Repost: America's High School Graduates Look Like Other Countries High School Dropouts

http://www.npr.org/sections/ed/2016/03/10/469831485/americas-high-school-graduates-look-like-other-countries-high-school-dropouts

Computational Thinking: Nothing More Than Systemic Common Sense Problem-Solving

From what I can determine, computational thinking is said by its proponents to provide a manner of thinking (extrapolated from computer science) that should be applied across all occupational and social endeavors. And that computational thinking should be taught and enforced beginning with the earliest grades. The Computer Science For Fun Site while not doing a very good job of detailing examples of how it should apply, does lay out the types of thinking inclusive in computational thinking.

Logical Thinking: Logical thinking is about deducing as much new information as possible from the little you already have - but (and this is the critical bit) not by jumping to conclusions. The new information gleaned must follow for sure.

Algorithmic Thinking: Algorithmic thinking is developing a set of rules that produce a winning or successful problem-solving strategy each time when confronted with similar circumstances. Once a successful algorithm has been built, one does not need to rethink the exercise from scratch each time.

Efficient Solutions: In computer science, efficiency is basically just about minimizing how much of some resource you use to complete a task. The resources to minimize vary but the most important one is often 'time'. What matters is usually finding ways that guarantee you get a task done in as few steps as possible.

Scientific Thinking: Basically scientific thinking is essentially not jumping to conclusions without evidence: following the Scientific Method to build up new knowledge. And the steps of the scientific method are to:

• Ask a Question


• Do Background Research


• Construct a Hypothesis


• Test Your Hypothesis by Doing an Experiment


• Analyze Your Data and Draw a Conclusion


• Communicate Your Results

Innovative Thinking: Innovative thinking means, I think, not only coming up with unique ideas that are guaranteed to better some small or large part of mankind but to push the idea through to fruition.

Jeannette Wing, who coined the term Computational Thinking, wrote: "It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use. " In her article, she goes on to characterize Computational Thinking as conceptualizing, not programming; fundamental, not rote skill; a way that humans, not computers, think; complements and combines mathematical and engineering thinking; ideas, not artifacts; for everyone, everywhere.

Given the common sensical attributes of so-called computational thinking, there can be little doubt the whole thing is a bit silly and a lot forced. That we need to ball it all up into curricula and add it to reading, writing, and arithmetic as a basic as early as kindergarten, is ridiculous. Ms. Wing and CMU are garnering considerable attention with considerable fluff. It too will pass but not before we have misdirected billions to buying computational thinking as the skill of the 21st Century.

Wi-Fi Troubleshooting

Most of the time Wi-Fi works and it's wonderful! A bit slower than cable all-around yet, wonderful! However, frustratingly, at one time or another we all have Wi-Fi issues: can't turn on Wi-Fi no matter how hard or fast you press that wireless key; maybe not being able to connect to the Internet; showing only a partial connection and not being able to reach a particular site; etc. It can be mysterious. Over at Wirednot, Lee Bradman has posted a wonderful little schematic that not only depicts what all is involved with Wi-Fi but lays out the considerations that need to be taken into account during troubleshooting what appears to be a Wi-Fi problem.  It also makes very clear that once you reach the access point you're out of the wireless environment, at least locally. This is not intended to bypass standard troubleshooting steps: 1) identify the problem; 2) establish a theory of probable cause; 3) test the theory to determine cause; 4) establish a plan of action to resolve the problem and identify potential effects; 5) implement the solution or escalate as necessary; 6) verify full system functionality and if applicable implement preventive measures; and 7) document findings, actions, and outcomes. The process is fairly standard regardless of occupation or profession. Lee's little graphic puts it into a technology networking framework. As you step through the standard troubleshooting process, here's most of the stuff you need to consider.

Reasoning Ed Tech

One of the most reasoned articles on the value and use of ed tech was brilliantly written by Alfie Kohn (The Overselling of Ed Tech). Not only should educators and technologists take note but politicians and corporate heads could also benefit from this short analysis. He centers on the question, "What kinds of learning should be taking place in those schools?". He maintains that a collaboratively derived answer to that question is a prerequisite to answering, “Is tech useful in schools?”. While I agree, I can't imagine how as a nation we could ever arrive at a coherent, coordinated answer to the first question. Common Core anyone? Satisficing answers may be more attainable by returning control to the local level. As it stands now, we are just wasting huge sums of money on technology and we don't even know why.

Too Much Ed Tech Too Frequently?

The following is an RSS Feed Reader snip from the Educational Technology and Mobile Learning (http://www.educatorstechnology.com/) site encompassing but the past six days.

Your school just might be well enough funded to have implemented 1 to 1 classrooms or maybe just a legacy computer lab or two, or maybe tablet carts or four or five static tablets assigned to each classroom. Many might still be saddled with ancient slow and cumbersome desktops. (Aside note: I remember a time [the late 80's] when I lugged my "portable" 30-pound computer with two 5-1/4" floppy disk drives back and forth to work daily using a luggage carrier.) Surely whatever devices on campus, all have access to the Internet and every faculty member has a laptop, notebook or tablet device. No? Whatever the case someone or someones has the explicit, or worse, the implicit task of vetting new educational apps, websites, browser add-ons, templates, ed tech tools, hardware, and all  stuff ed tech. Considering that these 60 some educational technology "things" above are from only one website, we can be assured that every six days produces many, many more, probably thousands. Who vets, recommends, budgets and buys ed tech stuff at your institution? Is it the administrators, the teachers, the IT guys, the education-technology integrator/coordinator, the cleaning crew? Who or what group would ever even have the time to visit each website and blog then look up and read a summary about each new thing. Does anyone even care that new and fabulous ed tech stuff, eminently capable of propelling students forward by at least two grades, goes on the market every day? What criteria is used? Do the teacher-users and student-user have input to decisions?ed tech tools, hardware, and all stuff ed tech. Considering that these 60 some educational technology "things" above are from only one website, we can be assured that every six days produces many, many more, probably thousands. Who vets, recommends, budgets and buys ed tech stuff at your institution? Is it the administrators, the teachers, the IT guys, the education-technology integrator/coordinator, the cleaning crew? Who or what group would ever even have the time to visit each website and blog then look up and read a summary about each new thing. Does anyone even care that new and fabulous ed tech stuff, eminently capable of propelling students forward by at least two grades, goes on the market every day? What criteria is used? Do the teacher-users and student-user have input to decisions?

Personalized Learning; Competency-based Education; Distance (On-line) Education

The buzzwords Personalized Learning, Competency-based Education, Distance (On-line) Education have become increasingly popular since the 1990's. In some circles, these are pejorative terms which when enacted to an extreme through the conduit of technology are perceived to threaten teachers and the teaching profession. Technology is often seen as the cause and by reference, technologists are therefore at fault. Here is an excellent article by Jennifer Carolan that rehashes the history of Personalized Learning and adds some reasonable perspective regarding the role of technology. Her last paragraph capsulizes the theme.

But personalization does not mean isolation, and it doesn't mean sitting our students down in front of laptops all day. Personalization is a strategy that allows us to adapt to the needs of all children, preferably after giving them a powerful, shared learning experience that motivates them to dive deeper. The best schools and ed-tech companies understand that technology and personalization are not the ends of education, but that they are merely means to help achieve higher goals—goals on which the health of our society and democracy depend.

Implementing an EdTech Learning Model

Too often learning models pontificate at the theoretical level leaving practitioners to ferret out the "How To". SAMR is a good example. Conceptionally, the model makes sense with the goal being



to advance from substituting a newer technology for an older technology to using technology to create a new, previously inconceivable technology. Putting the process into practice is less sensical. As in any planning process, the first step is to define where one is, assuming a continuum along the path within each unit. While the model depicts four graduations, there are, in practice, infinite graduation possibilities making settling on a "Where I Am" a bit difficult. The next step would be to define where one would like to be--discovering the gap. Questions begin to arise. What if I am not convinced that "infusing" any amount of technology into my lessons is the better approach to learning? What if I'm perfectly satisfied with where I am? Wait, technology is ubiquitous and is the future I'm told. Am I obliged to teach subject matter and technology? Or just to teach subject matter while using technology and assigning tasks that require students to self-learn and use technology in task performance? Should I leap directly to the Redefinition level? I would have to come up with technologies that were "previously inconceivable". What that hell does that mean? Enough.

The Internet is rife with SAMR specific examples. Google it. Most are well-intended, however, just plain make-work, even silly. Here are few examples of the Redefinition level from a recent blog (http://www.hippasus.com/rrpweblog/) at the "Emerging Education Technologies" blog. Also, see https://arlington.instructure.com/courses/50558/pages/redefinition-ideas?module_item_id=1138005.

A Handwritten Paper: Redefinition: Instead of a written assignment, students convey analytic thought using multimedia tools.

Geography and Travel: Redefinition: Explore the locale with Google Earth; seek out and include interviews with people who have visited the local.

Understanding Shakespeare: Redefinition: Answer the Question, “What did the culture of the time have on the writing of Shakespeare’s plays” by using a Concept Mapping tool and constructing a mind map demonstrating key elements through words and images.

An Assessment Exercise: Redefinition: “A classroom is asked to create a documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product.  Teams are expected to contact outside sources for information.”

Art/Painting: Redefinition: Create Artwork Collaboratively using a Collaborative Online Whiteboard (like Twiddla or one of these other tools).

Email Etiquette: Redefinition: Students watch the guidelines video, then assess examples of Email Etiquette ‘violations’ and indicate which guidelines should be applied to correct/improve on the examples.

Learning Fractions: Redefinition: Use a Fractions App instead (here’s a handful of examples for iOS devices).

Phys Ed, Learning to Hit a Baseball Well: Redefinition: Students watch video examples and practice the techniques, then the coach/teacher videos them hitting balls and provides feedback about their technique.