1997) aptly noted: "The word edutainment, that nefarious combination of entertainment with education, has already become a cliché. The MTV generation of students these days, so goes the prevailing, wisdom, cannot just learn. They must be entertained while they learn. If they are not entertained while they learn, then you’ve lost them," (http://seayj.people.cofc.edu/cb/simgames.html?referrer=webcluster&). However, Seay followed up that it may not be an issue of students being too lazy to be self-entertained, but rather, today’s students have been raised on technology and do not know any other way to learn. I think Seay was correct in his assertion that students want to learn through interaction – who wouldn’t?!
I realize now that students are simply craving to learn in a way that is familiar to them. While I did not grow up with the tech-savvy world in which modern students now live, I still have to learn to meet the digital natives on their own turf. Although I feel like the intruder, and I am not sure which googlemap to follow, I think exploring the endless possibilities has put me on the right path, or at least it’s given me wanderlust to find the right simulation!
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