Dilemmas and Tensions


Doug and Pete’s Technological Listing of 10 Things to Fear 5

Comfort Zone, credited to Barrett Brooks

What Do Educators Fear About Using Technology?

Doug Peterson (@dougpete, on Twitter) and Peter McAsh (@pmcash, on Twitter) sat down to brainstorm a response to the original Colleen Rose’ post What Do Educators Fear About Using Technology?, and Doug posted 10 Things to Fear this morning. As I read through their list, I found myself mentally generating possible responses to their compilation, and found myself drawn to reply:

First, let’s look at fear:

Fear: an unpleasant emotion caused by the belief that someone or something is dangerous, likely to cause pain, or a threat.

Definition: Fear, as returned via Google, edited

 

Perception, Attitude, Behaviour and Learning Outside our Comfort Zone

Year’s ago, I learned that our behaviours are influenced by our attitudes, and that our attitudes are influenced by our perceptions. Fear is perceived — we need to start with our perceptions of technology and our come to grips with our attitudes towards it so that we can modify our behaviours as we address its role in supporting learning.

Moving from fear towards comfort requires moving through a zone of discomfort.  I did a quick search for a header graphic and selected the one seen above (Comfort Zone, credited to Barrett Brooks (@BarrattABrooks, on Twitter) via a How your Comfort Zone is Sabotaging your Success on Huffington Post.) You may be interested in seeing the results of my simple search and choose a variant that works for you.

I will confess up front that there are times when I find it difficult to encounter fear with technology. And as a result, I found myself coming up with some rather flip responses to some of the entries on Doug and Peter’s list — there are no doubt some real challenges expressed there. But I also found that a good number of the entries on Doug and Peter’s list would be what we might term as “heard rationalizations,” — things that we have heard people say over the years, rather than true rationales against using technology. Rationalizations help you argue against something with yourself. Instead we need to cultivate with our learners a “find a way” mindset towards finding solutions. So watch for a few short comebacks embedded within the following. But in general, I’ve also tried to provide a start at a valid set of possible supports.

Developing a comfort with discomfort is a great way to start.

My responses to 10 Things to Fear.

  • “The kids know more than I do!”
    • In life, everyone knows different things. Learn to learn from one another.
    • Ask yourself, “When did you stop learning? Why did you stop learning?” “What do you think you need to learn more about?”
  • “I don’t have time; so many other things that are more important.”
    • What is more important than learning?
    • Re-assess priorities from time to time. Think critically about what you are doing and whether it still fits. Maybe there is a newer, better way?
    • Buddha says, “Your purpose in life is to find your purpose in life.”
  • “How do I know that it fits the curriculum?”
    • What a great question! Ontario’s Language curriculum is dated 2006, which is before Twitter existed. The “leader of the free world” exerts considerable influence through his “writing” via the technology of Twitter. We always need to assess the relevancy of the curriculum.
  • “My school doesn’t have enough computers for every student to have their own.”
    • Get more.
    • BYOD
    • Have your students share. Re-organize lessons to use groups or centres. (There are days when I still struggle with this. But it works.)
  • “I need a workshop on this.”
    • Find a friend to learn with.
    • Search YouTube for a video.
    • Join an open, online course.
    • Worst case, go find a workshop on this. But seriously, we don’t need workshops on everything; We need to change our beliefs and then our behaviours about how we learn. In this day and age, waiting for a workshop is an excuse.
  • “Nothing worse than booking the lab, taking the entire class there, and then half the computers are broken.”
    • Yeah, that is a bummer. Been there. As I learner, I would be ticked off. I’m sure the principal, the superintendent, the trustees (and the parents of your students!) don’t want half the computers to be broken. This is a school issue, and there are folks who can help you to get it addressed.
    • In the meantime, have the kids work with a partner.
  • “It’s not in the curriculum.”
    • See “How do I know that it fits the curriculum?” above.
    • “Coding” is only minimally reflected in Ontario’s K-12 curriculum. Ontario currently faces a shortage of programmers on the order of tens of thousands per year. The Ontario Ministry of Education knows this. But so do a lot of teachers. A lot of teachers are making space for coding, rather than waiting for “a curriculum.”
  • Too much curriculum; not enough time to experiment.”
    • Time is a real constraint, no doubt about it. What is important?
    • With time, you can learn to make time. Again, learning is an investment. Careful investing requires making careful choices.
  • “I’m not sure I have a login on the school network.  Who do I ask?”
    • Ask a colleague at your school.
    • Ask your office administrator.
    • Ask your best teacher friend who teaches at a different school.
    • Ask your principal.
    • Check for a “help desk” on your district’s web site.
    • Email someone on the OSAPAC committee.
    • Follow up with that person you met at that conference you went to a year ago with whom you exchanged emails after you had that discussion about that thing.
  • “I have a Mac at home and the school has Windows.”
    • Excellent! You can do a lot great stuff with a Mac!
    • 95% of what you need is web-based, and the web is cross-platform. Your school is good to go, as long as you have good Internet.
  • “The IT Department has the computers locked down and I can’t run the software I need.”
    • 95% of what you need is web-based, and the web is cross-platform. Your school is good to go, as long as you have good Internet. Is there an echo?
  • “What if the kids get into a porn site?”
    • Responsible IT departments have this covered for you.
    • Relax. Most kids are immediately horrified whenever something even remotely “inappropriate” shows up on a screen at school.
  • “I can teach the topic better without technology.”
    • Can the students LEARN the topic better WITH technology? If so, use the methods that best support their learning.  It’s not about technology OR your teaching, it’s about their learning.
    • Technology is not the answer to everything, and not everything is best learned via technology. Us it when it makes a difference.
  • “I’m a Google person trapped in a Microsoft world or vice versa.”
    • Ouch. Yeah. Or a Mac person trapped in a Microsoft world.
    • Either make friends with what you are given, advocate for alternatives, or find ways to transfer the necessary skills to your board’s chosen platform.
    • Be happy, in the olden days, folks worried about whether they had WordPerfect or MS-Office, and honestly, it’s what you write that is important, not the program you write it in. But yeah.
  • “Our computers are too old and not powerful enough.”
    • They must be good for writing.
    • What is the replacement cycle at your school/board? If they are that old, you are just about to get an upgrade!!!!
  • “I’m concerned about student privacy.”
    • Being cautious about student privacy is a good thing. It’s not an excuse to do nothing.
    • Use your concern about student privacy to learn and educate your learners.
  • “I’m concerned about my own privacy.”
    • Being cautious about your own privacy is a good thing. It’s not an excuse to do nothing.
    • Use your concern about privacy to learn and educate yourself. Again, find a friend to learn with.
  • “Somebody needs to be the champion of cursive.”
    • I discovered one day (not too many years ago) that it is important to know cursive so that you can read cursive.
    • I discovered one day (not too many years ago, but the same day as I discovered the item above) that very little of what we encounter in schools today is written in cursive.
    • I also learned that using cursive as an educator exacerbates the learning challenges for my identified students, and that printing fits a UDL model. My printing has always been easier to read than my cursive.
    • Voice-to-text is a marvellous technology. For everybody.
    • Slowing down the brain by writing by hand still has a place in helping one to think.
  • “Nobody has ever hacked my filing cabinet.
    • Probably true. But are you sure?”
    • Nobody is likely to hack your computer for your lesson plans either. Worry more about your PIN and your bank card.
  • “The printer never works – I have to print their work so I can mark it.”
    • No you don’t. (I really only ever had this as a need once.)
    • Learn to print to PDF. CutePDF is one of many answers if one doesn’t already exist at your school.
  • “What if the technology isn’t charged and goes dead in class?”
    • Been there. It’s a lesson in learning to be prepared, and one that your learners need to learn to deal with themselves.
    • Do you have a car charger for your phone? Why?
    • Be that person at a conference who totes around a power bar or extra phone battery. You can make friends that way. (‘Truth!)
  • “I tried once and failed badly.  Once burned, twice shy.”
    • There is a story floating around about Thomas Edison and the light bulb. The number 10, 000 comes up in it. He probably got burned at least once.
    • There is an acronym floating around: FAIL: First Attempt at Learning.
  • “Phones are banned in my school.”
    • Do you need phones? What question are “phones” providing the answer for? Is there another answer?
    • My P/J students don’t have phones. Getting phones isn’t an answer to their needs.
    • Why are phones banned? Who do you need to convince? (Answer: You only need to convince yourself to get started on this path …)
    • Are phones banned for teachers and administrators, too? Is this hypocrisy?
  • “The bulb in my data projector is burned out and my principal won’t replace it.”
    • Yeah. Data projector bulbs are pricey, no doubt.
    • Why won’t your principal replace it? Is the issue financial/budgetary, or is it philosophical?
    • Back in the day, I arrived at a new school one September and we had ONE overhead projector for the whole school. We were promised we would have new overhead projectors for all for the following September. Back then, I decided that rather than have my practice and my classroom be disadvantaged for a whole year, I would buy one myself. A couple years later, I lobbied my principal for a SMART board, and the overhead projector became redundant. How important is a particular piece of technology to your teaching and learning practice?
  • “Nobody else does, why should I?”
    • Do you believe that “it” is important?
    • Somebody needs to be first. Why not you?
    • Somebody needs to be second. Why not you?
    • The person who goes first needs a friend, and the person who goes second can be that friend. You and a friend can share the honours and support one another.
  • “What do I do when something goes wrong?”
    • Excellent question! What DO you do when something goes wrong?
    • Learn to develop the comfort requried to answer the question, “What do you do when something goes wrong?”
  • “I don’t want to show a weakness in my knowledge in front of the class.”
    • Knowledge Doubling Every 12 Months, Soon to be Every 12 Hours
    • Nobody expects you to know everything. You may be an expert in one or several fields, and in those areas you are likely well ahead of your learners. But our understanding of the world is continually evolving, and you probably know that.
    • You probably already know that kids like to connect with the real you. Encourage a two way dialogue about learning. What can you learn from them?
  • “I’ve never had a Scratch workshop; maybe my school could hire somebody.”
  • “What if a student puts 2 spaces after a period?”
    • As a learner and as a educator I put two spaces after a period for decades and the world never ended. It was the convention then. Nobody complained. Then one day I read an article about how the convention was changing (print publishers needed to save money and someone had calculated the real savings) and so I simply taught myself to tap the spacebar once instead of twice after a period. Today, I only worry about having an accidental double-space between words in my report card comments, because THAT is the one real no-no where it matters.
  • “What if their essay or report includes emoji?”
    • Do you include emoji in your emails and texts? 😉 I’m partial to the winky-face, because there is a lot to wink about in learning. You can even say “smiley face” or “winky face” to Siri and she will put it in your paragraph or text for you!
    • Consider audience, context, and format. Emoji are a new addition to our text-based communication, originally a work-around on the limits of the keyboard as a way to include emotion. Maybe you can work with the learner on tone, voice, and the use of irony and hyperbole as new techniques in communicating on multiple levels?
    • Remember that primary students are taught to self-assess their work using smiley faces before they learn to couch their emotions in words. Words are just a different symbolic representation.
  • “Many of the resources have US content. What about Canadian resources?”
    • US English. UK English. Put a U in colour, honour, neighbourhood. Can you get a little Canadian Flag to show in the menubar instead of the US one?
  • “It’s the librarian’s job.”
    • Lucky you! You have a librarian.
  • “How do I mark it?”
    • Ask the Ministry of Education. (Sorry, that’s an old joke.)
  • “If my board or school thought it was important, they would do workshops and train me.”
    • Breaking News: Boards and Schools don’t have a monopoly on deciding what is important.
    • Breaking News: Board and Schools don’t have the time and resources to do workshops and train you on everything you need/want to know.
    • OTF, OSSTF, ETFO, AEFO, OECTA, and TVO all offer workshops for teachers. So do our professional subject associations.
    • Search out an #edCamp near you!
  • “Two words – Fake News”

I think I got a bit punchy towards the end. Maybe Doug and Peter were scraping the bottom of their barrel by that point, too.

Help to Make Peace with Technology in Learning

For anyone who might like to add to this — especially with concrete responses to the real challenges, feel free to ask for access to edit the shared document that I’ve made available to Doug, Peter, and Colleen.

Again, learn to develop a comfort with discomfort!

If you are a member of the Educational Computing Organization of Ontario (ECOO), look to bring a colleague or three to the annual Ontario education technology conference, Bring IT, Together #BIT17, November 8-10th in Niagara Falls, Ontario.

If you are NOT a member of the Educational Computing Organization of Ontario (ECOO), you automatically become a member by attending our annual Ontario education technology conference, Bring IT, Together #BIT17 November 8-10th in Niagara Falls, Ontario. So come, and bring a colleague or three with you and learn together!

There is nothing to fear, technology-using educators are a friendly bunch!

#BIT17 Bring IT, Together 2017 promo, by aforgrave


Do You Dream of Databases? 2

“Sunset on a Set of Boxes Sitting,” image by aforgrave, on Flickr

Cross-Posted from a long comment response to a Doug Peterson (@dougpete) question, “Whatever Happened to Filemaker Pro?” on his Doug – Off The Record blog.

I knew when I read Doug’s post this morning that it would be impossible for me to let it go without commenting. But where to start? How could I start and not go on for hours and hours? And I expect that he knew that it would be difficult for me to not reply. I remember the day when John Taylor introduced us to one another at ECOO. I’m fairly certain he was looking at pushing the OSAPAC database of licensed software to the web from FileMaker at the time.

My original thought was that I would reply by writing my own post on my own blog. But the post would be out of the blue and wouldn’t have the context that Doug’s post provided. In the end, I posted a long comment on Doug’s blog, and based it on his prompt questions. To go broader would open the floodgates and I’d never get any sleep. But I did decide to cross-post it here to EdVisioned.ca all the same. After all, I spent upwards of five years from 1998 to 2003 breathing, eating, and sleeping in Filemaker. I’m sure I had a few Filemaker-inspired dreams along the way.

Have you ever developed a database application in Filemaker Pro?

Database101Oh, yeah. You know I have! It all began with a demo version on floppy disk in the back of Guy Kawasaki’s Database 101 book, purchased one lazy Sunday afternoon while browsing computer section at the the local bookseller, a year or so after I started teaching. That was pre-Chapters/Indigo, pre-Internet. But I did have a Mac, and a background in programming and Hypercard, and the first real project was to develop a lesson planner for a summer course I was taking. Why spend all that time formatting the pages when common fields across the various lessons in the unit could be automagically arranged, and I could add and re-sort the lessons with a nice table of contents to boot? I remember carrying that Mac to and from class and school in one of those big bags.

“Ontario Curriculum Unit Planner,” photo by aforgrave, on Flickr

Subsequent to that, the Class Organizer was a database that I developed and then shared at an ECOO SIG-ELEM in Kingston (Doug wrote about Special Interest Groups last weekend), and then came a school report card in my third year of teaching — followed by district Report Cards, Provincial Report Cards, and then the Ontario Curriculum Unit Planner (units still available via Queen’s University as PDFs) for the Ministry of Education.

Do you have a need for a database in the things you do on a computer?

To this day, I maintain student records and manage a bunch of classroom tasks from within Filemaker. Record keeping is the very raison d’être of a database, but the reality is that most folks do not “think” in terms of databases. I’ve had conversations with people over the years (looking at you, Peter Skillen) about how our thought processes and problem solving are influenced by the tools we understand and use. You are familiar with The Law of the Instrument, perhaps as initially clarified by Abraham Maslow in 1966: “I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.” For years and years, the hammer of choice for many in Ontario was WordPerfect, and every single problem was solved with it. Now, decades later, comfort with spreadsheets has increased, but the subtleties of difference between spreadsheets and databases are lost to most. While visiting the Google Showcase at pre-ISTE NECC in 2009, I recall asking their booth folks if Google had a database program under development to complement Docs, Sheets, Slides — and I just received blank stares from the folks there. Now, a few years later, even Microsoft’s Access has disappeared from Office365. Databases are a hidden entity. They manage our finances, they organize and store our blog posts behind the interface of WordPress, but most people do NOT think of a database when faced with a database problem. It is not in our toolbox.

What sorts of things do you collect that would be suitable for inclusion in a database?
There was a time when I worked towards what one might call The Grand Unification of Data Architecture, where any and all information worth capturing was stored within a set of linked databases and was available to be searched and cross-linked and referenced with other related bits of data. Calendar entries, journal entries, financial data, family and contact information, events, presentations, goals, books and movies and media, quotes and research findings, long-range plans, any and all information belonged gathered together in a single related data-entity. As it has turned out, in the same way Facebook has given a web presence to the masses in a way that HTML never did, the multitude of mobile apps that exist today for managing groceries, workouts, friends, photos, and so on have provided everyone with a splintered and fractured collection of databases that can be used without truly understanding the methods beneath. Have a problem? There’s an app for that, no need to solve the problem yourself.

keep-calm-there-s-an-app-for-that-MODIf you’re not using a Filemaker Pro version, what are you using instead?
Over the years, I have played around with other data structures, MySQL being the most long-standing complement to my use of the latest versions of Filemaker. When the web really kicked into gear in the 2000s, the gathering and provision of data via AJAX became a new technological pursuit for me. That meant working with MySQL, HTML/CSS, and Javascript — three separate components. From the days of FileMaker 2.1 through FileMaker 15, one of the strongest features of FileMaker has been the way in which it marries the traditional modal-view-controller components within the domain of one application. With Filemaker, developers simultaneously manage the data structure, the interface, and the business logic. The most recent releases of Filemaker continue to support publishing web interface as well as generating mobile apps. For me, however, with today’s prevalence of apps and cloud computing, a lot of my data is stored within someone else’s data architecture. There are instances when I wish it were easier to hook the bits together, but the need to create things from scratch out of necessity has been supplanted over time with ready access to a multitude of specialized apps. The emerging potential of APIs has yet to be realized.

A Hammer, a Screwdriver, and a Flashlight?
In closing, as with coding, there is an untapped depth of problem solving potential that today’s learners are missing out on because the strengths and benefits of database structure and manipulation are not readily understood by folks. We have a wonderful category of tool available to support our thinking, but it’s not in the toolbox of the masses. A screwdriver may have joined the hammer for some, and perhaps a flashlight once in a while, but we really have yet to explore the full set of tools to which we truly need access. Databases are one such tool.

hammer_PNG3890

“I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.” – Abraham Maslow, 1966.


Let’s Look Behind the Cloud of the #ontsm Tag 16

“#ontsm Visualized” by aforgrave, on Flickr

There is a wonderful opportunity for Learners and Learning lingering behind this visual representation of participants who used the #ontsm Twitter tag over the past 60 hours or so. Dig into the conversations and tweets, and join into the conversation yourself.  While this cloud capture image was made last night, there’s a whole related, yet untagged story developing on Twitter today and the emerging collection of blogs posts that have arisen since yesterday’s Pearson social media “summit” event. More will follow.

While I hope to find the focus and the time to extend my thoughts again on this blog in the coming days, at this point I’d like to float out some initial points that (I think) folks need to let resonate a bit:

 What’s Going On?

  1. the traditional publishing industry is undergoing a need-to-survive process of redefinition in the age of the Internet, web 2.0+, and mobile devices; education publishers are part of this larger group
  2. social media is a rapidly growing force in our society, of which we are only beginning to understand the effects;
  3. educational institutions, governing agencies, and schools are at varying stages of an initial response to the recent advances in technology that are already exerting a massive influence on informal learning;
  4. connected educators are actively seeking and wanting to help education evolve in response to the same forces;
  5. the institutions of learning will be required to undertake the same need-to-survive process of redefinition that newspapers, the music industry, television, and other “published” media have had to address since the high-speed Internet connected world has arisen — post-secondary institutions are already at it — ask them about MOOCs.

I fear that too few educators and educational institutions are as yet actively engaged in real conversations about where formalized learning is headed in the medium-to-long term. (Envisioning where we’re headed takes research and focus, we don’t yet get support for Google 20% time for innovation in our line of work.)  Our parent partners and our society in general are not yet asking this question loudly enough — but one day, they will.  Our learners, from their own perspective, ask this question on a daily basis.

Economics and Learning

There is a not insignificant tension between the decisions made in an effort to influence / respond to economic pressures on one hand, and the laudable goal of educating ourselves and our children on the other hand;  one need only look at recent decisions within the province of Ontario related to the provincial deficit and contracts to see this at a superficial level. However dig below that and ask questions about how closely what schools do relates to the larger economic picture (standardized training for jobs, the factory model of learning, corporations the provide education content) and one can see that there is a close intertwining of the two. Stepping back and educating for the love of learning and creativity and art is hard to do from a standpoint of a business case. It’s much easier to design teaching for concrete results, than it is to create an educational environment that support learning for creativity.   Please note that I use the words teach, teacher, student, schooling distinctly from educator, learner, etc.)

Get Involved

The Pearson get-together yesterday was only one instance of a gathering of educators in one space where the beginnings of conversations about the future of learning, social media, technology, communities, pedagogies, business took place. Conversations at grass-roots edCamps are continual (to date, there have been eight instances in Ontario, edCampHamilton takes place this coming weekend), conversations at events like the annual ECOO conference (#ecoo13 bringITtogether.ca October 23-25 in Niagara Falls) are in preparation, and the conversation is ongoing during the in-between times at events like the annual August Unplugd.ca retreat in Algonquin Park. And of course these discussions occur all the time online, and at other events outside the boundaries of our province.  Anyone should feel that it’s okay to share their thoughts on these issues.

Unfortunately, it is all too easy to marginalize / ignore / dismiss / avoid that which we do not understand, or that which we fear, or not to focus attention on that great big elephant over there in the corner of the room in the hopes that it is just a figment and will go away if we wait long enough. It can be too easy to say, “that’s not my job,” or “that’s above my pay grade,” , or to feel ignored, or to delegate our collective responsibilities to someone appointed to “deal with it,” or, after countless attempts, to give up in frustration and stop trying to make a difference.  That we develop and exercise our voice as part of a collaborative effort remains one of the most important — and social — potentials that social media provides for us. For this reason, it is important — dare I say, critical — that educators understand and act to see that it clearly understood by our learners (and, by extension, society) as we move forward. Why should we let our learners be subject only to the dominant Voices of the traditional institutions and publishing agents? Should we not seek to empower everyone with an educated Voice?

Perhaps it’s time to see and ensure that our role as educators extends beyond the boundaries of our classroom walls — in the same way that we seek to integrate the external world within them.

Where is Learning going?

I invite you to join in this conversation, here, and with the authors of other posts written in conjunction with this event.


Broten: Oxymorons, Verbs, and Grammar 3

“@Dalton_McGuinty must feel ashamed right now. #rally4edu” by aforgrave, on Flickr

January 3rd, 2013 was a sad day for Ontario Educators, for Education, and for the democratic rights of Ontarians.

Kudos to Dave Lanovaz (@DaveLanovaz on Twitter) for posting his open letter to the Premier of Ontario on his blog Thursday morning. Check out the conversations in the 65 comments posted there in the last 36 hours.

If you’re not from Ontario or haven’t been following the education drama here over the last few months, you can read details of Thursday’s news in Doug Peterson’s post, The Hardest Job, as shared on his blog Friday morning.

All in all, neither a Merry Christmas nor Happy New Year for those of us dealing with an unwillingness to budge on the part of the Minister of Education, her negotiating team, and the Liberal Government. 

However, on the upside, there was an opportunity for some language learning lessons for the Minister of Education, Laurel Broten (@LaurelBroten on Twitter), as reflected in a number of conversations Thursday morning on Twitter.  (Note that even though the Minister of Education’s Twitter account immediately followed a lot of Ontario edTech leaders when it was first created (who gave her that sage advice?), she has never once replied to any of my DMs or mentions. (Like the time on August 28th when I personally invited her and @Dalton McGuinty to come out of Queen’s Park and meet with us on the lawn during the #rally4edu.) Nothing. Not interested in listening or talking, I guess. 😥

So. On with the language learning opportunities for Minister Broten and the government:

Oxymorons

In reflecting on the words Ontario’s Education minister yesterday morning, it seemed as if the actions of her government were at odds with the language in use.

Broten announced Thursday that the minority Liberal government will impose the contracts [collective agreements] on approximately 130,000 elementary and high school teachers under the controversial Bill 115 before students are set to return to the classroom on Monday. from CTVNews.ca

In seeking to provide a bit of commentary and perhaps some tension-breaking levity (thanks, Alana!), I posted the following update on Twitter.

Broten Oxymoron1

I was increasingly amazed throughout the day as my phone continued to beep and chirp every time someone retweeted or favourited the tweet. Imagine my surprise Friday evening when a Twitter summary email (“the following users have tweets for you”) listed that @msjweir, @mkgoindi, @tk1ng, and 37 others had RT’d the update. Seeing that, I clicked on the View Details button and grabbed this — four hours since the summary email had added another 20 odd additional retweets. Go figure. Another one popped up as I was writing this!

“Regarding that Level 5 Exemplar…” by aforgrave, on Flickr

I do my best folks. Every once in a while something like this resonates with people. I think we all see and understand the deep unintended irony inherent the Minister’s words and actions.

But that wasn’t all.

Verbs

Broten also announced that the Ontario government will now move to repeal the bill – known as the Putting Students First Act – as it “has achieved what it was put in place to do.” from CTVNews.ca

Continuing in the soul-saving spirit of humour, @acampbell99 shared a definition yesterday morning of a new verb, “broten,”

Broten_verb

This morning I received my latest copy of The New Ontario Education Dictionary of Words (it is updated daily), and, just to check, I turned to the appropriate page. And there it was.  (Coincidentally, this is quite an interesting collection of consecutive, yet somehow relevant words!!)

Pg 216

Grammar

One final note. I thought I was having a conversation yesterday with the Liberal Press Office on Twitter.

LibPressSec_Grammar

In receiving the mention from the Media Office account (@LibPressSec) in response, I checked out their Twitter updates and found that there were perhaps 6-10 updates that were being posted, over and over again, directed at various folks who where clearly commenting on the day’s events. Rather than engaging in conversation with the folks posting on Twitter, the account was simply re-using the same statements, ad nauseam. The one that I received had a problem with the participle. (It wasn’t the only one with that error, but I saw it reposted over and over unchanged.) I don’t know if they ever #brotened it or not, as per my suggestion. They were probably not listening either.

However, now that these little language lessons have been carefully documented, I’m most certain that their learning will commence.

With over 130,000 educators in the province on the job, the government will be sure to get the message.


The Day Without Technology

The Day Without Technology

My youngest son and I had an interesting conversation this past Sunday as we were leaving the arena after his speed skating practice.  Rather than sitting in the bleachers fiddling with my iPhone as I am usually wont to do, I had instead just completed 20 exercise laps (walking) around the perimeter of the rink. During the 20 laps,  I listened to music on my iPhone, posted 3 messages to Twitter, and on my final pass, recorded a video of the loop for subsequent sharing. I figured that was an acceptable improvement over my usual practice.

But maybe not. It would appear that my continued use of the iPhone technology for walking is still problematic. Check out this conversation:

The Day Without Technology

So, the Saturday in question is tomorrow.  That gives me about 150 minutes now to make use of technology, and then I’ll be off for 24 hours.

[Subsequent to the recording, we negotiated that my use of technological amenities around the house for basic human needs is permissible, but not electric lights once it get dark. Also, apparently, cameras fall into the “not okay” list, so I’ll be foregoing pictures, too.]

However, I’m certainly looking forward to tomorrow. I’m guessing that my son will be less enthralled with his technology tomorrow, too. 🙂

 


Unplug’d 2011: Unplugging to Connect

by Andrew Forgrave and Kim Crawford

Central to Unplug’d was the notion of leaving the Internet behind. Various thoughts on connecting, unplugging, and focusing attention have started to emerge.

What did it feel like to unplug?

Close to The Edge

Close to The Edge by aforgrave, on Flickr (CC)

Kim: I didn’t have far to go from ‘plugged’ to ‘unplugged’. I scaled back my online presence a year ago.  Since then it has been sporadic; I lurked, but rarely participated.  For me, unplugging was only difficult in that I couldn’t text with my teenage children or search for information online (which I do a lot).

Andy: If I have the time, I tend to be online, keeping tabs on conversations that occur at all parts of the day. So while I was fully prepared to unplug, I found myself wrestling with how to choose the right time. In part, I was observing others to see how they would handle the transition to disconnect. With other folks posting to Twitter on the train north to The Edge, there was an interest in participating in the recording/telling of “the departure story.” However, upon arrival at South River, there was a great flurry of activity, and a while thereafter, about halfway through the 22 km bike ride to The Edge, I simply realized I would turn off my phone to conserve its charge. I was unplugged.

How did being unplugged shape your experience and interactions with people?

Collaboration by Kim Crawford on Flickr (CC)

Kim: I was present and focused on the moment, so I fully embraced and engaged in the experience.  At The Edge, I think we were able to practice mindfulness, without the distractions of news, people and information from outside of our Unplug’d circle.  Throughout our formal and informal conversations, we listened to what people’s eyes conveyed. We listened to gestures and body language.  We listened to the emotion in a wavering or cracking voice that we wouldn’t hear, couldn’t hear, in a tweet, and we were there to place a comforting hand on a shoulder.  We couldn’t hide behind online personas, so we exposed ourselves for who we are.  We accepted each other for who we are. And, with the focus on connection, we couldn’t help but ask “what is my connection? What can I offer?”  We formed deeper relationships by removing the barriers of time, space and pretense.

Andy: Without devices buzzing in my pocket, supported by the hyper-natural setting of The Edge, and with real-live friends front and centre, awareness of the Internet melted away. Maybe I shifted into a former at-camp mode (years ago, working at summer camp for weeks at a time, the only news came in the form of a newspaper — which I ignored).  At Unplug’d, without phones or Internet, we worked with primitives: paper & pens, even markers, paints, rocks and stone. And canoes. Without distractions of plugged-in life, conversations went deep. Really deep. These are experiences that just can’t happen online. Internet? We didn’t need no stinkin’ Internet.

How did you react to the ability to plug back in?

WiFi on the Bus, by tomfullerton, on Instagram

Kim: After sending some texts to my children, it was all about the pictures and the conversation.  We were still together on the bus when we could plug back in, so it was a group share out to those who weren’t at The Edge.  I wanted to tell a part of the story, so I used my pictures. I started editing them and planning captions.  I uploaded everything on the train from Toronto to London.

Andy: As with “the departure” from Toronto, I was interested in observing our collective response to “the return,” and the opportunity to plug-in. It came as a shock to me to discover that there would be WiFi on the return bus. I somehow felt as if nature was testing us, to see if we had learned a lesson — or not. I avoided the immediate temptation to check what was being shared on Twitter. In my head I was hearing, “I have four more hours to connect with these people face-to-face.” And I’m glad I did.
The next day back, however, after some time spent sleeping, presented the opportunity to continue conversations with Unplug’d delegates as they travelled home. And that meant being online. And online I was. Looking to carry on the discussions that we hadn’t had time to finish. Looking to make plans for future projects. Caring for new friends who were now getting further and further away. And not wanting Unplug’d to end.

How did being (at) unplug’d inspire you?

Tilting the keel

Tilting the keel by Tom Fullerton, on Flickr (CC)

Kim: I will make more of an effort to be connected both online and off.  In order to do this, I’ve generated these reminders for myself:

  • Listen first
  • Stay open to people
  • Don’t be afraid to speak your truth, but share it with kindness
  • Participate online
  • Keep moving forward even if you don’t know what the path or destination look like
  • Join forces

Andy: Unplug’d was an inspiration in many ways. With regards to the connected/disconnected tension, Unplug’d was a wonderful reminder of the benefits of stepping away from day-to-day routines to renew connections with things we overlook in our busy lives. So I’m going commit to continue to unplug; to break the habit of continual online connectedness. I do know that there’s an issue of balance in here. Too little connection and the conversation gets lost. But the other conversation is important, too. The Unplug’d experience made that very clear.

We’d like to hear from you.

What does it feel like to unplug?  How does being unplugged shape your experiences and interactions with people?  How have you reacted to the ability to plug back in?  How has being (at) unplug’d inspire you?