and I'm all out of bubble gum…

As part of my education technology role at my school, I am a member of our high school “Laptop Leaders” group. A few weeks ago, at the end of our first quarter, the Laptop Leaders were asked to document the work they were doing, to create a shared resource, both for themselves and for other teachers. Ultimately, this is preparation for more large-scale adoption of laptops and technology in general as teaching tools in the high school.

The teachers in this Laptop Leaders group were selected last spring, so I joined the group late, at the beginning of the school year and had, really, only a sketchy plan for what I would be working on. The outline (lightly revised) is below. My intention is to share my various write-ups related to this process in this space.

Collaborative Writing and Editing

I’m working with students to develop a class wiki as a collaborative information source, with students contributing class notes, screencasts and other updates and expansions on course content.


I’m working with students to use the class blog as a publication platform for ideas/questions relevant to the greater community in their discipline (e.g. develop [my class] blog into a discussion of [media and design] and related ideas in the outside world).

Social Bookmarking

I’m working with faculty (and students) to use social bookmarking tools (specifically Diigo) to create dynamic and annotated resources for each other (and for and by students).

Social Media

I’m working with faculty and students to develop personal learning networks that tie together all of these Web 2.0 tools to create an online identity and a group of “fellow travelers” studying and exploring the same area. In students’ case, we’re working on this as a class (blogging), but for faculty tools like Twitter (and personal blogs) may also be useful. Also looking at other sharing sites (e.g. Flickr) for use as collaborative tools.

Useful Tools

In the interests of sharing, when I was at my last school, I sat down and created an profile of the handy applications that I use day-to-day. I’ve added this to my profile [on the school wiki], along with a (slowly growing) list of tools that I’ve built for special purposes around school.

Updated November 22, 2009: I should mention that I have Bowdler-ized some of these posts to protect (at least a little), the identities of my students. When posted to our school wiki, there are a number of links to examples. If you pop me an email or a comment and identify yourself, I’m happy to share these examples. Just trying to do some due diligence with regard to my students’ privacy.

November 22nd, 2009

Posted In: "Expert Plan", Educational Technology, Teaching

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I have spent the past several weeks and months trying to a) get to know my new school and b) define a vision for academic computing that complements the goals of the school.

I’ve been doing a bit of reading online (and on dead trees) in an attempt to refine my own idiosyncratic vision into something that is supported by research and generally applicable. I have spent the past few days poring over Will Richardson’s Blogs, Podcasts, Wikis (it came out a couple of years ago: one interesting twist is that I did not intend to return to technology and education after my last experience, and so am finding myself playing catch-up this year).

My initial reaction to his introduction was to cast the book aside in exasperation: he articulated the standard shiny-eyed wonder at the potential for all of these wonderful web tools to revolutionize education, the world and probably the way we make french fries as well. Standard pie-in-the sky futurist-gibber. Groan.

However, that frustration, combined with a recent talk at school by Nicholas Negroponte, Bob Metcalfe and Lars Perkins on the topic “Computer Science is a Liberal Art”, reminded me that the reason we (or at least I) study computer science is because it provides a methodical approach to handling complexity. Academic computing is a complex problem. So, let’s start by defining the problem and then think about how to solve it. Top down design is a wonderful thing.

Richardson prompted me to think about blogs as an extension of scholarly learning. Scholarly work draws on diverse sources, reading each source critically with the intent of providing a analytic and well-supported interpretation or synthesis of the information. If computer science is all done with zeros and ones, then scholarly work is all done in the footnotes. If you think that scholarly works are dry, Edward Gibbon’s footnotes will change your mind, if not your life. Blogs as the outgrowth of annotated lists of links are, at their best, scholarly works — that is, assuming that the annotations are written by someone who has critically examined the links in question and provided a useful analysis, thereby contributing the a reputation-based validation of the information.

Combine these two ideas: a need to think through a complex problem methodically and a blog as a mode of scholarly discourse, and I suddenly have all the reason in the world to blog: I can put together my thoughts under the public scrutiny of my peers, drawing clearly on the ideas of my peers, while trying to work through complex design and logistical problems.

With this in mind, over the next several days I intend to take a serious swing at using this blog as an area in which to get my vision in order. I am thinking most about the desired outcomes of academic computing in high schools: what should a high school graduate be able to do with technology? (And how does this connect to other things that a high school graduate should be able to do?) The bullet points that I expect to expand upon over the next several days are:

I shall, understandably, endeavor to steer clear of identifiable specifics, leaving much of the logistics for my (private) wiki.

Updates: adding links for the bullet points.

December 27th, 2007

Posted In: Educational Technology, Ouroboros

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