…our lives are the sum of our memories. How much are we willing to lose from our already short lives by losing ourselves in our Blackberries, our iPhones, by not paying attention to the human being across from us who is talking with us, by being so lazy that we’re not willing to process deeply?
When we don’t have the capacity for solitude, we turn to other people in order to feel less anxious or in order to feel alive. When this happens, we’re not able to appreciate who they are. It’s as though we’re using them as spare parts to support our fragile sense of self. We slip into thinking that always being connected is going to make us feel less alone. But we’re at risk, because actually it’s the opposite that’s true. If we’re not able to be alone, we’re going to be more lonely. And if we don’t teach our children to be alone, they’re only going to know how to be lonely.
The decision to allow students to bring personal devices into the classroom is being made all across the nation. Many schools are adopting ‘bring your own device’ (BYOD) initiatives to engage our students in the classroom with the same tools they are using outside the classroom.
As a BYOD advocate, I look forward to seeing all the ways personal devices will help us transform teaching and learning.
Yet we must proceed carefully as we open the floodgates for BYOD. We must help our students learn how to work with and without our devices. Many argue we need to work harder on the ladder.
Joe Kraus, currently with Google Ventures, had this to say regarding our relationship with personal devices:
…we’re becoming like the mal-formed weight lifter who trains only their upper body and has tiny little legs. We’re radically over-developing the parts of quick thinking, distractable brain and letting the long-form-thinking, creative, contemplative, solitude-seeking, thought-consolidating pieces of our brain atrophy by not using them. And, to me, that’s both sad and dangerous.
Letting cellphones and iPads into our classroom is not a trade. We’re not exchanging our students’ ability to reflect and think critically for some quick-fix tech gadget that will give them an all-access pass to information. Those gadgets are important. Really important. However, let’s never forget to appreciate and use all the things our brains can do without the aid of of a gadget.
Our students aren’t alone. We adults are experiencing this transition with them. Are you happy with the relationship you have with your phone? Watch Kraus’ entire presentation on our “Culture of Distraction” before you answer.
This summer we saw live coverage of the Olympics delivered to mobile devices like never before. While the process wasn’t perfect for everyone, we can expect things to be even better for mobile viewers when the winter games start up in Russia.
Americans deserve a government that works for them anytime, anywhere, and on any device.
This is a challenge for our schools too. Recently I was talking to one of the other dads at our neighborhood elementary school. While our kids played in the distance, he said, “I’m always on the road for work. If I can’t read something on this (pointing to his phone) I’m probably never going to see it.” My friend isn’t alone. As more and more parents, teachers, and students are accessing the web via mobile devices, they will expect to find our school services available in a format that is mobile friendly.
Take a look at your classroom web pages, online progress reports, and other web based services. Do they work on a mobile phone? If not, it’s time to look for a replacement tool that does.
Introverts are much less often groomed for leadership positions, even though there’s really fascinating research out recently from Adam Grant at [The Wharton School of business at the University of Pennsylvania] finding that introverted leaders often deliver better outcomes when their employees are more proactive. They’re more likely to let those employees run with their ideas, whereas an extroverted leader might, almost unwittingly, be more dominant and be putting their own stamp on things, and so those good ideas never come to the fore.
Here is another reason to get your students writing online.
I was watching my kids play Angry Birds the other day when I noticed how quickly they went for the restart button.
When they didn’t get the first bird to land just the right way they bailed out of the level and started over.
I wonder. Are today’s kids less likely to make a comeback?
I’m all for trial and error and learning from your mistakes. Yet, I wonder if a penalty-free restart sends the right message. This has got me thinking about my students who ask if they can retake a quiz. Should I let them restart their assessments? Right now, assessment retakes become a logistical nightmare if you let everyone have do-overs but this will change as more and more assessments go digital?
Let’s assume that we have an unlimited supply of assessments. These are the questions I have:
When, if ever, should we allow students to restart an assessment?
If they restart, should the restart be penalty-free?
Should there be a limit to the number of restarts a student can take?
Programming is the act of giving computers instructions to perform. This is true whether the output is your word processor, central heating or aircraft control system. If you can’t code, you are forced to rely on those that can to ensure that you can benefit from the greatest tool at your disposal.
I can’t agree more. Every kids should learn to code. Even if it’s just a little bit. Programming skills are empowering and they teach kids the importance of building models.
To dive into programming, check out these tools to get kids started. My personal favorite is Scratch. It is free, easy to use, and designed so even young kids can understand programming without actually having to write out complex code. Below is an overview.
Resembling Scratch, App Inventor is another easy to use programming tool for building apps on Android devices.
Finally, maybe for the more experience coders, give VPython a look. It allows students to create 3D interactive models. Compared to Scratch, it looks a little intimidating. However, there are many sample programs and tutorials available to help you get started.
This year, the cloud brought us something we didn’t even know we were craving: a digital storage locker.
Think back to high school, when you stuffed that metal locker with books, homework projects, photos of friends, and maybe records or CDs.
But that music and everything else existed in only one physical place — you couldn’t really drag that locker around. If you forgot to get something and went home for the day — well, you were out of luck.
But now, the old “I left it in my locker” excuse just won’t work anymore.
“If I store my information online in one of these clouds,” says Forrester Research senior analyst Frank Gillett, “it’s as if I have a magic courier that will run and retrieve stuff from my locker and retrieve it for me, instantly.”
This makes me wonder if students who grow up with the cloud will forget more and more of their physical work at home or in their locker. Will they expect seamless access to their content from our classrooms? One things for sure, it’s still going to be a while before students will be able to upload their coat and boots to the cloud.
Zappos, the Amazon-owned shoe and apparel retailer, said late Sunday that more than 24 million of its customer accounts had been compromised.
This week I received an email from Zappos, my favorite online shoe store:
We are writing to let you know that there may have been illegal and unauthorized access to some of your customer account information on Zappos.com, including one or more of the following: your name, e-mail address, billing and shipping addresses, phone number, the last four digits of your credit card number (the standard information you find on receipts), and/or your cryptographically scrambled password (but not your actual password).
Scary stuff. Now hackers can use a network of computers to crack these passwords and try to login to my other accounts (like Gmail, Facebook, or worse) using the same password.
However, there are ways we can protect ourselves.
First, do not use the same password for every account you use. If one password is compromised, then every account using that password will be compromised. To prevent this, create unique passwords for your accounts. Don’t worry. You don’t have to remember hundreds of passwords. Just invent a pattern for creating passwords that is based on the account you are entering.
Here is an example.
Example Pattern: 56$$-FooD-$$65
(Food = the first four letters of a food that relates to the account I’m entering)
Example password: 56$$-OraN-$$65
(This might be my password for Yahoo. Since Yahoo ends in “o” I chose the first four letters of a food that starts with “o” to take the place of FooD)
Another example password: 56$$-EggP-$$65
(This might be my password for Google. Google ends in “e” and “e” is for eggplant.)
The trick is to make a pattern that is personal to only you.
The second thing you can do is use a strong password. I suggest using a password that is easy to remember but hard for a computer (even a supercomputer) to crack. Consider creating passwords using a password haystack. Please take a few minutes to watch this video to see how (and why) to use password haystacks. Then visit this site to create your first haystack.
People create programs to hack our accounts for a reason. There is money to made from stolen information. This has happen before and it will happen again. Be safe now. Fix your passwords today.
In between his time as a husband and father, Dale Basler is
a Technology Integration Specialist, independent consultant, podcaster, and web page designer who specializes in work for
institutions and organizations in education.