In 1998 Netscape released their source code and made it available to everyone. People in the Open Source community realized this was a great time to teach others about all of the ways a community working together to improve software is better than a company with limited talent and resources building software for sale. If you know about the open source community of Linux users/builders you probably wonder why the same ideas aren't used in Public Education. I have spent several hours thinking about that myself.
In 1999 the Open Source Community sent a petition to the Federal government to encourage the use of Open Source software. Now much of our Public Sector is run with Open Source software. Since the federal government knows about Open Source we should consider applying these principles in Public Education Policy.
An Open Source approach is currently being used on a limited basis in Tullahoma, Tennessee city schools. Tullahoma was alarmed at the rising cost of textbooks and perhaps disappointed by the errors, misspelling and how quickly these products became dated. This small town decided they could do a better job than the commercial textbook companies and custom tailored their texts to local curriculum. Now instead of having to follow textbooks designed for larger states they have a textbook which can be modified in real time to keep up with real world happenings. Their texts are online and searchable for their students. Tullahoma City Schools brochure states: "TCS is unique in that our teachers create the content taught in their classes. An Open Source initiative is well under way in Tullahoma City Schools offering digital textbooks as the tool of choice." TCS is also a one to one district for 3 through 12. Students are welcomed to bring their own device. Their approach is unorthodox and inventive. They are forging their own path and sharing resources in their district. Although not available to all this is certainly a step in the right direction.
This is not Tennessee's first foray into Open Source principles in Education though. Twenty years ago Metro Nashville Public Schools selected educators to collaborate on creating a series of tests to help teachers insure their students were up to speed with the grade level skills. The Math Instruction Program, MIP, was well thought out and extrememly well organized. This was the best testing initiative I have ever seen. it was not created by professional test makers or textbook writers. It was created by a group of TEACHERS the Nashville district brought together 20 years ago.
At the same time the district pulled together a group of Reading/Language Arts teachers. The program they created was not on par with the Mathematics program. MNPS conducted focus groups and one of the teachers, Julia McConnell, suggested the district organize the Reading tests into a notebook with a table of contents and dates to administer. It was a nice improvement but she was not credited with her suggestion.
So if we used an Open Source approach to education in Tennessee what might that look like? First people who contributed beneficial ideas to education in our state would be recognized and remembered. The resources created for education would be available to all. Teachers who are strongly invested in education such as people who have taught 15 years in a public school and have advanced degrees in pedagogy could apply to be part of the states Open Source Core. This core of teachers could write our textbooks and testing materials for a year and then rotate back into the classroom. Then the cohort for the following year could add to our library. The textbooks could be available on line or printed by some of our local textbook companies such as Ingram or Harper Collins which now owns Thomas Nelson.
There is no reason to pay millions in tax money to companies who prevent teachers from discussing the tests after testing. Relationships with companies who prevent parents from knowing about the questions and sections the children are asked to read should be ended. Secrecy enforced by contracts the testing companies have with our governments not only prevent improvement to the tests but also may be a violation of the sunshine laws. There is also no reason to continue to fund inferior text books and tests with typos and incorrect information. Open Source is a solution.
If we switch to an Open Source model. The tests could be released at the end of the testing cycle and new ones could be generated. Errors on the tests could be identified and questioned. Faith would be somewhat restored in the veracity of annual tests. Typos in the texts we are using to teach could be identified and corrected if the texts were editable by our school system or by the Open Source Core. The millions of dollars we could save could go into one to one initiatives, wrap around services, and even after school enrichment programs.
Not only would students benefit by getting a better more closely vetted product They would also enjoy better use of education funding. If well qualified professional teachers created the test we might get some usable data. We are not getting much from the current tests. [For more information on what the current tests measure check: Map Comparison: Level of Poverty to Level of Performance] The students are extremely stressed during testing and a month of instruction time is lost attempting to help students navigate the test itself. We could hire several dozen teachers for a year to create these materials and the cost savings even after funding their salaries would be significant. The students would experience less stress because the tests would be worded for better understanding and would be aligned to the textbooks and curriculum taught. The students would regain a large portion of the test prep month because it would not be as needed as it is right now. Currently our test makers have no oversight by parents and no accountability to anyone. Let's change that.
Special thanks to Jared Polis for Congress for supporting Open Source in Education through legislation. http://www.polisforcongress.com/issuespage.
Also thanks to Becky Mostello for bringing this to our attention.
If we do not make changes we may be facing a revolt. You can read about it at:
http://www.amazon.com/gp/product/1608463923/ref=as_li_tl?ie=UTF8&camp=211189&creative=373489&creativeASIN=1608463923&link_code=as3&tag=teachersandco-20&linkId=W3TUQ2D4KZQCP4VB#reader_1608463923
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Saturday, March 7, 2015
Sunday, March 1, 2015
Informal Learning
My daughter attended a young coders conference to get her first class on programming in Python. She was worried and asked me if there would be tests during the class. I told her she would not be tested. All she had to do was to pay attention and learn as much as she can. She was relieved and excited about class.
It made me think about how much I wish other kids could have access to this type of learning. There is less and less space for informal learning in school due to the test driven curriculum. Informal learning is some of the most memorable.
Time is being wasted for short term temporary gains. Test prep and all of this testing is a waste of time. Not just of the teachers time but more significantly the students time. At the time when youngsters are able to grow the most dendrites they are being subjected to substandard teaching because it's measurable. Measurable is not the same as memorable. In this case measurable and memorable may be opposites.
It made me think about how much I wish other kids could have access to this type of learning. There is less and less space for informal learning in school due to the test driven curriculum. Informal learning is some of the most memorable.
Time is being wasted for short term temporary gains. Test prep and all of this testing is a waste of time. Not just of the teachers time but more significantly the students time. At the time when youngsters are able to grow the most dendrites they are being subjected to substandard teaching because it's measurable. Measurable is not the same as memorable. In this case measurable and memorable may be opposites.
Sunday, February 22, 2015
Ownership of Books Eases Poverty?
Having books in the home is said to offset the affects of poverty. I have seen several 'studies' that say just having books can make the difference. Salon said that having five hundred books in your home can be a greater indicator of success for a child than if that child's father had a professional level job. I suspect there may be some missing data here.
I have also read that poor families do not have books because books cost money. I was thinking about the library in my home and in my friends' homes. All of us buy books. We don't buy them because we like stacks of thinly sliced dead tree lying around our homes. Gee, that sound kind of gruesome. No, I do not buy books due to a pathological hatred of trees.
Books are not laying around on the floor of my space as a totem to ward away the evil specters of my children not getting an education. I don't even buy books because I enjoy the physical act of reading. I read because I enjoy learning about whatever new thing I am interested in at that time. When I have excess funds, I am likely to buy something new to read. I can't imagine how much poorer my life would be if I couldn't afford a new book every month of two.
Going back to the studies they seem to indicate that just having books in the house could make the difference. If that were the case I suppose these people would be raising the next Tesla.
*Not my actual den.
Of course, we know this is likely not the case. I remember several years ago stumbling on a studies that if children see their mother reading they will grow up to be literate. I can provide anecdotal evidence to corroborate the study but I also worked with my children to help them gain literacy skills. SO what is the secret connection to books and literacy? These studies lead to the question.
Is it just a matter of having books in the home or do the books need to be used?
If possession were the issue, would a nice picture of a bookcase be a workable substitute? I, of course, do not believe it is as simple as owning books. I believe there are behaviors that accompany book ownership which skew the findings.
It seems evident that people who love and collect books over time collect them to be read and enjoyed. They spend money on books because they value the education they receive from reading. People collect books on subjects they love and want to learn more about. This type of literature is what professional teachers call high interest reading. Children learn to love books and get to read books they want to read. Children need access to high interest books and Dolly Parton stepped up to help.
Dolly Parton has become a personal hero for many because of her Imagination Library. She provides beautiful free books that come in the mail for children from birth to age 5. These books are available to anyone who has a child in this age range in Tennessee. With the help of partnering organization she is helping community champions set up this program for the local youngsters in other areas. If you would like to register for books or champion an Imagination Library in your area here is a link to her site: https://usa.imaginationlibrary.com/program_replication.php#.VOotK_nF_AR I would love to see her program replicated all over the globe.
Her books make a difference to the children who receive them. Every month a book comes in the mail addressed to the child. The books are new and have that wonderful new book smell. The kids are so excited I imagine the majority of them find an adult to read it to them in short order. Then they have the book to keep. They learn the basics of handling a book. Which way is right side up, which direction the pages turn. They might learn the words contain the meaning or they might even come to recognize some words. Exposure to this learning activity can make a profound difference for these children. It puts them ahead of the children who have never seen or held a book. It also teaches them that receiving a new book is an event to be celebrated! The change in attitude toward books from neutral to gift is a great by-product of her work.
A study, which will be published later this year in the Journal of Reading Psychology, indicates providing poor children with as few as 12 books at the beginning of Summer break can prevent Summer slide. The caveat is the books must be chosen by the children not assigned by the authority, which brings us back around to high interest literature. The emotional connection, the wanting to read because you choose to, seem to be the unifying theme.
So what if you want to expose your children to high interest literature but cannot read well. There are free recorded books available on https://librivox.org/. These books have aged into the public domain and are recorded by volunteers. It's a free service but the youngest book dates back to the 1930s. What if you need something more current. Audible.com is offering 2 free audio books at their website. Here is a link:
http://www.amazon.com/Audible-Free-Trial-Digital-Membership/dp/B00NB86OYE/?ref_=assoc_tag_ph_1422899139880&_encoding=UTF8&camp=1789&creative=9325&linkCode=pf4&tag=teachersandco-20&linkId=E36DRQBEXRAXLTXL The Pubic Library also has audio books to loan and they can get you any book you want to read.
I love recorded books because I can listen while I drive. Last Summer we listened to an old radio recording of the Adventures of Superman and A Wrinkle in Time. My kids enjoyed both and we would talk about the stories when we took breaks. It's a very nice way to pass time on the road.
Because of these studies people may recommend that you give old books to soup kitchens and poverty schools. I think that is a nice first step. If you are a book hoarder you should definately thin your supply this way. It would be even better if we helped impoverished young people get access to books that would interest them. It would also be helpful to raise the wage so less people were in poverty in America and they could then buy more books.
If you know of other free resources to help people get access to free literature please sent us a note and don't forget to follow our blog so you can be sure to stay up to date with our weekly posts.
I have also read that poor families do not have books because books cost money. I was thinking about the library in my home and in my friends' homes. All of us buy books. We don't buy them because we like stacks of thinly sliced dead tree lying around our homes. Gee, that sound kind of gruesome. No, I do not buy books due to a pathological hatred of trees.
Books are not laying around on the floor of my space as a totem to ward away the evil specters of my children not getting an education. I don't even buy books because I enjoy the physical act of reading. I read because I enjoy learning about whatever new thing I am interested in at that time. When I have excess funds, I am likely to buy something new to read. I can't imagine how much poorer my life would be if I couldn't afford a new book every month of two.
Going back to the studies they seem to indicate that just having books in the house could make the difference. If that were the case I suppose these people would be raising the next Tesla.
*Not my actual den.Of course, we know this is likely not the case. I remember several years ago stumbling on a studies that if children see their mother reading they will grow up to be literate. I can provide anecdotal evidence to corroborate the study but I also worked with my children to help them gain literacy skills. SO what is the secret connection to books and literacy? These studies lead to the question.
Is it just a matter of having books in the home or do the books need to be used?
If possession were the issue, would a nice picture of a bookcase be a workable substitute? I, of course, do not believe it is as simple as owning books. I believe there are behaviors that accompany book ownership which skew the findings.
It seems evident that people who love and collect books over time collect them to be read and enjoyed. They spend money on books because they value the education they receive from reading. People collect books on subjects they love and want to learn more about. This type of literature is what professional teachers call high interest reading. Children learn to love books and get to read books they want to read. Children need access to high interest books and Dolly Parton stepped up to help.
Dolly Parton has become a personal hero for many because of her Imagination Library. She provides beautiful free books that come in the mail for children from birth to age 5. These books are available to anyone who has a child in this age range in Tennessee. With the help of partnering organization she is helping community champions set up this program for the local youngsters in other areas. If you would like to register for books or champion an Imagination Library in your area here is a link to her site: https://usa.imaginationlibrary.com/program_replication.php#.VOotK_nF_AR I would love to see her program replicated all over the globe.
Her books make a difference to the children who receive them. Every month a book comes in the mail addressed to the child. The books are new and have that wonderful new book smell. The kids are so excited I imagine the majority of them find an adult to read it to them in short order. Then they have the book to keep. They learn the basics of handling a book. Which way is right side up, which direction the pages turn. They might learn the words contain the meaning or they might even come to recognize some words. Exposure to this learning activity can make a profound difference for these children. It puts them ahead of the children who have never seen or held a book. It also teaches them that receiving a new book is an event to be celebrated! The change in attitude toward books from neutral to gift is a great by-product of her work.
A study, which will be published later this year in the Journal of Reading Psychology, indicates providing poor children with as few as 12 books at the beginning of Summer break can prevent Summer slide. The caveat is the books must be chosen by the children not assigned by the authority, which brings us back around to high interest literature. The emotional connection, the wanting to read because you choose to, seem to be the unifying theme.
So what if you want to expose your children to high interest literature but cannot read well. There are free recorded books available on https://librivox.org/. These books have aged into the public domain and are recorded by volunteers. It's a free service but the youngest book dates back to the 1930s. What if you need something more current. Audible.com is offering 2 free audio books at their website. Here is a link:
http://www.amazon.com/Audible-Free-Trial-Digital-Membership/dp/B00NB86OYE/?ref_=assoc_tag_ph_1422899139880&_encoding=UTF8&camp=1789&creative=9325&linkCode=pf4&tag=teachersandco-20&linkId=E36DRQBEXRAXLTXL The Pubic Library also has audio books to loan and they can get you any book you want to read.
I love recorded books because I can listen while I drive. Last Summer we listened to an old radio recording of the Adventures of Superman and A Wrinkle in Time. My kids enjoyed both and we would talk about the stories when we took breaks. It's a very nice way to pass time on the road.
Because of these studies people may recommend that you give old books to soup kitchens and poverty schools. I think that is a nice first step. If you are a book hoarder you should definately thin your supply this way. It would be even better if we helped impoverished young people get access to books that would interest them. It would also be helpful to raise the wage so less people were in poverty in America and they could then buy more books.
If you know of other free resources to help people get access to free literature please sent us a note and don't forget to follow our blog so you can be sure to stay up to date with our weekly posts.
Sunday, February 15, 2015
How I fell in love with my trade association and dumped my union
I have been a member of a teacher union for 20 years. This year I had a friend who needed the assistance of the union. I told her they would advocate for her and stand in the gap. That did not happen. I watched as our union representatives failed my friend after I had told her in good faith our union would back her.
Being a member of the union has been part of the normal cost of teaching as long as I can remember. My aunt, mother and cousins were all members. Union membership is traditional and expected. In return, we expect our leaders to represent us as a group and personally if we run into difficulty.
This fall I ran into a little trouble and I needed help. When I contacted my union I was told the people managing the union were too busy to help me. Fortunately, through attending the un-conference on tech in our district this summer, I had the chance to have lunch with Samantha Bates and others from Professional Educators of Tennessee. I had a great time discussing educational tech with them. I remembered them when my union failed me. They stood in the gap and helped with a very difficult time.
In honor of Valentine's Day I want to talk about why I love being a member of my trade association. With the trade association in Tennessee our dues are state only. We do not have to pay extra to support a national organization. This lack of overhead keeps our costs low. The dues are only $16 per month. Before my experience I might have said something like,"You get what you pay for" but I would have been wrong. Professional Educators of Tennessee provides exceptional value and service. They are rapidly becoming a favorite among Tennessee Educators.
I love being a member of my trade association because they are non-partisan. The funds I pay into Profession Educators of TN do not go into political campaign coffers or to support social causes that are not related to education. The focus of this group is all education all of the time which to me allows them to work smarter. The funds to support this trade association come from members and not from political action committees or slush funds. This funding model helps the organization stay grounded and focused on their soul purpose.
I love working with the people in my association. I have found them to be responsive, open, and compassionate. They operate similar to a grass roots organization. The members of the organization own the organization and govern it. The Board of Directors is made up of members of the organization. We have input through our board, our annual convention, and by contacting the organization.
If you complete any research on the history of unions they sometimes fail because they forget their purpose. Sometimes they last longer than they should because they silence dissent. You may have noticed that although I named my trade association multiple times in this article I did not mention any union by name. There are two reasons for this. First I do not want to give them any press or ad copy. The second reason I cannot mention in this blog but if you would like further reading on that topic I recommend Blackboard Blackmail by Suzanne Clark. This teacher bravely told her story to the world. Please put it on your summer reading list. I am including a link for your convenience. http://www.amazon.com/gp/product/1877818003?ie=UTF8&camp=1789&creativeASIN=1877818003&linkCode=xm2&tag=teachersandco-20
If you would like to have more direction and responsiveness from your professional organization I recommend you join Professional Educators of Tennessee. Membership is also open to support personnel, former teachers, parents, and anyone who wants to support great education in our state. If you would like to contact them their phone number is 615-778-0803 and the website is proedtn.org. Or you could just send an email to Samantha.Bates@proedtn.org.
*I want you to know: I do not work for my association nor am I being paid to say any of this. I am sharing this information because they have been great to work with. I wanted you to know about them. I love Professional Educators of Tennessee. They have a great model, great people, great mission and laser focus on completing that mission.
Being a member of the union has been part of the normal cost of teaching as long as I can remember. My aunt, mother and cousins were all members. Union membership is traditional and expected. In return, we expect our leaders to represent us as a group and personally if we run into difficulty.
This fall I ran into a little trouble and I needed help. When I contacted my union I was told the people managing the union were too busy to help me. Fortunately, through attending the un-conference on tech in our district this summer, I had the chance to have lunch with Samantha Bates and others from Professional Educators of Tennessee. I had a great time discussing educational tech with them. I remembered them when my union failed me. They stood in the gap and helped with a very difficult time.
In honor of Valentine's Day I want to talk about why I love being a member of my trade association. With the trade association in Tennessee our dues are state only. We do not have to pay extra to support a national organization. This lack of overhead keeps our costs low. The dues are only $16 per month. Before my experience I might have said something like,"You get what you pay for" but I would have been wrong. Professional Educators of Tennessee provides exceptional value and service. They are rapidly becoming a favorite among Tennessee Educators.
I love being a member of my trade association because they are non-partisan. The funds I pay into Profession Educators of TN do not go into political campaign coffers or to support social causes that are not related to education. The focus of this group is all education all of the time which to me allows them to work smarter. The funds to support this trade association come from members and not from political action committees or slush funds. This funding model helps the organization stay grounded and focused on their soul purpose.
I love working with the people in my association. I have found them to be responsive, open, and compassionate. They operate similar to a grass roots organization. The members of the organization own the organization and govern it. The Board of Directors is made up of members of the organization. We have input through our board, our annual convention, and by contacting the organization.
If you complete any research on the history of unions they sometimes fail because they forget their purpose. Sometimes they last longer than they should because they silence dissent. You may have noticed that although I named my trade association multiple times in this article I did not mention any union by name. There are two reasons for this. First I do not want to give them any press or ad copy. The second reason I cannot mention in this blog but if you would like further reading on that topic I recommend Blackboard Blackmail by Suzanne Clark. This teacher bravely told her story to the world. Please put it on your summer reading list. I am including a link for your convenience. http://www.amazon.com/gp/product/1877818003?ie=UTF8&camp=1789&creativeASIN=1877818003&linkCode=xm2&tag=teachersandco-20
If you would like to have more direction and responsiveness from your professional organization I recommend you join Professional Educators of Tennessee. Membership is also open to support personnel, former teachers, parents, and anyone who wants to support great education in our state. If you would like to contact them their phone number is 615-778-0803 and the website is proedtn.org. Or you could just send an email to Samantha.Bates@proedtn.org.
*I want you to know: I do not work for my association nor am I being paid to say any of this. I am sharing this information because they have been great to work with. I wanted you to know about them. I love Professional Educators of Tennessee. They have a great model, great people, great mission and laser focus on completing that mission.
Sunday, February 8, 2015
PyTennessee 2015: Teacher meets Python
Today's blog post is going to be short and sweet because it's Sunday afternoon and I still have two fantastic hours of Python learning left in PyTennessee. Python is a programming language which is making inroads into science, big data, animation, language processing, and education. It has strong community support and it's open source. Whenever you see open source relating to software it means FREE. Open Source is a labor of love by the people who built it. In the spirit of this fabulous community I will share with you many of the resources which I have learned about during my involvement with this community.
Young Coders Conference
The Young Coders Conferences were my introduction to the Python community. There were five young coders conferences last year in Middle Tennessee. The generosity of the Python Foundation and others made is possible for students to attend these conferences for free. All students received a free computer loaded with Python, Scratch and others to take home. Most of the conferences last year occurred in schools that had a Python champion teacher. This teacher was willing to jump through all of the administrative hoops to make it happen. I was allowed to 'ghost' the conference last February and learn along with other students. After the conference I became a champion for the students at my school. I held a Young Coders Conference at my own school during the school day. I also lead the Young Coders Conference for the Sunday session in PyOhio.
I wish I new the other teacher champions. I do know the school that also held a YC conference. Those schools are: Manchester Central High School in Coffee County, Seigal High School in Murfreesboro and Winchester High School in Franklin county. Props to all of these teachers who made this happen for their students. If you would like for your child to attend young coders follow PyTennessee so you can grab tickets to one of these free slots. Seats are limited and disappear fast. If you want to host a Young coders conference at your school contact us and we'll connect you to the right people.
I don't live in Nashville. Whom should I contact?
There are many ways to connect to the Python community. First try Meetup. In our area there are over 50 different Meetup groups related to technology. These groups cover everything from Arduino to Linux to Python and everything in between. If you are really lucky you will find a Pyladies chapter in your area. These women are very supportive of newbies trying to learn the python programming language. We do not have an active PyLadies chapter in Nashville. We do however have an active women's group called Nashville Women Programmers which is headed up by Lisa French.
I've checked Meetup and Googled Pyladies but nothing is going on in our area.
Before this conference I would have said you were out of luck but I would have been wrong. There are many excellent resources to help you learn Python at home and they are OPEN SOURCE.
There are videos from previous conferences you can check out through Pyvideo.org. When you go there search for 'Hands on python for beginning programmers'. You can split this course into bite size sections to work on at home. There are several other talks available for free. This site has an easy to use search bar.
Another fantastic resource to check out are the ipython notebooks. You can find these at ipython.org/notebook/html. The python community has amassed multiple notebooks to teach you about python, scientific python, python for apps, python and website and many other topics. This free education is available to you through these open source notebooks. An ipython notebook is available for the hands on class I referenced in the prior paragraph.
If you prefer to learn through twitter follow @geekgurldiaries. She has many resources and videos related to Python and the Raspberrypi which you can link to via her twitter account. If you don't know what a RaspberryPi is you can check out this link http://www.amazon.com/gp/product/B00LPESRUK/ref=as_li_qf_sp_asin_il_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B00LPESRUK&linkCode=as2&tag=teachersandco-20&linkId=WIGSB2VULYFCDT3O. @Geekgurldiaries even has a link to the school age curriculum for using Rapberry Pis to teach Python while exploring sound. If you aren't on Twitter you can find this curriculum by Googling SonicPy. Again this curriculum is open source which means it's completely free and very valuable which makes it a gift. Thank you Cambridge and the engineers who built this curriculum.
I would just rather have a quiet space with a book and a Python shell to figure this out
Okay, I can point you towards a good resource. This isn't free but I understand the comfort of holding a book in your hand as you follow the curriculum at your own pace. O'Reilly publishes books on Python and other languages. I have several of their works on my shelf at home. If you are a modern reader with a nook or whatever O'Reilly also has their books available in print. When you are programming for the first time I would suggest starting with a children's text to learn coding. O'Reilly has two or three of those book titles available.
I want to say a quick thank you to the sponsors of PyTennessee and the organizers. If you had not organized this I wouldn't have met Carol Williams who introduced me to many of the resources listed in the above article. I also want to thank Brian and Lyndsy from the Center for Open Science. You all inspire me to reach for things I might not try otherwise. COS.io will link you to the Center for Open Science if you want to check out the great work they are doing or just say, "Hi."
Young Coders Conference
The Young Coders Conferences were my introduction to the Python community. There were five young coders conferences last year in Middle Tennessee. The generosity of the Python Foundation and others made is possible for students to attend these conferences for free. All students received a free computer loaded with Python, Scratch and others to take home. Most of the conferences last year occurred in schools that had a Python champion teacher. This teacher was willing to jump through all of the administrative hoops to make it happen. I was allowed to 'ghost' the conference last February and learn along with other students. After the conference I became a champion for the students at my school. I held a Young Coders Conference at my own school during the school day. I also lead the Young Coders Conference for the Sunday session in PyOhio.
I wish I new the other teacher champions. I do know the school that also held a YC conference. Those schools are: Manchester Central High School in Coffee County, Seigal High School in Murfreesboro and Winchester High School in Franklin county. Props to all of these teachers who made this happen for their students. If you would like for your child to attend young coders follow PyTennessee so you can grab tickets to one of these free slots. Seats are limited and disappear fast. If you want to host a Young coders conference at your school contact us and we'll connect you to the right people.
I don't live in Nashville. Whom should I contact?
There are many ways to connect to the Python community. First try Meetup. In our area there are over 50 different Meetup groups related to technology. These groups cover everything from Arduino to Linux to Python and everything in between. If you are really lucky you will find a Pyladies chapter in your area. These women are very supportive of newbies trying to learn the python programming language. We do not have an active PyLadies chapter in Nashville. We do however have an active women's group called Nashville Women Programmers which is headed up by Lisa French.
I've checked Meetup and Googled Pyladies but nothing is going on in our area.
Before this conference I would have said you were out of luck but I would have been wrong. There are many excellent resources to help you learn Python at home and they are OPEN SOURCE.
There are videos from previous conferences you can check out through Pyvideo.org. When you go there search for 'Hands on python for beginning programmers'. You can split this course into bite size sections to work on at home. There are several other talks available for free. This site has an easy to use search bar.
Another fantastic resource to check out are the ipython notebooks. You can find these at ipython.org/notebook/html. The python community has amassed multiple notebooks to teach you about python, scientific python, python for apps, python and website and many other topics. This free education is available to you through these open source notebooks. An ipython notebook is available for the hands on class I referenced in the prior paragraph.
If you prefer to learn through twitter follow @geekgurldiaries. She has many resources and videos related to Python and the Raspberrypi which you can link to via her twitter account. If you don't know what a RaspberryPi is you can check out this link http://www.amazon.com/gp/product/B00LPESRUK/ref=as_li_qf_sp_asin_il_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B00LPESRUK&linkCode=as2&tag=teachersandco-20&linkId=WIGSB2VULYFCDT3O. @Geekgurldiaries even has a link to the school age curriculum for using Rapberry Pis to teach Python while exploring sound. If you aren't on Twitter you can find this curriculum by Googling SonicPy. Again this curriculum is open source which means it's completely free and very valuable which makes it a gift. Thank you Cambridge and the engineers who built this curriculum.
I would just rather have a quiet space with a book and a Python shell to figure this out
Okay, I can point you towards a good resource. This isn't free but I understand the comfort of holding a book in your hand as you follow the curriculum at your own pace. O'Reilly publishes books on Python and other languages. I have several of their works on my shelf at home. If you are a modern reader with a nook or whatever O'Reilly also has their books available in print. When you are programming for the first time I would suggest starting with a children's text to learn coding. O'Reilly has two or three of those book titles available.
I want to say a quick thank you to the sponsors of PyTennessee and the organizers. If you had not organized this I wouldn't have met Carol Williams who introduced me to many of the resources listed in the above article. I also want to thank Brian and Lyndsy from the Center for Open Science. You all inspire me to reach for things I might not try otherwise. COS.io will link you to the Center for Open Science if you want to check out the great work they are doing or just say, "Hi."
Wednesday, January 28, 2015
Free resources to learn to blog, touch type or connect to informal learning groups
The internet is an amazing place. Almost anything we ever wanted to learn is contained in it's pathways but sometimes we need a guide to find our way. There are many on-line courses, email courses and video courses available. Some of them do not cost money and are also worth the time. I want to share a few resources that I have found helpful.
- If you want to create a blog and make your blog more visible try http://simpleprogrammer.com. He has a course that comes to your inbox via email. The lessons are short, less than 5 minutes, but the information is useful. Even though it's designed for developers the information can be used in a wide range of disciplines.
- If you want to learn how to touch type, I recommend keybr.com. They do not start with the home row instead this program starts with 7 letters scattered around the keyboard. A short line of semi-English words are posted at the top of the keyboard. The player is scored based on speed and accuracy. This program is top notch and it's also free.
- If you are looking for ways to learn about technology or anything else for that matter Meetup.com is your friend. there are many groups that meet to talk about and build skills. The meetup site here in Nashville has over 50 technology related groups. There are other groups as well that you can learn about by connecting with your affinity community.
When you try these resources we would love to hear about your experience. Also, please share free/low cost resources which have been helpful to you. Have a joyful day, Amy
Sunday, January 11, 2015
It Really is All About the Benjamins
There are hundreds of studies written on the effects of poverty on learning and memory. Education scholars have replicated prior research to corroborate the findings. The studies indicate students' education performance is most profoundly affected by the home community, home life and household income. Students in high income families in the US out perform students from other countries on the PISA. The issue may not be our standards, our teachers, or teacher preparation programs. There is always room for improvement and teaching is the easiest handle to grasp. However, if any teaching levers were the main issue, students with adequate resources would likely not perform as well as they have been performing. The issue is resources.
The top country for student testing performance is Finland. Finland has a childhood poverty rate of 3%. The United States has a childhood poverty rate of 22%. The Washington post wrote an article comparing our childhood poverty rate to the rates in other countries. You can read the article here. http://www.washingtonpost.com/blogs/worldviews/wp/2013/04/15/map-how-35-countries-compare-on-child-poverty-the-u-s-is-ranked-34th/ We are ranked 34th in the world. There are 33 countries with lower childhood poverty rates than the US. When we examine the national scores of students around the world the charts of performance and poverty show remarkable similarities. The countries which out perform the US have lower rates of childhood poverty. The greatest issue with American education is not an educational issue. It is a broader policy issue.
Teachers see poverty affects play out every year. Students come to school without supplies. They are sent to school sick or with a toothache because the caregiver cannot get time off from work without loss of income or possible loss of a job. Students come to school in freezing weather without coats, hats or gloves. Teacher buy supplies. They talk a local dentist into helping a child with a cavity. I've known teachers who have bought coats, food, clothes and glasses. They provide for students on a meager income that on average in Tennessee draws less than a brick mason. Teachers pick up the slack but there are limits to what they can do.
Lack of resources and lack of support in the community can affect student's ability to learn in school. http://www.sdkrashen.com/content/articles/protecting_students.pdf addresses the greatest factors in student academic performance. Campbell and Ramey found if the family is impoverished while the child is preschool or younger, lack of adequate nutrition can lead to sub-optimal brain development. The length of poverty can increase the issues related to the condition. This groundbreaking study examines the differences in long term and short term poverty http://www.newriver.edu/test2/images/stories/library/Stennett_Psychology_Articles/Effects%20of%20Poverty%20on%20Children.pdf. There are hundreds of articles that correlate poverty to educational difficulties. If poverty were a food additive the EPA would have banned it years ago
Campbell and Ramey found the effects could be somewhat mitigated with early childhood education, nutrition. and wrap around services. Their study is here http://www.cckm.ca/ChildCare/pdf/Campbell1994.pdf This study set up a preschool program which was geared to fill in early childhood deficits in learning and nutrition. Part of this program was parent engagement to improve home life and to connect parents to the preschool. The wrap around services provided diapers and iron fortified cereal. The students were followed until age 12. The experimental group had double the number of students with average intelligence and higher compared to the control group.
There are some academic interventions that can make a serious difference. One of the best academic interventions is Reading Recovery. Reading Recovery has completed long term studies on the Reading Recovery intervention. Students in poverty are more likely to have difficulty learning to read. When a child begins life in poverty and does not gain literacy skills he/she is at a great disadvantage. Reading Recovery breaks this cycle. They have multiple studies showing that children gain reading skills rapidly and maintain those gains over time. It is likely one of the most disruptive forces of the schools to prison pipeline. This link will open to an abstract of a study. http://readingrecovery.org/reading-recovery/research/continued-progress/long-term-effects There are multiple studies and links on this page, all very well done.
So there are things that we can do to manage the symptoms of this chronic disease or we could reach for a cure. We can insist on a living wage so no one who works a full week should be impoverished. We can provide wrap around services, preschool education and Reading Recovery for those who need it. Poverty is a blight on our nation which is not going to improve over time without direct action. If left without intervention the poverty rates are likely to go up. Today the US has 16 million children living in poverty. As a civilized society we need to make sure there are clear paths out of poverty so children who are born into poverty do not have to raise their children in poverty. That's not just compassion, it's also common sense.
The top country for student testing performance is Finland. Finland has a childhood poverty rate of 3%. The United States has a childhood poverty rate of 22%. The Washington post wrote an article comparing our childhood poverty rate to the rates in other countries. You can read the article here. http://www.washingtonpost.com/blogs/worldviews/wp/2013/04/15/map-how-35-countries-compare-on-child-poverty-the-u-s-is-ranked-34th/ We are ranked 34th in the world. There are 33 countries with lower childhood poverty rates than the US. When we examine the national scores of students around the world the charts of performance and poverty show remarkable similarities. The countries which out perform the US have lower rates of childhood poverty. The greatest issue with American education is not an educational issue. It is a broader policy issue.
Teachers see poverty affects play out every year. Students come to school without supplies. They are sent to school sick or with a toothache because the caregiver cannot get time off from work without loss of income or possible loss of a job. Students come to school in freezing weather without coats, hats or gloves. Teacher buy supplies. They talk a local dentist into helping a child with a cavity. I've known teachers who have bought coats, food, clothes and glasses. They provide for students on a meager income that on average in Tennessee draws less than a brick mason. Teachers pick up the slack but there are limits to what they can do.
Lack of resources and lack of support in the community can affect student's ability to learn in school. http://www.sdkrashen.com/content/articles/protecting_students.pdf addresses the greatest factors in student academic performance. Campbell and Ramey found if the family is impoverished while the child is preschool or younger, lack of adequate nutrition can lead to sub-optimal brain development. The length of poverty can increase the issues related to the condition. This groundbreaking study examines the differences in long term and short term poverty http://www.newriver.edu/test2/images/stories/library/Stennett_Psychology_Articles/Effects%20of%20Poverty%20on%20Children.pdf. There are hundreds of articles that correlate poverty to educational difficulties. If poverty were a food additive the EPA would have banned it years ago
Campbell and Ramey found the effects could be somewhat mitigated with early childhood education, nutrition. and wrap around services. Their study is here http://www.cckm.ca/ChildCare/pdf/Campbell1994.pdf This study set up a preschool program which was geared to fill in early childhood deficits in learning and nutrition. Part of this program was parent engagement to improve home life and to connect parents to the preschool. The wrap around services provided diapers and iron fortified cereal. The students were followed until age 12. The experimental group had double the number of students with average intelligence and higher compared to the control group.
There are some academic interventions that can make a serious difference. One of the best academic interventions is Reading Recovery. Reading Recovery has completed long term studies on the Reading Recovery intervention. Students in poverty are more likely to have difficulty learning to read. When a child begins life in poverty and does not gain literacy skills he/she is at a great disadvantage. Reading Recovery breaks this cycle. They have multiple studies showing that children gain reading skills rapidly and maintain those gains over time. It is likely one of the most disruptive forces of the schools to prison pipeline. This link will open to an abstract of a study. http://readingrecovery.org/reading-recovery/research/continued-progress/long-term-effects There are multiple studies and links on this page, all very well done.
So there are things that we can do to manage the symptoms of this chronic disease or we could reach for a cure. We can insist on a living wage so no one who works a full week should be impoverished. We can provide wrap around services, preschool education and Reading Recovery for those who need it. Poverty is a blight on our nation which is not going to improve over time without direct action. If left without intervention the poverty rates are likely to go up. Today the US has 16 million children living in poverty. As a civilized society we need to make sure there are clear paths out of poverty so children who are born into poverty do not have to raise their children in poverty. That's not just compassion, it's also common sense.
Sunday, January 4, 2015
Stress, Poverty, and Learning
Each year I tell my students I was born BPC, before the age of personal computing. It's part of my classroom schtick. Due to timing, I never learned to touch type but I recently decided this was going to change. I tried several different programs but I saw very little progress. Realizing my most effective form of learning involves positive feedback and a sense of accomplishment, I went on a quest for a program that spoke to this style. I recently found a website that generates a series of short samples to complete. When I do especially well with speed and accuracy, the program posts a little medal at the top of the page. The awards remind me of Galaga, a video game with which I spent many happy hours during my youth.
The award image gives me a sense of accomplishment makes me feel happy. I noticed that when I worked especially hard to get the medal, I earned a slower speed score with more mistakes. When I relaxed and just let the score be whatever it was I did better. This started me thinking about how stress surrounding academic outcome might affect student scores. If the brain is similar to a computer, could processing stress slow down our our learning and memory processes? The answer is yes!
In the Journal of Neuroscience, March 2008, researchers at UC Irvine found a strong link between stress and memory issues. "Although it is known that long-term or chronic stress can affect the brain’s learning and memory region, a new finding discovers short-term stress, lasting as little as a few hours, can also impair brain-cell communication in these critical areas." You can read the link here http://psychcentral.com/news/2008/03/12/stress-affects-learning-and-memory/2031.html
Students feel pressure to perform well on these tests. They want to do well because the outcome affects the annual grade. There is also pressure from the school, the parents and sometimes inexperienced teachers. There are practice tests throughout the year reminding them the day is just around the corner. Testing looms large in the narrative of the schools. There is a threat of loss for students who under perform. All of these things may add up to additional stress.
Most students do not respond well to learning by threat. The possibility of loss of standing or loss of a dearly loved teacher could be enough to make these test feel threatening to students. Based on that alone it's reasonable to conclude, high stakes testing is leading us the wrong direction. The effects of the perceived threat can be greater for students who are struggling with issues of poverty or are differently-able.
Our most vulnerable students experience a stronger effect from the stress than others. If a child is subject to long term stress, such as poverty or illness, they have additional struggles in learning. The child only managing the short term stress of feeling he needs to do well on the TCAP this week will not be as handicapped. Children who already struggle to perform in school have additional burdens placed on the learning center of their brain by long term and then short term stress. It doesn't seem this is the best way to help struggling students achieve great educational gains. High stakes testing is counter-productive for children in poverty.
This is the age we live in. We are in an era of high stakes testing and high stress education for K-12. The education reformers claim they have found the answer to raise our student's test scores. One of their chief conjectures is teachers need accountability for educational outcomes and there is no better way to measure outcome than through student scores on commercially-produced-annual tests. These yearly tests have become a powerful force deciding if teachers are allowed to continue teaching and a source of significant stress for students. These tests leave many students with the message they are failures. Students are hearing the accusation of they can do as well as any other student but they just choose not to. This is disingenuous.
While children from middle class homes tend to perform well, these students only have the issues that come with short term stress to do well on the test. Children in poverty do not generally score as well. One of the factors is the long term stress of poverty. If we want to bring up our scores nation wide we have to bring up the scores of the children living in poverty in America. With this in mind can anyone be taken seriously when they tell us they plan to improve scores without addressing issues of childhood poverty?
*
. This blog post does not address the rising rates of poverty and homeless among Americas children. The USA has the highest rate of childhood poverty among first world nations. This post doesn't delve into the question of whether there is any correlation between student test scores and life outcomes, or United States overall scores and world status. It doesn't question the motivation of reformers, some of which stand to make significant money from reform. There are many questions for us to consider about the Global Education Reform Movement or GERM. Best keep our hands washed as we delve deeper into the issues surrounding GERM. I look forward to writing to you about these and other topics over the next few weeks.
The award image gives me a sense of accomplishment makes me feel happy. I noticed that when I worked especially hard to get the medal, I earned a slower speed score with more mistakes. When I relaxed and just let the score be whatever it was I did better. This started me thinking about how stress surrounding academic outcome might affect student scores. If the brain is similar to a computer, could processing stress slow down our our learning and memory processes? The answer is yes!
In the Journal of Neuroscience, March 2008, researchers at UC Irvine found a strong link between stress and memory issues. "Although it is known that long-term or chronic stress can affect the brain’s learning and memory region, a new finding discovers short-term stress, lasting as little as a few hours, can also impair brain-cell communication in these critical areas." You can read the link here http://psychcentral.com/news/2008/03/12/stress-affects-learning-and-memory/2031.html
Students feel pressure to perform well on these tests. They want to do well because the outcome affects the annual grade. There is also pressure from the school, the parents and sometimes inexperienced teachers. There are practice tests throughout the year reminding them the day is just around the corner. Testing looms large in the narrative of the schools. There is a threat of loss for students who under perform. All of these things may add up to additional stress.
Most students do not respond well to learning by threat. The possibility of loss of standing or loss of a dearly loved teacher could be enough to make these test feel threatening to students. Based on that alone it's reasonable to conclude, high stakes testing is leading us the wrong direction. The effects of the perceived threat can be greater for students who are struggling with issues of poverty or are differently-able.
Our most vulnerable students experience a stronger effect from the stress than others. If a child is subject to long term stress, such as poverty or illness, they have additional struggles in learning. The child only managing the short term stress of feeling he needs to do well on the TCAP this week will not be as handicapped. Children who already struggle to perform in school have additional burdens placed on the learning center of their brain by long term and then short term stress. It doesn't seem this is the best way to help struggling students achieve great educational gains. High stakes testing is counter-productive for children in poverty.
This is the age we live in. We are in an era of high stakes testing and high stress education for K-12. The education reformers claim they have found the answer to raise our student's test scores. One of their chief conjectures is teachers need accountability for educational outcomes and there is no better way to measure outcome than through student scores on commercially-produced-annual tests. These yearly tests have become a powerful force deciding if teachers are allowed to continue teaching and a source of significant stress for students. These tests leave many students with the message they are failures. Students are hearing the accusation of they can do as well as any other student but they just choose not to. This is disingenuous.
While children from middle class homes tend to perform well, these students only have the issues that come with short term stress to do well on the test. Children in poverty do not generally score as well. One of the factors is the long term stress of poverty. If we want to bring up our scores nation wide we have to bring up the scores of the children living in poverty in America. With this in mind can anyone be taken seriously when they tell us they plan to improve scores without addressing issues of childhood poverty?
*
. This blog post does not address the rising rates of poverty and homeless among Americas children. The USA has the highest rate of childhood poverty among first world nations. This post doesn't delve into the question of whether there is any correlation between student test scores and life outcomes, or United States overall scores and world status. It doesn't question the motivation of reformers, some of which stand to make significant money from reform. There are many questions for us to consider about the Global Education Reform Movement or GERM. Best keep our hands washed as we delve deeper into the issues surrounding GERM. I look forward to writing to you about these and other topics over the next few weeks.
Sunday, December 28, 2014
Veteran teachers bring value
A dear friend of mine was invited to apply for a job assisting schools throughout our state by creating training, pulling together task forces in the school community and helping teachers access the portal this company created. She was imminently qualified. She has over a decade of experience in the classroom and a Masters in Education. Despite being requested to apply she received a snippy email from the HR department of this company pointing out that she was just a teacher. My friend chose not to follow up to defend her qualification because she is happy in her current position.
Last week an article was posted on twitter questioning the education and training of all teachers. This was surprising to me. All of the professional teachers in our state have bachelors degrees, many have advanced degrees. The percentage of people in our state with advanced degrees is in the teens, mostly comprised of doctors, lawyers and academics (teachers). No information was given about the person who wrote the article, other than charter apologist. I know there is an 80 percent chance or greater that he has no education beyond high school and that his article is pushing the agenda to dismantle our public school systems. He is encouraging his audience to accept a myth which also seems to be held by some HR departments and school reform leaders. Let's bust this myth.
Public school teachers are highly educated, competent and remarkable. All have college degrees many with masters or greater. They can monitor several people at one time, sometimes as many as thirty. They must remember multiple special ed records, medical information, pedagogical learnings and government policies. In order to function in a classroom long-term all of this information must be synthesized into a complex understanding. This synthesis entails abstract thinking. That's not a common skill set but it is a coveted one in business.
The skills of the professional teaching core are a well kept secret. Veteran teachers are a treasure to any organization lucky enough to employ them. They are the ultimate generalists but they are exceptionally competent in work. They understand how to learn and can pick up new skill sets quickly. If treated decently they are loyal so training dollars go further with these employees. They can organize and lead teams, plan complex events and design and maintain schedules. Those that have worked in Title I schools are likely to have book keeping and supply training. Many veteran educators have trained groups of adults as well as students. Teachers show up on time to work and actually work giving value back to their employer.
Educators are workhorses and planners. These skills are mandatory to survive in the classroom. They organize people to accomplish tasks that can take months of planning. Festivals, carnivals, and other community/school events require a team of people working together and planning so these events can run seamlessly. A group of teachers work together to organize these events. Cooperation and teamwork become survival skills as teachers work together to help students overcome disabilities, learning disorders and the ravages of poverty.
Professional teachers are heartbroken over the changes occurring in public education. Some are seeking employment in other fields. Great teachers have lost their positions due to lack of due process protection and many have opted for early retirement. Changes in policy and changes in status are creating a talent drain from schools. Employers who tap this valuable resource will greatly benefit.
If you think of skills I may have overlooked or if you would like to hire a veteran teacher please contact us.
Last week an article was posted on twitter questioning the education and training of all teachers. This was surprising to me. All of the professional teachers in our state have bachelors degrees, many have advanced degrees. The percentage of people in our state with advanced degrees is in the teens, mostly comprised of doctors, lawyers and academics (teachers). No information was given about the person who wrote the article, other than charter apologist. I know there is an 80 percent chance or greater that he has no education beyond high school and that his article is pushing the agenda to dismantle our public school systems. He is encouraging his audience to accept a myth which also seems to be held by some HR departments and school reform leaders. Let's bust this myth.
Public school teachers are highly educated, competent and remarkable. All have college degrees many with masters or greater. They can monitor several people at one time, sometimes as many as thirty. They must remember multiple special ed records, medical information, pedagogical learnings and government policies. In order to function in a classroom long-term all of this information must be synthesized into a complex understanding. This synthesis entails abstract thinking. That's not a common skill set but it is a coveted one in business.
The skills of the professional teaching core are a well kept secret. Veteran teachers are a treasure to any organization lucky enough to employ them. They are the ultimate generalists but they are exceptionally competent in work. They understand how to learn and can pick up new skill sets quickly. If treated decently they are loyal so training dollars go further with these employees. They can organize and lead teams, plan complex events and design and maintain schedules. Those that have worked in Title I schools are likely to have book keeping and supply training. Many veteran educators have trained groups of adults as well as students. Teachers show up on time to work and actually work giving value back to their employer.
Educators are workhorses and planners. These skills are mandatory to survive in the classroom. They organize people to accomplish tasks that can take months of planning. Festivals, carnivals, and other community/school events require a team of people working together and planning so these events can run seamlessly. A group of teachers work together to organize these events. Cooperation and teamwork become survival skills as teachers work together to help students overcome disabilities, learning disorders and the ravages of poverty.
Professional teachers are heartbroken over the changes occurring in public education. Some are seeking employment in other fields. Great teachers have lost their positions due to lack of due process protection and many have opted for early retirement. Changes in policy and changes in status are creating a talent drain from schools. Employers who tap this valuable resource will greatly benefit.
If you think of skills I may have overlooked or if you would like to hire a veteran teacher please contact us.
Sunday, December 21, 2014
Is Privatization of Educational Records a Good Idea?
You may have already heard about about the bankruptcy sale of ConnectEDU. This company has collected and owns millions of student records. Despite the promise of privacy, these records are being sold along with the other assets. ConnectEDU served students as young as 10 years old. Ed week has an excellent article. I have posted the link to it at the bottom of this page.
The internet allows contact with people we might never meet in a non-connected classroom. Sometimes this is wonderful. We can bring other teachers, authors, experts and students from all over the globe into our learning environments. There have been many times I have taken advantage of these opportunities for my students. With technology we can also give instant feedback on quizzes and assignments. There are many benefits to best practices use of technology in the classroom.
With that being said, there are pitfalls we haven't even discovered yet. There are loop-holes companies can utilize our lawmakers have not yet addressed. The judge in the ConnectEDU case attempted to protect the young students whose records were being held. He stated that the company had to either: select an ombudsman to oversee the handling of records or alert the clients so they could opt to have the records destroyed. The attorney told the judge there were no employees left to manage this situation. The company was broken up and sold to various vendors along with sensitive student data. The records were not held as a trade secret as ConnectEDU stated and they were not kept private as promised. As far as I can tell the judge does not have power to drive the management of this data by the purchasing companies.It gets worse.
This company used teachers, administrators and other school officials to collect this information. They used the trust our students placed in us to then turn around and betray them. The information collected was much more in depth than an email address or names. In some cases this company had access to standardized test scores, grades and information related to physical or intellectual disabilities. If a school system purchased ConnectEDU's services they would have trained their employees in the use of this product and expected them to use it in the classroom. Many wouldn't give a second thought to sharing their info with the school system approved vendor. I am sitting here shaking my head and I'm so glad my system does not, to my knowledge, use this service. This is a train wreck.
Our students and their information must be protected. This will happen again. If protections aren't put in place this generation of children will be harmed. As members of a school system we need to become savvy about information we tell our students to share. As members of a governmental system we need to press for emergency legislation to force the hard deletion of all student records created while students were under the age of majority. We might also legislate the student records created prior to the age of majority with private companies can only be owned by the students. As parents we need to talk to our kids about the digital footprints they create and safe practices related to internet use.
Lets start some conversations in our community so we can create a hedge around our young people.
http://www.edweek.org/ew/articles/2014/12/10/millions-of-student-records-sold-in-bankruptcy.html?cmp=SOC-SHR-TW
The internet allows contact with people we might never meet in a non-connected classroom. Sometimes this is wonderful. We can bring other teachers, authors, experts and students from all over the globe into our learning environments. There have been many times I have taken advantage of these opportunities for my students. With technology we can also give instant feedback on quizzes and assignments. There are many benefits to best practices use of technology in the classroom.
With that being said, there are pitfalls we haven't even discovered yet. There are loop-holes companies can utilize our lawmakers have not yet addressed. The judge in the ConnectEDU case attempted to protect the young students whose records were being held. He stated that the company had to either: select an ombudsman to oversee the handling of records or alert the clients so they could opt to have the records destroyed. The attorney told the judge there were no employees left to manage this situation. The company was broken up and sold to various vendors along with sensitive student data. The records were not held as a trade secret as ConnectEDU stated and they were not kept private as promised. As far as I can tell the judge does not have power to drive the management of this data by the purchasing companies.It gets worse.
This company used teachers, administrators and other school officials to collect this information. They used the trust our students placed in us to then turn around and betray them. The information collected was much more in depth than an email address or names. In some cases this company had access to standardized test scores, grades and information related to physical or intellectual disabilities. If a school system purchased ConnectEDU's services they would have trained their employees in the use of this product and expected them to use it in the classroom. Many wouldn't give a second thought to sharing their info with the school system approved vendor. I am sitting here shaking my head and I'm so glad my system does not, to my knowledge, use this service. This is a train wreck.
Our students and their information must be protected. This will happen again. If protections aren't put in place this generation of children will be harmed. As members of a school system we need to become savvy about information we tell our students to share. As members of a governmental system we need to press for emergency legislation to force the hard deletion of all student records created while students were under the age of majority. We might also legislate the student records created prior to the age of majority with private companies can only be owned by the students. As parents we need to talk to our kids about the digital footprints they create and safe practices related to internet use.
Lets start some conversations in our community so we can create a hedge around our young people.
http://www.edweek.org/ew/articles/2014/12/10/millions-of-student-records-sold-in-bankruptcy.html?cmp=SOC-SHR-TW
Saturday, December 20, 2014
Introductions Updated
Hello and welcome to our blog spot.
I am your host, the Teacher I began my career in 1998. I have watched many changes in education, society and family culture since then. I am starting this blog as a place for people to share their experiences, wisdom, and interests related to improving society, helping families and children and saving free public education for future generations. The writings in this blog are written by teachers and others from all over the country. Some may choose to identify themselves and some may not. Please site this blog if you quote us in other work.
Education is a basic human right and our definitions are being steered away from positive outcomes for students in our classrooms. This forum provides a place to engage in the public debate related to education and family policy. If you have written something you feel matches the scope of this blog and you would like a space to publish it, please contact us.
Edit:Our audience has expanded beyond the boarders of the United States. We are thrilled to have visits from readers outside of the country. We would welcome you as a guest blogger if you would like to share your experiences in education or other related topics.
I am your host, the Teacher I began my career in 1998. I have watched many changes in education, society and family culture since then. I am starting this blog as a place for people to share their experiences, wisdom, and interests related to improving society, helping families and children and saving free public education for future generations. The writings in this blog are written by teachers and others from all over the country. Some may choose to identify themselves and some may not. Please site this blog if you quote us in other work.
Education is a basic human right and our definitions are being steered away from positive outcomes for students in our classrooms. This forum provides a place to engage in the public debate related to education and family policy. If you have written something you feel matches the scope of this blog and you would like a space to publish it, please contact us.
Edit:Our audience has expanded beyond the boarders of the United States. We are thrilled to have visits from readers outside of the country. We would welcome you as a guest blogger if you would like to share your experiences in education or other related topics.
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