A week or so ago I received an email from a teacher asking about getting cable TV in the classrooms. This is perhaps one of the few school districts that did not run coax cable back in the past 20 years. Not too long after I started here, we ran a survey to see what the cost would be to wire up the buildings, and the costs were higher than we were willing to go. We have the one cable TV drop per building given to us by the local cable company, but that is it. Is this a concept we need to reconsider, or is the idea of cable in the classroom one that is no longer relevant?
I taught in a couple of “Channel One” schools during my carrier, if you do not know, Channel One will give you TVs and wire up your building in exchange for them showing a news cast with advertising to all students every day. Not a bad deal, having a captive audience for advertisers is great for Channel One, but taking time out of the school day for ads is a decision I do not want to make. We actually did some light investigation of Channel One here last year, but could not make it work with our schedule and we would not get a TV in each classroom.
As has been stated in this blog previously, we have a fairly robust Internet connection, and with each classroom having a SmartBoard with projector, we can access network-based content at any time to share with our students. So is having Cable in the classroom necessary any more?
How is cable used in classrooms? Due to the way programs are scheduled on TV, it is tough to arrange your time so that a program that may be relevant will be on when it is needed. It is true that the district can record shows for teachers to show, but we have a service from our BOCES that does this, or we could record from our drops in the building. When I was teaching weather in Earth Science, I sometimes had the weather channel on during class to show stuff, which was useful, but can now be more effectively done with various Internet sites. To tell the truth, the things that the TV was used for more than anything was to watch early round NCAA games, checking news and sports before school, and on occasion something school related. The five men that taught in one school would all meet in one classroom during lunch where we would watch Sports Center or Jerry Springer. Sometimes toward the end of class we would turn on MTV so that the students would have music to do labs or write-ups to (Back when MTV had music).
There are some nice things you can do with cable in the building, such as a student TV broadcast, but this can be done on the network. Really anything that can be done with the cable can now be done better with the Internet. So where does this leave us? We don’t need to rip out cables, how could we watch NCAA games? But I really don’t think we need to think about new installs for Cable in the Classroom.
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Monday, December 14, 2009
Tuesday, March 24, 2009
Blocking? Unblock the good stuff. Who says it is good stuff? We do.
I am confused.
Yes, I am getting old and get confused easily.
This is not due to that. Today I sent out some plurks bragging about some things my teachers are doing with technology. One of the teachers is using Skype to do collaborative work between groups in different schools. A second teacher is doing a math project with her 6th grade class using a wiki as one of the tools.
All of this is great, and I want to show it off to other schools, and maybe help others do similar projects in their schools. One teacher says that Plurk is blocked at her school; another says they cannot use Wikis in their district. Why? That is a good question, that and by whom?
What I hear from the teachers and from other tech directors who do the blocking tends to be either “bandwidth considerations” or “Security” or whatever. As many bloggers have noted in the past, my self included; why do we have computer networks and other technologies in our districts? The only answer that I can come up with is ‘to facilitate teaching and learning’. Why are these site blocking decisions being made by the technology people and not instructional people?
Who is in charge of a school network? Who is in charge of everything in the district? Generally it is the School Board and Superintendent. Technology people are hired to work with the network so it is useable and secure. But who decides what sites and tools are to be blocked in a district? I believe if the technology people have a robust network, and have their security in place, there are few sites that need to be blocked. If bandwidth is an issue, buy more or get a packet shaper. If security is an issue, then the security needs to be improved to a point where it is not an issue.
Wikis are wonderful education tools, it allows for student created content and collaboration. Skype is a good tool to connect with other people from around the world. Why would a district not want to use these? If any of you are having useful tools blocked, fight to get them unblocked. If your tech people start mumbling about bandwidth and security (yes we tend to mumble and use jargon to confuse the unwashed), have them contact me, I can straighten them out.
Remember we are here to educate, to open students minds, to help them gain knowledge of the world, learn modern learning and collaboration tools. Blocking is not a way to do this.
OK time to catch my breath.
Yes, I am getting old and get confused easily.
This is not due to that. Today I sent out some plurks bragging about some things my teachers are doing with technology. One of the teachers is using Skype to do collaborative work between groups in different schools. A second teacher is doing a math project with her 6th grade class using a wiki as one of the tools.
All of this is great, and I want to show it off to other schools, and maybe help others do similar projects in their schools. One teacher says that Plurk is blocked at her school; another says they cannot use Wikis in their district. Why? That is a good question, that and by whom?
What I hear from the teachers and from other tech directors who do the blocking tends to be either “bandwidth considerations” or “Security” or whatever. As many bloggers have noted in the past, my self included; why do we have computer networks and other technologies in our districts? The only answer that I can come up with is ‘to facilitate teaching and learning’. Why are these site blocking decisions being made by the technology people and not instructional people?
Who is in charge of a school network? Who is in charge of everything in the district? Generally it is the School Board and Superintendent. Technology people are hired to work with the network so it is useable and secure. But who decides what sites and tools are to be blocked in a district? I believe if the technology people have a robust network, and have their security in place, there are few sites that need to be blocked. If bandwidth is an issue, buy more or get a packet shaper. If security is an issue, then the security needs to be improved to a point where it is not an issue.
Wikis are wonderful education tools, it allows for student created content and collaboration. Skype is a good tool to connect with other people from around the world. Why would a district not want to use these? If any of you are having useful tools blocked, fight to get them unblocked. If your tech people start mumbling about bandwidth and security (yes we tend to mumble and use jargon to confuse the unwashed), have them contact me, I can straighten them out.
Remember we are here to educate, to open students minds, to help them gain knowledge of the world, learn modern learning and collaboration tools. Blocking is not a way to do this.
OK time to catch my breath.
Sunday, November 16, 2008
One Life to live
Some things I just don’t get.
I tend to understand the use of technology in the world, but I am lost in some ideas. Second Life is of these concepts. Generally any “other world” I don’t understand, but many people in my profession use Second Life for meeting, training and the like.
In a way I think of T.S, Garp in John Irving’s “The World According to Garp”, and how he feels about sports. He did not like sports that put something between you and your opponent. So ball games were out and wrestling was in.
When I need to go through other places to get information I lose interest and do not want to. I have had one meetings using Second Life, and thought it to be silly. Why not do a conference call or use a desktop meeting to do stuff? I have a hard enough time navigating around in SL, which makes it hard to pay attention. I think I last left my avatar underwater.
What are some expected responses to this? I need to give it more time. I don’t really have time. Is this similar to saying I would like ballroom dancing if I gave it time. I have no desire to learn how to ballroom dance, so I don’t want to give it any time.
I never really like role-playing in classes, thought it was dumb. So I guess I think of SL as a role-playing game. Dungeons and Dragons anyone? I have enough time figuring out who I am, and hardly have enough time for this life, much less another life.
I tend to understand the use of technology in the world, but I am lost in some ideas. Second Life is of these concepts. Generally any “other world” I don’t understand, but many people in my profession use Second Life for meeting, training and the like.
In a way I think of T.S, Garp in John Irving’s “The World According to Garp”, and how he feels about sports. He did not like sports that put something between you and your opponent. So ball games were out and wrestling was in.
When I need to go through other places to get information I lose interest and do not want to. I have had one meetings using Second Life, and thought it to be silly. Why not do a conference call or use a desktop meeting to do stuff? I have a hard enough time navigating around in SL, which makes it hard to pay attention. I think I last left my avatar underwater.
What are some expected responses to this? I need to give it more time. I don’t really have time. Is this similar to saying I would like ballroom dancing if I gave it time. I have no desire to learn how to ballroom dance, so I don’t want to give it any time.
I never really like role-playing in classes, thought it was dumb. So I guess I think of SL as a role-playing game. Dungeons and Dragons anyone? I have enough time figuring out who I am, and hardly have enough time for this life, much less another life.
Tuesday, May 20, 2008
Following up the OLPC test.
Following up the OLPC test.
I have written on the blog about the XO laptop and using students in my school as test subjects in a RIT (Rochester Institute of Technology) research project. The group of students came in yesterday and gave an overview of their findings to the superintendent and I.
Their data analysis is not finished yet, but hopefully it will be posted to the OLPC wiki soon, so everyone who is interested can see. From what I understand this was/is the first user testing of some of the features, hopefully this will give a base for other researchers to work from.
They found in part of their research that students do not always tell the truth! One of the screening questioned if the students have ever used the computer for word processing, some said no, one of the kids I had taken out of the computer lab where they were writing papers, all of the students have used the mobile lab and done word processing. Doesn’t Dr. House say everyone lies? Some of the students, in the interview, claimed they only go to “Age appropriate web sites, approved by my parents or teacher” uh huh.
Now to the actual testing.
When given “free play” time on the computer, some students would find applications they would be familiar with, based on the icons. Drawing, calculator and writing were commonly used. Once they found something they knew they tended to stay there. One student started to use the Turtle math program, looked at some help files and left. Two students figured out how to set up the mesh network, and set up the chat, but they could not find where to type for chatting. This was an issue the first time I used the XO. These two students, according to the superintendent, are not strong in regular academics, but this shows they are explorers and willing to work on things.
The real test was with the writing program. The students were to copy text onto the computer, each doing a specific section. This did not work as well as anticipated. One thing that distracted them was having more than one curser on the screen, and not being able to tell who is who. Perhaps if the cursers were of different colors or shapes, the confusion would be less.
The way writing is taught in grades 4-5 here may have been a factor. They are very structured with the idea that their writing is personal, and they use several prescribed steps in the writing process, perhaps a younger grade may have worked better on this, before this idea is imbued in their brains.
Writing may not have been the best activity for this, drawing may have worked better, but getting the mesh network to work with other activities has proven problematic, so the researchers went with what would work. A less linear activity would be more interesting to the students and perhaps lend itself to collaboration.
There are many other findings, and when they do the analysis they may find other things. We had an interesting discussion following their presentation regarding education and age appropriate things. It is thought provoking to have a couple of educators and a batch of techies sit around and have discussions. A bunch to learn from each group. Thoughts that the other group would not think of.
I have written on the blog about the XO laptop and using students in my school as test subjects in a RIT (Rochester Institute of Technology) research project. The group of students came in yesterday and gave an overview of their findings to the superintendent and I.
Their data analysis is not finished yet, but hopefully it will be posted to the OLPC wiki soon, so everyone who is interested can see. From what I understand this was/is the first user testing of some of the features, hopefully this will give a base for other researchers to work from.
They found in part of their research that students do not always tell the truth! One of the screening questioned if the students have ever used the computer for word processing, some said no, one of the kids I had taken out of the computer lab where they were writing papers, all of the students have used the mobile lab and done word processing. Doesn’t Dr. House say everyone lies? Some of the students, in the interview, claimed they only go to “Age appropriate web sites, approved by my parents or teacher” uh huh.
Now to the actual testing.
When given “free play” time on the computer, some students would find applications they would be familiar with, based on the icons. Drawing, calculator and writing were commonly used. Once they found something they knew they tended to stay there. One student started to use the Turtle math program, looked at some help files and left. Two students figured out how to set up the mesh network, and set up the chat, but they could not find where to type for chatting. This was an issue the first time I used the XO. These two students, according to the superintendent, are not strong in regular academics, but this shows they are explorers and willing to work on things.
The real test was with the writing program. The students were to copy text onto the computer, each doing a specific section. This did not work as well as anticipated. One thing that distracted them was having more than one curser on the screen, and not being able to tell who is who. Perhaps if the cursers were of different colors or shapes, the confusion would be less.
The way writing is taught in grades 4-5 here may have been a factor. They are very structured with the idea that their writing is personal, and they use several prescribed steps in the writing process, perhaps a younger grade may have worked better on this, before this idea is imbued in their brains.
Writing may not have been the best activity for this, drawing may have worked better, but getting the mesh network to work with other activities has proven problematic, so the researchers went with what would work. A less linear activity would be more interesting to the students and perhaps lend itself to collaboration.
There are many other findings, and when they do the analysis they may find other things. We had an interesting discussion following their presentation regarding education and age appropriate things. It is thought provoking to have a couple of educators and a batch of techies sit around and have discussions. A bunch to learn from each group. Thoughts that the other group would not think of.
Thursday, May 1, 2008
"The Funniest Video Ever"
It happens every year. There are students that think they know everything about making videos and are going to make the Funniest Video Ever!
Unfortunately this is usually what happens:
Class time to work on scripts and shooting schedules- the FVE group- having a great time discussing story ideas that are only tangentially related to the assignment, some things written down “We’re going to do the shooting at my house after school”.
Class time to shoot and clear up other issues- FVE “Yeah, we are going to do the shooing at home” “The script, that’s at home, don’t worry it is going to the Funniest Video Ever!”
Class time for editing and reshooting- FVE-“Yeah, we’re going to all come over to my house tonight and do the video, don’t worry I can edit, want to see my uTube videos?”
Day before the project is due, most groups finished and projects are burned to DVD- FVE-“Yeah, we are going to shoot and finish it tonight, you want that on DVD? I don’t know, is it OK if we show it from the camera? I don’t know if we can make a DVD, Oh we haven’t shot any video, do you think we need lights to shoot outside at night? What kind of lights? Oh yeah, the camera has night vision, so it’s cool.” “Wait until you see it, it is going to be The Funniest Video Ever.”
Video Show Day- all projects are shown to the class, some very good projects, some OK projects, but all worked hard and met the requirements except- FVE- Umm, can we turn it in tomorrow, we have just a few things left to do, we are going to finish it at my house tonight”
The Next Morning- FVE group brings in the camera to show the video from, or sometimes a CD with a small format movie. The rubric stated the video was to be turned in as a DVD. “Wait until you see it, it is like hilarious, it is the Funniest Video Ever.” The video starts, noise in the background, wind noises in the microphone, laughter in the sound. They left the day/time stamp on the video it was shot over a short period last night. The video is pretty much one take of something, don’t know what because the sound is awful. Lots of video of the group laughing, as they laugh watching it. “We ran out of time, so we did not get all the shots” None of the points on the Rubric are met.
This is actually a good learning experience, hopefully, for the Funniest Video Ever group. Part of what we want to accomplish in a unit like this is time management and planning. To effectively do video planning is necessary. Back from the era of my doing video, I learned that shooting is the shortest part of the production, while you are shooting, you are losing money had over fist. This is not the case with student produced video, but I try to instill in them that planning makes the shooting easier and the clips go together better. Most get this lesson, and the Funniest Video Ever group, learns this better than most.
Which brings me around to the “students know more about computers than we do” argument. I don’t buy it. Some students know some applications real well, such as MySpace or uTube. How much of this knowledge is transferred? They have the tools, but we need to guide and help them use the tools as effectively as possible.
As with anything, tools make the job easier and hopefully better. We can teach writing with pencil and paper or with a word processor. I never really learned to write very well using handwriting. But using the word processing tool, I can write something that people can read, not that many do. Students can make things on the computer, but what is the content? I can use PhotoShop fairly well, but my creativity level is near zero. What good does that do me? We have got to allow for more creativity in the students, and give them the necessary tools. I somewhat like the idea of introducing programs to students as they ask for them to do their work, rather than show the program and then add an assignment.
Tools are important, and the right tool is very helpful. I have a wood shop in my basement; does this make me a Greg Johnson or Wendell Castle? Far from it, I can do a serviceable job. I can shoot photographs, but I am no Ansell Adams or for that matter Sally Sakshaug. Tools are tools, we must work to use them correctly and teach students how to best use them for their education.
Unfortunately this is usually what happens:
Class time to work on scripts and shooting schedules- the FVE group- having a great time discussing story ideas that are only tangentially related to the assignment, some things written down “We’re going to do the shooting at my house after school”.
Class time to shoot and clear up other issues- FVE “Yeah, we are going to do the shooing at home” “The script, that’s at home, don’t worry it is going to the Funniest Video Ever!”
Class time for editing and reshooting- FVE-“Yeah, we’re going to all come over to my house tonight and do the video, don’t worry I can edit, want to see my uTube videos?”
Day before the project is due, most groups finished and projects are burned to DVD- FVE-“Yeah, we are going to shoot and finish it tonight, you want that on DVD? I don’t know, is it OK if we show it from the camera? I don’t know if we can make a DVD, Oh we haven’t shot any video, do you think we need lights to shoot outside at night? What kind of lights? Oh yeah, the camera has night vision, so it’s cool.” “Wait until you see it, it is going to be The Funniest Video Ever.”
Video Show Day- all projects are shown to the class, some very good projects, some OK projects, but all worked hard and met the requirements except- FVE- Umm, can we turn it in tomorrow, we have just a few things left to do, we are going to finish it at my house tonight”
The Next Morning- FVE group brings in the camera to show the video from, or sometimes a CD with a small format movie. The rubric stated the video was to be turned in as a DVD. “Wait until you see it, it is like hilarious, it is the Funniest Video Ever.” The video starts, noise in the background, wind noises in the microphone, laughter in the sound. They left the day/time stamp on the video it was shot over a short period last night. The video is pretty much one take of something, don’t know what because the sound is awful. Lots of video of the group laughing, as they laugh watching it. “We ran out of time, so we did not get all the shots” None of the points on the Rubric are met.
This is actually a good learning experience, hopefully, for the Funniest Video Ever group. Part of what we want to accomplish in a unit like this is time management and planning. To effectively do video planning is necessary. Back from the era of my doing video, I learned that shooting is the shortest part of the production, while you are shooting, you are losing money had over fist. This is not the case with student produced video, but I try to instill in them that planning makes the shooting easier and the clips go together better. Most get this lesson, and the Funniest Video Ever group, learns this better than most.
Which brings me around to the “students know more about computers than we do” argument. I don’t buy it. Some students know some applications real well, such as MySpace or uTube. How much of this knowledge is transferred? They have the tools, but we need to guide and help them use the tools as effectively as possible.
As with anything, tools make the job easier and hopefully better. We can teach writing with pencil and paper or with a word processor. I never really learned to write very well using handwriting. But using the word processing tool, I can write something that people can read, not that many do. Students can make things on the computer, but what is the content? I can use PhotoShop fairly well, but my creativity level is near zero. What good does that do me? We have got to allow for more creativity in the students, and give them the necessary tools. I somewhat like the idea of introducing programs to students as they ask for them to do their work, rather than show the program and then add an assignment.
Tools are important, and the right tool is very helpful. I have a wood shop in my basement; does this make me a Greg Johnson or Wendell Castle? Far from it, I can do a serviceable job. I can shoot photographs, but I am no Ansell Adams or for that matter Sally Sakshaug. Tools are tools, we must work to use them correctly and teach students how to best use them for their education.
Subscribe to:
Posts (Atom)
