U.S. Lags Behind in Social Progress

n many ways the U.S. economy powers the global economy. The dollar is the global currency and English is the language of global business. Despite three generations of dominance in global trade and breaktaking wealth creation for business elite, social progress has slowed in American. Life, health, and opportunity is better for the average person in many other countries–that’s the tough truth told by the Social Progress Index 2014 Report.

“Economic growth without social progress results in lack of inclusion, discontent, and social unrest,” according to the report co-authored by Harvard economist and business advisor Michael Porter. The report recommends “twin scorecards of success” where “social progress sits alongside economic prosperity.”

The report is project of the Skoll Foundation sponsored Social Progress Imperative which seeks “to improve the quality of lives of people around the world, particularly the least well off, by advancing global social progress.” Social progress is defined as the capacity of a society to meet the basic human needs of its citizens, establish the building blocks that allow citizens and communities to enhance and sustain the quality of their lives, and create the conditions for all individuals to reach their full potential.

The Initiative sponsored the development of an index to measure outcomes in social and environmental areas in comparable ways across countries.

  • Basic human needs: nutrition, medical care, shelter, and safety
  • Foundations of wellbeing: access to basic knowledge; access to information and communication, health and wellness, economic sustainability; and
  • Opportunity: personal rights, freedom and choice, tolerance and inclusion, and access to advanced education

The report concludes that “the top three countries in the world in terms of social progress are New Zealand, Switzerland, and Iceland.”

The U.S. ranks second on GDP per capita but is 16th on the list with a score bolstered by access to advanced education but penalized by poor health outcomes (70th place despite spending more than any country) and weak access to basic knowledge (39th place on factors including high school enrollment and adult literacy) and access to information and communication (23rd place on indicators like cell phone subscriptions).

The report underscores the importance of access to quality health care for both social progress and prosperity–as well as how inefficient American health care is (i.e., high cost, terrible outcomes) and how unfortunate it is that U.S. political parties talk past each other rather than dealing with the hard facts laid out in this report (and many others).

Like healthcare, the report points out that access to quality primary and secondary education and access to broadband are essential to economic and social progress.

For those interested in creating smart cities–urban hubs of prosperity and progress–the implications are clear. Cities should make sure that

  • families in every zip code have access to great K-12 schools (and, like New Orleans, failing schools should be eliminated by improving or closing them);
  • all students have access to full and part time online learning, including world languages, college courses, and career and technical education;
  • students receive strong guidance services;
  • a web of youth and family services are available; and
  • broadband is widely and freely available and inexpensive at home (free for low income families with children)

Thanks to Fareed Zakaria GPS for a great interview with Michael Porter on the Social Progress Index.

15 Ways to Keep Creativity in the #EdChat Conversation

Simply put. Creativity keeps me going. There is nothing comparable to witnessing a student present a project that not only represents what he has learned but who he has become. However, way too often the topics of standardized testing, lack of funding, political involvement, students’ data, and stressed out teachers dominate educational conversations. Quite frankly, it gets old. Sure, these topics deserve their fair share of time, but I fear creativity, a vital characteristic of an engaged and productive classroom, is somewhat overlooked at times.

In celebration of all those students secretly, and oftentimes audibly, yearning to create, let’s take a look at fifteen ways to keep creativity in the classroom.

1. Spontaneity and Creativity Warm-Up

Do you ever need to re-energize the class before embarking on a creative assignment? Try this fun and simple warm-up:

2. Wax Museum

Do you think asking your students to be silent and totally motionless is uncreative and boring? Not so. Take a look.

Need more information about this interesting activity? Click here.

3. 60-Second Recap

This one reads easily but works hard. Give it a try and watch your students have their most in-depth and challenging conversations as they try to mash up their understanding in such a short amount of time.

Check out this blog post for more details about the 60-Second Recap.

4. The Virtual Substitute

If you must be out of the classroom, leave your students with a Twitter hashtag, e-mail address, digital learning platform, and the most creative, and cheesy, substitute you can find. Who knows! You may just have a little fun yourself.

5. Kinesthetically Reinforced Learning

Sometimes to make the simplest things stick, a little physical activity is all that is needed. Check out this direct quotation with proper MLA parenthetical citation:

6. Time-Lapsed Video Tutorial

Some students’ projects just leave the class totally amazed and wondering, “How did you do that?” Well, giving a kid a chance to answer that question via a time-lapsed video tutorial could blow your mind even more. Watch this student use cans of spray paint as his artist’s brushes. Simply jaw-dropping.

7. Movie Trailer

Much like the 60-Second Recap, a lot of planning goes into creating a movie trailer. Take a look at this one, and I bet you never would have guessed it served as an AP Language project. Pretty cool, huh?

Care to see the full project? These students turned a backyard into a playground of assigned literary standards.

8. Long-Distance, Shared Classes via Video Conferencing

Want to liven things up a bit by joining classes across the county, state, or even country? Sure, it takes a lot of planning on the teachers’ sides, but the end results are phenomenal. Here’s a small peak into an AP Language writing assignment that was shared simultaneously by two classes nearly twenty miles a part.

This video was several weeks in the making. Click here for the blog post that drops all the minute details behind this video, and click here for the lesson plan that used Twitter to bring four classes in three different states together afterschool to discuss rhetorical strategies.

9. An Originally Written Song

This team decided to demonstrate their knowledge of Arthur Miller’s The Crucible through rap. Using Acoustica Mixcraft, strobe lights, smartphones, and video editing software, these Studio 113 students had a blast.

If you don’t have access to a microphone and any recording software, no worries. Just allow your students to use their smartphones and SoundCloud. Here’s how.

10. Visual Notetaking

Check out this example of notes from “Comics in Education.”

11. Interactive/Gamified Learning Structures

If the students are a bit bored with the content, ask them how to gamify the lesson. Better yet…create some off-the-wall interactive learning structure that involves improvisational acting, power cards, and backchannels. This is the foundation of the Revolutionary Battle structure.

If that doesn’t work, add some poker chips and a point system to spice up the undeniably boring multiple choice questions that are sometimes unavoidable. The Voting Chips structure does just that. Here’s the blog post outlining all details.

12. Mini-Movie

If you have plenty of time and a well-planned lesson, give students the autonomy to create a multi-camera video set to famous music lyrics. From the Rolling Stones to Matchbox 20 to Justin Timberlake, this video truly rocks.

13. Collaborative E-book

Having your students write and create a book used to sound nearly impossible. Not anymore. Get your bookmark ready and dive in to this collaborative e-book with pictures and videos. Click here for the accompanying blog post with video tutorials.

14. Celebratory Presentation

Don’t forget to invite the students to celebrate by presenting to a challenging audience. Here’s a peak into a presentation to a mini-conference of teachers and educational administrators.

15. Teacher Play

Perhaps the most overlooked, yet essential, aspect of fostering a creative classroom atmosphere is the necessity for teachers to play, to have fun, to enjoy their jobs. If not, why in the world should students want to grow up and become adults? To be miserable? Oh no. Rock it out, teachers. Rock it out!

Hey, awesome educators. Join in the conversation. What creative things are you witnessing?

John Hardison

 

Preparing Teachers for Deeper Learning

Today Digital Promise and Getting Smart released “Preparing Teachers for Deeper Learning: Competency-Based Teacher Preparation and Development.” This white paper outlines the attributes of next-generation teacher preparation and makes recommendations to support the development of teacher preparation and development systems.

Co-authored by Getting Smart’s Tom Vander Ark and Dr. Carri Schneider with Karen Cator, President and CEO ofDigital Promise, the paper outlines how the role of teachers is changing amid broader shifts to personalized, blended, and deeper learning. In order for the current state of teacher preparation, professional development, and accreditation to evolve accordingly, the authors recommend professional learning opportunities that offer:

  • Some element of teacher control over time, place, path and/or pace;

  • Balance between teacher-defined goals, goals as defined by administration through teacher evaluation efforts, and school and district educational goals;

  • Job-embedded and meaningful integration into classroom practice; and

  • Competency-based progression.

In addition to the paper, don’t miss the complementary infographic, “Competency-Based Teacher Preparation & Professional Development,” that offers a visual outline of the paper content.

For more information, download the paper.

The full press release is copied below.


FOR IMMEDIATE RELEASE

 Digital Promise and Getting Smart Share Vision for Preparing Teachers For Deeper Learning

 White Paper Provides Guidance and Recommendations to Equip Teachers to Thrive in Deeper Learning Environments

 SEATTLE, WA (May 1, 2014) – Education advocacy firm, Getting Smart, in association with the education innovation nonprofit, Digital Promise, today released, “Preparing Teachers for Deeper Learning: Competency-Based Teacher Preparation and Development,” a white paper that outlines the attributes of next-generation teacher preparation and makes recommendations to support teacher preparation and development systems.

This paper is co-authored by Tom Vander Ark, CEO of Getting Smart, Dr. Carri Schneider, Director of Policy and Research of Getting Smart, and Karen Cator, President and CEO of Digital Promise. In addition to the paper, a complementary infographic, “Competency-Based Teacher Preparation & Professional Development,” offers a visual outline of the paper’s big ideas.

The paper outlines how the role of teachers is changing amid broader shifts to personalized, blended, and deeper learning. In order for the current state of teacher preparation and development to evolve accordingly, the authors recommend professional learning opportunities that echo the type of personalized learning that is recommended for students:

  • Some element of teacher control over time, place, path and/or pace;

  • Balance between teacher-defined goals, goals as defined by administration through teacher evaluation efforts, and school and district educational goals;

  • Job-embedded and meaningful integration into classroom practice; and

  • Competency-based progression.

 “Drawing on examples from outside of the field of education as well as innovators in higher education and K-12, we build the case for competency-based teacher education,” said Vander Ark. “In the same way that student assessment is evolving to prioritize demonstrations of mastery over basic proficiency, competency-based teacher development would enable pre-service and practicing teachers to demonstrate knowledge and skills at regular intervals.”

“The design and implementation of a system of micro-credentials could support a shift to competency-based pathways for educators,” said Cator. “Such a system would include explanations of competencies, multiple opportunities to develop and learn, and a way to demonstrate and prove proficiency.”

“Preparing Teachers for Deeper Learning” is the third in a series of papers from Getting Smart that explore how a focus on Deeper Learning competencies is changing the nature of teaching and learning in order to personalize instruction and better prepare students for college and career.

On Friday, President Obama directed the U.S. Department of Education to lay out a plan to strengthen America’steacher preparation programs for public discussion by this summer, and to move forward on schedule to publish a final rule within the next year. The Administration will encourage and support states in developing systems that recognize excellence and provide all programs with information to help them improve, while holding them accountable for how well they prepare teachers to succeed in today’s classrooms and throughout their careers.

“Rightfully so, the national conversation around personalization has been driven by what’s best for students,” said Schneider. “We are just beginning to scratch the surface of the possibilities for personalized learning to impact the teaching profession.”

To learn more download the full paper.

To learn more about Digital Promise’s work to reimagine teacher credentials, check out Digital Promise Micro-Credentials.

Creating Innovative Ecosystems

By: Alex Hernandez

Network-Globe-Featured

When it comes to education innovation, all cities are not created equal.

San Jose is the Mesopotamia of blended learning with Summit Public Schools, Rocketship Education, Alpha Public Schools, KIPP Bay Area, and Milpitas Unified School District all within a few miles of a bustling coffeehouse where new education ideas are brewed and served daily. Khan Academy and EdSurge are headquartered a few miles north on the 101 Highway. And the Silicon Schools Fund provides early-stage philanthropy for new breakthrough school models.

New Orleans is home to 4.0 Schools, an incubator that brings together communities of educators to prototype new solutions to real problems. New Schools for New Orleans provides capital, coaching and startup support for educators launching high-quality, new schools. And Teach for America fuels the Crescent City’s entrepreneurial spirit with over 1,200 mission-driven corp members and alumni.

New education ideas are flourishing in places like Baltimore, Boise and Memphis, cities with relatively little activity just a few short years ago.

Innovative cities tend to have some common characteristics:

Courageous, early-stage capital. Education entrepreneurs need money to pursue their bold ideas and innovative ecosystems have philanthropists and for-profit investors with an appetite for investing at the earliest stages.

Places to tinker, prototype and meet other education innovators. Organizations like 4.0 Schools, the Digital Harbor Foundation and Startup Weekend EDU provide safe spaces for educators to lean into new ideas and meet other like-minded innovators.

People, people, people. Innovative ecosystems are home to organizations that attract talent and develop tomorrow’s leaders. For example, Dan Carroll, co-founder of the successful edtech startup Clever, began his career as a Teach for America corp member and was a teacher at STRIVE Prep, a successful charter school network. Organizations like TFA and STRIVE are magnets for talent and set the foundation for future innovation.

Support to launch new ventures. Innovative ecosystems are places where educators see a path to bring their ideas to life. This means access to capital, talent, advisors and other supports that make the difference between success and failure.

There has never been a better time to be an education entrepreneur. And whether they know it or not, cities compete to attract our best talent. The good news: cities can significantly increase education innovation through targeted, strategic investment.

 

9 Things Every Parent with an Anxious Child Should Try

ANXIETY

As all the kids line up to go to school, your son, Timmy, turns to you and says, “I don’t want to take the bus. My stomach hurts. Please don’t make me go.” You cringe and think, Here we go again. What should be a simple morning routine explodes into a daunting challenge.

You look at Timmy and see genuine terror. You want to comfort him. You want to ease the excessive worry that’s become part and parcel of his everyday life. First, you try logic. “Timmy, we walk an extra four blocks to catch this bus because this driver has an accident-free driving record!” He doesn’t budge.

You provide reassurance. “I promise you’ll be OK. Timmy, look at me… you trust me, right?” Timmy nods. A few seconds later he whispers, “Please don’t make me go.”

You resort to anger: “Timothy Christopher, you will get on this bus RIGHT NOW, or there will be serious consequences. No iPad for one week!” He looks at you as if you’re making him walk the plank. He climbs onto the bus, defeated. You feel terrible.

If any of this sounds familiar, know you are not alone. Most parents would move mountains to ease their child’s pain. Parents of kids with anxiety would move planets and stars as well. It hurts to watch your child worry over situations that, frankly, don’t seem that scary. Here’s the thing: To your child’s mind, these situations are genuinely threatening. And even perceived threats can create a real nervous system response. We call this response anxiety and I know it well.

I’d spent the better part of my childhood covering up a persistent, overwhelming feeling of worry until, finally, in my early twenties, I decided to seek out a solution. What I’ve learned over the last two decades is that many people suffer from debilitating worry. In fact, 40 million American adults, as well as 1 in 8 children, suffer from anxiety. Many kids miss school, social activities and a good night’s rest just from the worried thoughts in their head. Many parents suffer from frustration and a feeling of helplessness when they witness their child in this state day in, day out.

What I also learned is that while there is no one-size-fits-all solution for anxiety, there are a plethora of great research-based techniques that can help manage it — many of which are simple to learn. WAIT! Why didn’t my parents know about this? Why didn’t I know about it? Why don’t they teach these skills in school?

I wish I could go back in time and teach the younger version of myself how to cope, but of course, that’s not possible. What is possible is to try to reach as many kids and parents as possible with these coping skills. What is possible is to teach kids how to go beyond just surviving to really finding meaning, purpose and happiness in their lives. To this end, I created an anxiety relief program for kids called GoZen. Here are 9 ideas straight from GoZen that parents of anxious children can try right away:

1. Stop Reassuring Your Child
Your child worries. You know there is nothing to worry about, so you say, “Trust me. There’s nothing to worry about.” Done and done, right? We all wish it were that simple. Why does your reassurance fall on deaf ears? It’s actually not the ears causing the issue. Your anxious child desperately wants to listen to you, but the brain won’t let it happen. During periods of anxiety, there is a rapid dump of chemicals and mental transitions executed in your body for survival. One by-product is that the prefrontal cortex — or more logical part of the brain — gets put on hold while the more automated emotional brain takes over. In other words, it is really hard for your child to think clearly, use logic or even remember how to complete basic tasks. What should you do instead of trying to rationalize the worry away? Try something I call the FEEL method:

Freeze — pause and take some deep breaths with your child. Deep breathing can help reverse the nervous system response.
Empathize — anxiety is scary. Your child wants to know that you get it.
Evaluate — once your child is calm, it’s time to figure out possible solutions.
Resolve — help your child to choose a solution and put it in play.

2. Highlight Why Worrying is Good
Remember, anxiety is tough enough without a child believing that Something is wrong with me. Many kids even develop anxiety about having anxiety. Teach your kids that worrying does, in fact, have a purpose.

When our ancestors were hunting and gathering food there was danger in the environment, and being worried helped them avoid attacks from the saber-toothed cat lurking in the bush. In modern times, we don’t have a need to run from predators, but we are left with an evolutionary imprint that protects us: worry.

Worry is a protection mechanism. Worry rings an alarm in our system and helps us survive danger. Teach your kids that worry is perfectly normal, it can help protect us, and everyone experiences it from time to time. Sometimes our system sets off false alarms, but this type of worry (anxiety) can be put in check with some simple techniques.

3. Bring Your Child’s Worry to Life
As you probably know, ignoring anxiety doesn’t help. But bringing worry to life and talking about it like a real person can. Create a worry character for your child. In GoZen we created Widdle the Worrier. Widdle personifies anxiety. Widdle lives in the old brain that is responsible for protecting us when we’re in danger. Of course, sometimes Widdle gets a little out of control and when that happens, we have to talk some sense into Widdle. You can use this same idea with a stuffed animal or even role-playing at home.

Personifying worry or creating a character has multiple benefits. It can help demystify this scary physical response children experience when they worry. It can reactivate the logical brain, and it’s a tool your children can use on their own at any time.

4. Teach Your Child to Be a Thought Detective
Remember, worry is the brain’s way of protecting us from danger. To make sure we’re really paying attention, the mind often exaggerates the object of the worry (e.g., mistaking a stick for a snake). You may have heard that teaching your children to think more positively could calm their worries. But the best remedy for distorted thinking is not positive thinking; it’s accurate thinking. Try a method we call the 3Cs:

Catch your thoughts: Imagine every thought you have floats above your head in a bubble (like what you see in comic strips). Now, catch one of the worried thoughts like “No one at school likes me.”

Collect evidence: Next, collect evidence to support or negate this thought. Teach your child not to make judgments about what to worry about based only on feelings. Feelings are not facts. (Supporting evidence: “I had a hard time finding someone to sit with at lunch yesterday.” Negating evidence: “Sherry and I do homework together–she’s a friend of mine.”)

Challenge your thoughts: The best (and most entertaining) way to do this is to teach your children to have a debate within themselves.

5. Allow Them to Worry
As you know, telling your children not to worry won’t prevent them from doing so. If your children could simply shove their feelings away, they would. But allowing your children to worry openly, in limited doses, can be helpful. Create a daily ritual called “Worry Time” that lasts 10 to 15 minutes. During this ritual encourage your children to release all their worries in writing. You can make the activity fun by decorating a worry box. During worry time there are no rules on what constitutes a valid worry — anything goes. When the time is up, close the box and say good-bye to the worries for the day.

6. Help Them Go from What If to What Is
You may not know this, but humans are capable of time travel. In fact, mentally we spend a lot of time in the future. For someone experiencing anxiety, this type of mental time travel can exacerbate the worry. A typical time traveler asks what-if questions: “What if I can’t open my locker and I miss class?” “What if Suzy doesn’t talk to me today?”

Research shows that coming back to the present can help alleviate this tendency. One effective method of doing this is to practice mindfulness exercises. Mindfulness brings a child from what if to what is. To do this, help your child simply focus on their breath for a few minutes.

7. Avoid Avoiding Everything that Causes Anxiety
Do your children want to avoid social events, dogs, school, planes or basically any situation that causes anxiety? As a parent, do you help them do so? Of course! This is natural. The flight part of the flight-fight-freeze response urges your children to escape the threatening situation. Unfortunately, in the long run, avoidance makes anxiety worse.

So what’s the alternative? Try a method we call laddering. Kids who are able to manage their worry break it down into manageable chunks. Laddering uses this chunking concept and gradual exposure to reach a goal.

Let’s say your child is afraid of sitting on the swings in the park. Instead of avoiding this activity, create mini-goals to get closer to the bigger goal (e.g., go to the edge of the park, then walk into the park, go to the swings, and, finally, get on a swing). You can use each step until the exposure becomes too easy; that’s when you know it’s time to move to the next rung on the ladder.

8. Help Them Work Through a Checklist
What do trained pilots do when they face an emergency? They don’t wing it (no pun intended!); they refer to their emergency checklists. Even with years of training, every pilot works through a checklist because, when in danger, sometimes it’s hard to think clearly.

When kids face anxiety they feel the same way. Why not create a checklist so they have a step-by-step method to calm down? What do you want them to do when they first feel anxiety coming on? If breathing helps them, then the first step is to pause and breathe. Next, they can evaluate the situation. In the end, you can create a hard copy checklist for your child to refer to when they feel anxious.

9. Practice Self-Compassion
Watching your child suffer from anxiety can be painful, frustrating, and confusing. There is not one parent that hasn’t wondered at one time or another if they are the cause of their child’s anxiety. Here’s the thing, research shows that anxiety is often the result of multiple factors (i.e., genes, brain physiology, temperament, environmental factors, past traumatic events, etc.). Please keep in mind, you did not cause your child’s anxiety, but you can help them overcome it.

Toward the goal of a healthier life for the whole family, practice self-compassion. Remember, you’re not alone, and you’re not to blame. It’s time to let go of debilitating self-criticism and forgive yourself. Love yourself. You are your child’s champion.

A Survey of Performance Assessment and Mastery Tracking Tools

It’s testing season and lots of kids are taking multiple choice tests–more online than last year but lots of the same old item types. It’s part of a 100 year old ‘teach then test’ cycle of assessment as a summative activity.

At some schools, projects and multi-step tasks supplement more traditional forms of teaching and learning–they extend and apply learning and provide a form of alternative assessment. At a few thousand schools (most are part of Deeper Learning networks) the instructional program is a sequence of performance tasks. These schools have made the shift from assessment of learning to performance assessment as learning.

Performance assessment, as detailed in a December post, is the application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students.” Performance assessments make new standards real, personalize learning and can serve as authentic gateways in competency-based systems.


Learning-Featured1

The problem is that it’s hard to string together a series of performance tasks for every student that challenges them in interesting and appropriate ways while reflecting common standards. An exemplary system would be a full learning management system with a library of prompts, projects, instructional materials, standards-based rubrics, scoring and communication tools. A super gradebooks, a robust portfolio, implementation support, and professional development would round out the desired platform attributes.

New report. Despite marked progress in the last year, the tools for creating and managing performance assessments and tracking student progress are still inadequate for teams creating next-generation learning environments–that’s the conclusion of new market research report on the status of performance assessment tools.

“Assessing Deeper Learning: A Survey of Performance Assessment and Mastery Tracking Tools” was developed for Envision Learning Partners and partner organizations Asia Society, ConnectEd and New Tech Network. They share a common interest in better performance assessment tools.

The report outlined numerous barriers to better performance assessment including:

  • A wide range of performance tasks and the open-ended nature of the responses make it challenging to build generalizable capabilities;
  • No recognized standards or best practices in measuring non-cognitive variables;
  • Attempts to add flexibility add steps to construct a standards-based performance task; and
  • Tools specific to school networks are not available or useful outside the network.

Twelve key features identified as important by the sponsors include interoperability, calibration of scores, a library of tasks, support for multiple revisions and collaboration, standards-based project rubrics, available professional development, reporting tools, customization, student portfolio development, an updated user experience and an affordable price tag.

The most promising performance assessment tools reviewed in the report is ShowEvidence, a new product nearing final release and used by some of the sponsor networks. Project Foundry is a similar project-based learning tool used by the Edvisions School network. Additional investment would support improved functionality and scalability of both.

The report also compiled a list of mastery tracking tools. While there has been improvement in this category as well with products like EngradeKickboard, and JumpRope, applications are still inadequate for managing a fully competency-based environment.

Performance assessment and mastery tracking are an example of categories where leading schools are out in front of the market. A combination of philanthropic and venture investment could quickly improve products in these categories and fuel the next-generation of schools.

Robotic Petting Zoo Replaces Animals With Plastic Tentacles

“This is about as humane as it gets using technology. In this Mashable article from Eva Recinos, we discover an art exhibit that uses XBox Kinect technology to replace live animals with the ‘sensory experience’ of petting a live animal. The robotic zoo was conceptualized and created by Stephen and Theodore Spyropoulos.”

via Mashable

It calls itself a petting zoo — but this installation at a French art center looks a lot different from what you might expect.

The architecture and design team Minimaforms, formed by brothers Stephen and Theodore Spyropoulos, created a robotic Petting Zoo that uses XboxKinect sensors to bring animal-like qualities to plastic tubes.

Now on display at the FRAC Centre, the tubes hang from the ceiling waiting for curious visitors to interact with them. They can move playfully or angrily, mimicking the reactions of animals in a traditional petting zoo. They also light up different colors to accentuate their reactions.

“Petting Zoo” uses Processing to program the plastic tubes’ movements. The structures can identify more than one person at a time and determine which viewers seem the most friendly.

As Minimaforms’ website explains, the structures use “camera tracking” and “data scanning” to detect human visitors and their movements. The use of “real time camera streams” makes for a truly interactive experience. Even if viewers simply stand in front of the structures, the plastic structures might react to show their boredom.

The team also used Processing to avoid repetitive behavior and allow the plastic tubes to create their own sorts of personalities. Each structure can detect more than one person at a time, and respond accordingly.

video shows the structures interacting with humans by changing colors and moving when touched. They can interact through specific modes — named “follow,” “play” and “angry” — which use different colors. In the “angry” mode, for example, the plastic tubes light up red and bounce around as if annoyed.

One thing this petting zoo doesn’t require: those little food pellets you may remember from childhood trips.

Teach Digital Citizenship with … Minecraft

Minecraft is a game about placing blocks to build anything you want. But more importantly, it holds the potential to help teach global digital citizenship. The nature of the game promotes creativity, resource management, and cooperation. These elements help to make Minecraft a wonderful, gameful way to cooperate with others to obtain a shared goal—exactly what is expected of them in the workforce of today and tomorrow. Written by Josh Ward, and hosted at Ask a Tech Teacher, this article describes some interesting ways to incorporate the game into instruction.”

via Ask a Tech Teacher

A “digital citizen” is generally defined as “those who use the Internet regularly and effectively.” With children and teenagers moving more and more toward the Internet and away from television for their recreational and informational needs (95% of all teens from ages 12 to 17 are online, and 80% of those use social media regularly), the next generation of digital citizens isn’t just arriving, they’re already here.

Advertisers and corporations have known this for some time, and have begun targeting the youth demographic that will drive the country’s economic future, making responsible and informed “digital citizenship” that much more important.

The Internet has come to play a huge part in not only our daily lives, but our educational future, and these formative years are a perfect time to stress the importance of a free and open Internet, as well as developing a strong sense of civic identity, cooperation, and participation.

Building Worlds Together

Games like Minecraft can actually be a valuable tool in building digital citizenship. Unlike many traditional games, Minecraft places a strong focus on creativity, resource management, and cooperation.

Minecraft’s basic gameplay is deceptively simple — the player exists in a large, open-ended world, gathering natural resources to survive in a world populated by hostile creatures. To survive, a player must chop wood, mine stone, build shelters, acquire food, and build weapons to survive, using only the materials found in the game world itself. The game has often been compared to LEGO building blocks, only digital (and thus functionally infinite).

Beyond this simple concept, however, lies a deeper level of gameplay. Once a player masters the basics of survival, the potential of an open-ended game world reveals itself. A player can build anything he or she can conceive, from buildings and gardens to elaborate architectural and engineering marvels. Industrious Minecraft players have done everything from recreating fictional or historical buildings to building working virtual machines.

Minecraft can teach not only logic, problem-solving, and resource management, but also the value of cooperation, coordination, and leadership. Many Minecraft players, including students, set up Minecraft servers in which many players can cooperate on a single goal.

Servers and Sharing

Setting up one’s own Minecraft server can be a project in itself. Since Minecraft runs on Java, anyone desiring to set up their own server must at least know how to install and run both the server software and the game client.

Setting up a server from scratch requires some basic networking knowledge, such as IP addresses, ports, and rudimentary network configuration. While there are extensive step-by-step tutorials on setting up one’s own server, there are also many hosting companies that offer server “rentals,” taking care of the heavy lifting of server setup and allowing users to get started playing right away.

Once the server is set up, the administrator may invite several players to join, who can all play together in the same persistent game world. A game server is a single machine, running a single instance of a Minecraft “world,” which can then be accessed via an IP address. There are already thousands of Minecraft servers on the Internet; some open to the public, others restricted to a few chosen members. The administrator of any server decides not only who can participate, but must manage membership and play style — an open server, for example, is subject to vandalism by random players, who may discover the server and alter, damage, or even destroy the creations built by other players.

Minecraft also features other types of gameplay — for example, “Adventure” servers, where players may have to cooperate to solve puzzles and achieve a single goal. The base game also includes a “Creative” mode, which removes the need to harvest resources or survive against monsters, freeing players up to build whatever their imagination can conceive.

A Minecraft server can easily become a thriving microcosm of a real community. For large construction projects to be successful, resources must be coordinated and shared, and if the server is in “survival” mode (where monsters appear after sundown to attack players), time management, shelter, and defense become important skills.

For example, a Minecraft “village” might feature a farm of domesticated animals, which must be herded, fed, and protected. Trees, an important source of wood, must be replanted using saplings, lest virtual deforestation occur and wood become scarce. Rare ores and minerals can be stored in chests for use by the group — and the larger the project, the greater the need for organization and leadership.

The educational possibilities for a game like Minecraft are manifold — not only can the game teach skills like resource management, cooperation, and leadership, but it also touches on ecological themes (such as deforestation and mining). If students should set up their own Minecraft servers, kids and teens can learn more about hosting and basic computer networking. While deceptively simple on the surface, Minecraft can be a valuable tool in teaching digital citizenship to students.

Josh Ward is the Director of Sales and Marketing for green hosting provider, A Small Orange. Their vision is simple: perfecting hosting while maintaining a homegrown feel with a focus on people – customers, employees, and the community. Josh is originally from Southeast Texas, but has called Austin home for almost 20 years. He enjoys writing about his passion for all things Internet related as well as sharing his expertise in the web hosting industry and education.

How 3 Different Generations Use The Internet

This infographic posted on Edudemic by Katie Lepi provides us with a profile of past and present generations and how they play, connect, and interact with the world. ”

 

via Edudemic

The web is filled with videos, social media chatter, and more resources than your brain can handle. Who is putting all that stuff online? According to a new study on internet usage by different generations, all the content on the web may be coming from some unexpected places.

That’s because the millennial generation seems to be far and away the most connected and ready to share online. 20% of all members of that generation have posted a video of themselves online. That’s compared to just 2% of the boomer generation.

Bear that in mind the next time you hear about just how vast the web is. It’s getting filled up (quite quickly, mind you) with lots of resources made or shared by the younger generation. While I’m not saying everything on the web is by a 14-year-old, I don’t think I’d be surprised to learn if a large portion of the web actually is from people that age.

To put this all into context, think about your classroom or fellow students. They are the ones shaping the content of the web right now. They’re the ones who will be using the web the most relative to other generations. They are next in the line of overseers of the web. In the very near future, members of the millennial generation will begin taking on roles that dictate the future of the web, what it can and should be used for, and more.

As a teacher, it’s important to understand that.

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The Global Search for Education: The Top 10

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“The Global Search for Education series takes important issues related to global education and gives them context.” — Adam Steiner 

Diane Ravitch, Howard Gardner, Sir Ken Robinson, Pak Tee Ng, Pasi Sahlberg, Tony Wagner, Yong Zhao, Krista Kiuru, Peter Vesterbacka, Randi Weingarten, Jonathan Jansen, Michael Fullan and Andy Hargreaves, among others, have been chosen for our first Global Search for Education Top 10 List.We asked Adam Steiner, a technology integration specialist for the Holliston Public Schools in Holliston, Massachusetts and a doctoral researcher at Boston College, to make an assessment of the over 250 interviews we’ve published and give us his view of our top ten articles.Adam is the co-author with Elizabeth Stringer Keefe of a forthcoming book on Universal Design for Learning (UDL) and technology (scheduled release date of March 2015 from Rowman & Littlefield). He joins me to discuss the Top 10 in today’s edition of The Global Search for Education.

Adam, I like your first selection – my 2012 interview with Diane Ravitch. How have The Global Search for Education articles helped you as an educator?

The Global Search for Education series takes important issues related to global education and gives them context. Given the various threads of my personal and professional life, the interviews have helped to put it all in a broader context and give it a larger meaning.

As a teacher, your 2012 interview with Diane Ravitch, in particular, represents the need for teaching to remain a respected profession. I know that my first few years of teaching were such a challenge and would have been impossible if I felt the community did not respect my work. Diane Ravitch rightly argues that a well-respected teaching profession requires higher expectations for teachers and stricter requirements for entry into the profession.

1. The Global Search for Education: The Education Debate 2012 with Diane Ravitch

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“Diane Ravitch rightly argues that a well-respected teaching profession requires higher expectations for teachers and stricter requirements for entry into the profession.” — Adam Steiner
Can I assume that the articles you selected as Nos. 2 and 3 on your list are related to your experience as a technology integration specialist?

Absolutely. Over the past five years, my professional focus has shifted from classroom teacher to technology integration specialist. My particular focus has been on the use of assistive technology in partnership with the Universal Design for Learning (UDL) framework to support inclusive classrooms. Singapore is an amazing example of a country that is using technology to help transform its educational system and there is no better person to speak to this than Pak Tee Ng, Professor at the University of Singapore – the best known expert on the Singaporean education system. He emphasizes that Singapore is seeking out uses of technology that transform teaching and not just prop up traditional modes. Tony Wagner continues this theme in my third choice when he talks about technology as a source of pedagogical transformation. In your interview, Tony talks about visiting a school system that had invested tens of thousands in interactive whiteboards in classrooms. Despite the innovative technology, the teaching had not changed – the devices were simply being used as sophisticated test prep tools. As a technology integration specialist, I find myself promoting and supporting the purchase of classroom technology. However, I am also constantly checking to insure that my work is promoting innovative teaching and not just equipment.

2. The Global Search for Education: Got Tech? – Singapore with Pak Tee Ng

3. The Global Search for Education: Education Technology with Tony Wagner

I was pleased that my interview with Yong Zhao made no. 4 on your list. As an education researcher, what interested you most about this article?

China is on a continual journey of self-examination of its own schools. There is no better guide in this irony than Yong Zhao, University of Oregon Professor and expert on the Chinese educational system. Dr. Zhao emphasized efforts to lessen the gap between wealthy and poor, powerful and powerless, a topic that has huge implications for the United States and our disturbing inequality. He described a pernicious selection of students into a hierarchical arrangement of schools and a need for a broad cultural shift that would measure the value of a school intrinsically rather than in comparison to other schools. The growing emphasis on large-scale standardized testing in the US would seem to run contrary to this effort.

4. The Global Search for Education: Focus on China with Yong Zhao

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“Jonathan Jansen’s South African experience has powerful ramifications for any country looking to make significant reform. He emphasizes the importance of approaching reform with an eye toward systemic change rather than tackling issues in a piecemeal fashion.” — Adam Steiner
No. 5 on your list – a look at Finland’s education system for inspiration in the Global Search series.

I had the privilege to hear Dr. Pasi Sahlberg speak at Boston College and this interview illuminated several of the topics he discussed. Three points hit home with me. First, Finland has made a massive investment in teaching such that the profession is now one of the most sought-after jobs in the country. Second, there is an emphasis on equitable schooling that reaches every child rather than in boutique private or quasi-public schools. Third, emotional well-being is valued over test results. My fear is that the United States is moving in precisely the opposite direction on all three fronts.

5. The Global Search for Education: More Focus on Finland with Pasi Sahlberg

I was very pleased that you nominated my interview with Jonathan Jansen for the Top 10.

Jonathan Jansen’s South African experience has powerful ramifications for any country looking to make significant reform. He emphasizes the importance of approaching reform with an eye toward systemic change rather than tackling issues in a piecemeal fashion. Jansen also emphasizes the public-private partnership as key to making significant change.

6. The Global Search For Education: Education Is My Right – South Africa with Jonathan Jansen

As a parent, I know fun and learning resonates with you.

Helping my children with their homework, driving them to a soccer or gymnastics practice, or watching them listen to music or draw a picture – sometimes I feel overwhelmed with the many hats I wear, but there have been several interviews in the Global Search series that have helped me to manage these competing needs. This sixth interview I selected looked at technology and “fun learning” with several Finnish education leaders, including Krista Kiuru, Finnish Minister of Education and Science, and Peter Vesterbacka and Sanna Lukander of Rovio Entertainment, the creators of Angry Birds. We need to find ways for our kids to learn and to discover in fun and interesting ways. This is a challenge given the nature of elementary school education these days. How to find time for “fun learning” when there is so much math and literacy-focused homework to do?

7. The Global Search for Education: Fun and Learning with Krista Kiuru, Peter Vesterbacka, Sanna Lukander

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“Howard Gardner covers a great deal of territory in this interview, from the role of the federal government in education to teacher education to charter schools, but what stands out most to me is his statement: “…education in the arts needs no justification in terms of ‘transfer’ to other subjects or to its generation of wealth; it is a ‘good’ in itself.” — Adam Steiner
Howard Gardner had more to do with inspiring the Global Search series than he will ever know – tell me about no. 8 on your list.

8. The Global Search for Education: The Education Debate 2012 with Howard Gardner

Howard Gardner covers a great deal of territory in this interview, from the role of the federal government in education to teacher education to charter schools, but what stands out most to me is his statement: “…education in the arts needs no justification in terms of ‘transfer’ to other subjects or to its generation of wealth; it is a ‘good’ in itself.” This is a powerful reminder that we need to build in time for our kids to enjoy the arts. If schools are going to put primary emphasis on English and math skills, this becomes even more important.

We couldn’t have a Top 10 list without Sir Ken Robinson.

You had an amazing conversation with Sir Ken Robinson, in which he describes the arts as a discipline in the same way that math, science and English are disciplines. It adds another layer to Howard Gardner’s argument about the importance of the arts. Sir Ken also emphasizes the value of approaching art and other subjects in an interdisciplinary fashion.

9. The Global Search for Education: More Arts Please with Sir Ken Robinson

Michael Fullan and Andy Hargreaves have contributed so much great work to this series – why did you select this particular interview about the teaching profession?

For me, teaching has been too often a lonely profession. I have felt that my development as a professional was distinctly separate from the needs of my colleagues. This Global Search interview, in particular, addressed this loneliness and the need to improve the profession of teaching with a collective, collaborative approach. It approached the topic from the practical side by engaging Randi Weingarten, President of the American Federation of Teachers, and from the scholarly side by connecting with Andy Hargreaves and Michael Fullan, professors and researchers on the cutting edge of educational change.

10. The Global Search for Education: In Search of Professionals – Part 1 with Michael Fullan, Andy Hargreaves, Randi Weingarten

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C. M. Rubin and Adam Steiner