KONY —- The real story, well at least one parents view of what it actually did accomplish!!!

I was happy to have both my son and daughter come to me and ask about KONY and the issues that are being presented in the video. I explained to them that it seems that everyone is talking about the Kony 2012 video, which has received more than 80 million views since it was posted.  My 12 year old son explained to me that it is part of a campaign by a non-profit group Invisible Children to bring awareness to the rebel leader Joseph Kony who’s Lord’s Resistance Army (LRA) has been terrorizing Ugandans and people in the Congo, the Central African Republic and South Sudan since the 1980s. The narrator in the film states that “Kony stands accused of overseeing the systematic kidnapping of countless African children,” and, “brainwashing the boys into fighting for him, turning the girls into sex slaves and killing those who don’t comply.” My son was heartbroken knowing we actively work with two charities in the Congo, one for rape victims and the other for HIV positive students, helping them get access to medicine and schooling. So this was something we had already known about and he wanted to know why Kony had not been brought to justice.

I explained that there are people who are actively working to do this but given the political climate it is difficult. My issue was with the video and how it was portrayed.

The video, which features  Jason Russell (co-founder of Invisible Children) trying to find ways to explain Kony’s atrocities in an age-appropriate way to his very young son, which made it only more compelling and moving. It ends with a three point call to action: 1. “Sign the Pledge to Show Your Support;” 2. “Get the Bracelet and the Action Kit” (for $30); and 3. “Sign Up to Donate a Few Dollars a Month.”

The group is targeting young people and, from what I can see on Facebook and Twitter, it has raised support from youth around the world.  In some ways I’m happy, especially that my son is taking more of an interest in global politics. It’s amazing to see young people engaging with issues beyond their immediate lives and thinking about the plight of other youth thousands of miles away, my son I am sure remembers the terms I always say to him and my daughter “think globally and act locally”. Not to disregard global issues but be the change you can be in your own community and then expand, we need help here in the U.S. and other places as well.

But, as has been pointed out in numerous articles and videos, the group has many critics. As the Washington Post reported, some experts argue that the crimes of the LRA “have been exaggerated and the attention they are receiving is disproportionate,” while others say that Kony and his group are indeed despicable international criminals but that there are many more effective campaigns to stop him, including some that have been working on the ground for many years. Others argue that the video and the campaign represent a “white savior” approach to the problems of Africa as the New York Times reported.

I’m not going to repeat what’s in the countless number of articles about this film (you can find them by searching Google News for Kony), but after reading several of them, it’s pretty clear that the issue is not as simple as depicted in the film and that Invisible Children — while deservedly getting credit for raising awareness — is not necessarily the best place to donate if you want to help the children of Africa. If you search and look for the Ugandan blogger Rosebell Kagumire who has major problems with Russell’s video. “He plays so much that this war has been going on because millions of Americans are ignorant about it, but this is not entirely true.” She also says that “the situation has improved in Northern Uganda and that it’s about conflict recovery right now.” And, she reminds us, “this is another video where you see an outsider trying to be a hero rescuing African children … it does not end the problem.”

Lessons Learned 

This leads to the issue of critical thinking and media literacy.  As an Internet safety advocate, I’ve been saying for years that one of the most important skills that young people (and older ones too) need is the ability to think critically about what they see online. Whether it’s a pitch from a company, an invitation to meet up with an appealing stranger or even a news items or an opinion piece from a pundit like me, it’s important to look beyond the page — or in Kony’s case, the video. Use a search engine and whatever other tools you have to learn more about anything that you’re on the verge of buying into. Ask your online friends but also consult as many expert sources as you can.  There is often more than one side to a story and even well intentioned campaigns by decent people can have nuances worth exploring.

Parents, please use this as an opportunity to talk with your child. You can talk about anything ranging from how great it is to get involved in issues to how important it is to do your homework before signing an online (or printed) petition, donating money, showing up at a demonstration or supporting a politician who’s rhetoric may be initially appealing, there are so many politicians that garner support because they can speak well or get people riled up but have no substance.

Investigating charities

I have a friend who I grew up with in NYC and he works for a company that is one I ALWAYS check before donating moey to the cause.  Charity Navigator, which rates charities on a variety of criteria.  Charity Navigator gives Invisible Children a 3 (out of 4) Stars for as an overall rating but only 2 stars for Accountability and Transparency with a score of 45, compared to 70 for the American Red Cross and 59 for the American Heart Association, just to give two examples. 

I can say that, all in all, the story did its job by promoting the fact that there is injustice in the world. It is also a teaching moment for all children and their parents which will hopefully elicit conversations about all content and can teach students about empathy and world issues.

Links

Presentation at the Australian Society of Digital Librarians

Jeff Piontek, Hawaii Technology Academy

Abstract: Today’s world is constantly on the move and changing at such a profound speed that it’s hard to believe that what the eyes see as reality is already history. This keynote will introduce and closely examine the significance of several global exponential trends and challenge your assumptions about the world we live in and its future. Current technology trends are affecting our personal and professional lives, our youth and elderly, our learning institutions, the nature of teaching and learning and our definition of intelligence itself. This keynote will be a compelling glimpse into the bold, exciting and dynamic future that awaits us all!

Jeff Piontek is an author, keynote speaker and teacher (most importantly). He has worked with many at-risk school districts nationally as a consultant on affecting educational change and reform. Jeff started out as a Science teacher in the South Bronx, NYC and worked his way up to the Director of Instructional and Informational Technology in NYC.

Jeff’s book; “Blogs Wikis and Podcasts, Oh My! Electronic Media in the Classroom” has been well received by the education community and is in its second printing.

He has received many accolades including the latest from Governor Linda Lingle for Innovation in the economy for his STEM education work nationally. Jeff sits on the National Governor’s Association STEM committee as well as the State of Hawaii Economic Development Workforce Committee, which he was appointed to by the Governor.

Jeff has embarked on a new venture at Hawaii Technology Academy and the school has performed at the top of the public schools in Hawaii in its first year and doubled to 500 students in its second year. The school now has 1,000 students and over 2,000 applicants this past year.

The school was just designated as one of the 40 more innovative schools in the US in a recent study published by Innosight Institute (Michael Horn, author of Disrupting Class — innosightinstitute.org/blended_learning_models/

Jeff’s most recent presentations can be found on slideshare at slideshare.net/jeff.piontek

Teacher Professional Development???? My take on Teacher Improvement and Professional Development. What do you think?

Warning: this post may incite, annoy or even anger some people but I am hopeful that it will also encourage and motivate change. I am coming at this post from the point of view of an educator for many years, a staff developer and a lifelong learner. I believe there are so many issues today with the fact that people believe “Teacher Professional Development” to be as simple as going online or attending a conference or a single day workshop for a few hours. The single day workshop commonly referred to as “drive-by PD” and many of the other models are not successful. The main reasons are because they are not ongoing, sustainable and high quality. Quality teacher professional development is a real issue and will always be an issue.

Let’s start with the problems. One is that “Professional Development” by definition assumes you have an innate skill or proficiency. My belief is that the term should be broken down into three specific terms. The initial term or concept should be “Professional Exposure”, giving others exposure to an educational expert. For new, impressionable teachers, this is important because they are most likely to get pumped and run with the new ideas. We must ensure however that the correct and appropriate effective pedagogical approach is being implemented. Also, when the concept is being implemented, it must be assessed correctly at the appropriate Depth of Knowledge level or taxonomic level. I personally have seen many teachers implement a program without fully knowing how to implement or assess it.

The second term “Professional Improvement” takes the concept that you already have some inkling of the concept and are going to improve it. This is crucial to the success of all teachers or individuals being that one must be a lifelong learner and have the inner drive to improve.  If one does not have the impetus for learning, then self-improvement will not happen.

The final term “Professional Development” (PD) and the ideal for this is something that is built upon concepts of effective PD. This occurs through coaching, reflection, or reviewing results. It may occur individually, in pairs, or in collaborative learning teams when educators plan, implement, analyze, reflect, and evaluate the integration of their professional learning into their practice. It occurs within learning communities that meet to learn or refine instructional strategies; plan lessons that integrate the new strategies; share experiences about implementing those lessons; analyze student work together to reflect on the results of use of the strategies; and assess their progress toward their defined goals.

Before schools can adopt these new 21st-century standards for teacher professional development, Hirsch (of Learning Forward formerly known as the National Staff Development Council) said there are some prerequisites: (1) Educators must commit to ensuring that all students succeed, (2) Educators must be ready to learn continually, (3) School district leaders must understand that professional learning involves collaborative inquiry and learning, and (4) School district leaders must understand that educators learn in different ways and at different rates.

Learning Forward’s seven standards for professional learning that increase teacher effectiveness and results for all students are:

  1. Learning Communities: Groups of teachers who are committed to continuous improvement, shared responsibility, and collective goal alignment.
  2. Leadership: Skillful leaders who develop capacity, advocate, and create support systems for professional learning.
  3. Resources: Prioritizing, monitoring, and coordinating resources for professional learning.
  4. Data: Using a variety of sources and types of student, educator, and school system data to plan, assess, and evaluate professional learning.
  5. Learning Designs: Integrating theories, research, and models of human learning to achieve intended outcomes.
  6. Implementation: Applying research and sustained support for implementation of professional learning to foster long-term change.
  7. Outcomes: Aligning outcomes with educator performance and student curriculum standards.

 

The issue with professional development many times is that the person responsible for organizing professional development, do so in ways that alienate rather than engage and assist educators. Those organizing the professional development may not be clear about specific improvements in educator and student performance that should result, or may not carefully determine what steps will lead to the desired performance levels. In addition, educators often complain that they are required to participate in poorly conceived and ineffective professional development leads to complaints professional development that does not address the real challenges they face in their schools and classrooms. They resent “one-size-fits-all” professional development that targets large numbers of educators from very different schools and classrooms who have students with different needs. Also, the professional development may not consider educators’ varying levels of motivation, interest, knowledge, and skill. This is the rationale for the differentiated approach to PD just as we differentiate with our students.

All schools should be places where both adults and students learn. Unfortunately this doesn’t happen. Most of the time, teachers and administrators develop their own knowledge and skills, which they model for students. This can be dangerous if it is not done properly and could have detrimental effects on student learning and their success. The concept of continual or ongoing development creates a culture of learning throughout the school and supports educators’ efforts to engage students, expected of a lifelong learner. An organization that organizes team-based professional development or professional learning networks and expects all teachers and administrators to consistently participate — though for different purposes, a different times, in different ways — shows that the organization values and is serious about all educators performing at higher levels. As a result, the entire school is more focused and effective.

With my experiences in education, it is my belief that research has shown that teaching quality and school leadership are the most important factors in raising student achievement. For teachers, school and district leaders to be most effective, they need to continually expand their knowledge and skills to implement the best educational practices. Educators learn to help students learn at the highest levels. They need to be able to move from exposure to improvement to finally and most importantly, professional development and SUCCESS!!

STEM Update 2

USA Science & Engineering Festival Gears Up for Second Celebration
Plans for the second USA Science & Engineering Festival, a national celebration of science, are moving full-steam ahead with less than 60 days to go. The Festival, first held in 2010, was created to increase public awareness of the importance of science and excite the nation’s youth in the fields of science, science, technology, engineering, and math (STEM) by presenting the most compelling, exciting, educational, and entertaining science festival in the United States. Taking place April 28-29, 2012 at the Washington, DC Convention Center, the Festival already proves to be bigger than last year and will feature over 3,000 different hands-on activities and experiments, and over 100 stage performances.

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Mar 2012
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STEM Updates…very cools stuff going on

Google Seeks Young Scientists to Compete in 2nd Annual Science Fair
Google is currently looking for the brightest young scientists from around the world to submit interesting, creative projects that are relevant to the world today. The second annual Google Science Fair is an online international competition for individuals and groups of students between the ages of 12 and 18. Google encourages students to start by identifying real world problems that they are personally curious about and interested in exploring.

08
Mar 2012
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