Do I need this tool? Why? How does it really support learning? What are the costs, both monetary and otherwise, of using this service? Do the rewards of use outweigh the risks? Is there a paid service I could explore that will meet my needs and better protect the privacy of my information and my students’ information? How can I inform parents/community members about our use of this tool and what mechanisms are in place for parents to opt their children out of using it? When this tool and/or its plan changes, how will we adjust? What will our plans be to make seamless transitions to other tools or strategies when the inevitable happens?
The Admins are back at it. Discussing new releases, changes, and discoveries in the Admin Console. Oh yeah, almost forgot to mention, special guest is CYRUS MISTRY! (I really didn't come anywhere near close to forgetting that, I just wanted to add a little...
The ability of schools, even the most visionary, to match the learning with the digital provided outside the school walls, is impossible. Schools as public institutions controlled by government, bureaucrats, resourcing, working conditions, legislation, law, accountability requirements, inflexible organizational structures and history can never respond to the accelerating digital evolution and transformation in the same way as the highly agile digitally connected families of the world. Even if governments wanted its schools to change, or indeed to collaborate with the families.
I tell almost everyone I know who’s into web audio and podcasts how much I love Huffduffer.
The one I hear all the time is 11:
It is an valid COPPA workaround for a vendor, in their terms, to tell a teacher that to comply with COPPA, for them to sign up the student.
Such as from Canva.
The question that I always have from abroad is the impact of COPPA etc. I was once told that we are not in America so it does not matter, yet many of the applications originate from America. That is something that has always stumped me.
Look forward to reading your annotations.
The Friendly Orange Glow is a history of PLATO – one that has long deserved to be told and that Dear does with meticulous care and detail. (The book was some three decades in the making.) But it’s also a history of why, following Sputnik, the US government came to fund educational computing. Its also – in between the lines, if you will – a history of why the locus of computing and educational computing specifically shifted to places like MIT, Xerox PARC, Stanford. The answer is not “because the technology was better” – not entirely. The answer has to do in part with funding – what changed when these educational computing efforts were no longer backed by federal money and part of Cold War era research but by venture capital. (Spoiler alert: it changes the timeline. It changes the culture. It changes the mission. It changes the technology.) And the answer has everything to do with power and ideology – with dogma.
Excerpt from my book Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play
Techno-skeptics often argue that children should spend more time with crayons and watercolors, rather than tablets and laptops. But they tend to forget that crayons and watercolors were viewed as “advanced technologies” at some point in the past. We see them differently now because they’ve become integrated into the culture. Computer pioneer Alan Kay likes to say that technology is anything that was invented after you were born. For kids growing up today, laptops and mobile phones aren’t high-tech tools — they’re everyday tools, just like crayons and watercolors.
He also explains that the problem with technology is not necessarily the tool itself, but the way in which it is used. With this in mind he suggests that we try and maximise ‘creative’ time
Spending all your time on any one thing is problematic. But the most important issue with screen time is not quantity but quality. There are many ways of interacting with screens; it doesn’t make sense to treat them all the same. Time spent playing a violent video game is different from time spent texting with friends, which is different from time spent researching a report for school, which is different from time spent creating and sharing an interactive story with Scratch. Rather than trying to minimize screen time, I think parents and teachers should try to maximize creative time.
I’ve been asked about the podcasting equipment setup and software that we use on the 10-Minute Teacher Podcast. After 220 episodes in one year and over 430K downloads, we’ve settled on a configuration we like. In this post, I’ll share the setup and help you get started.
I was supposed to speak to a reporter today about iPhones and addiction, but the interview fell through. I jotted down some of my thoughts in preparation for the call, and I thought I’d post them here in case it’s a topic I decide to return to and flesh out more in the future…
Through using digital tools in the cloud, governance at Larkrise Primary School has been made more effective and easier to manage. Though we’d recommend it, this is not about the technology, but about a shift in culture. There is more we could do and would love to connect with others using similar approaches.