Surveys are not the best way to assess

And it seems that the 21st Century Skills folk would lead us to believe that by quoting percentages (which are based on surveys) that the truth of the matter has been established.

I don't think so.

I stumbled across the 21st Century Skills folk back when I was reading through Indiana's latest technology plan. I came across the group in a Google search, but I don't think the 21st Cent. Skills folk helped write the state's plan; perhaps the writer of the plan was influenced by group. (And, if we're to get picky: I don't think anyone owns the term "21st Century Skills"). Anyway, in my first post, I discussed a bit about the group and some of their founding principles. Now as more states join list of states jumping on the 21st Century Skills movement, I wonder how long it will take for Indiana to jump on board.

In a recent presentation to the National School Board Association, the Partnership (as I'll refer to the group known as Prince, I mean the Partnership for 21st Century Skills) PowerPointed this summary, and in what I've read from the site, hits their common threads. Besides this slide which makes me go "Oh, and where are the educators on this page?" I find that the proof (sometimes called the data in an argument) is merely based on surveys. Yes, surveys.

First "proof" is based on the results of surveys published by the Partnership (with some help of other business organizations) in late 2006 under the title "Are They Really Ready to Work?." These are survey results, people and should be treated as such. I understand the need to get a "feel" for what's out there, but if that is the sole basis of the argument of having these 21st Century Skills, then it is a faulty argument.

Don't get me wrong: I'm not advocating that the Partnership is out to control the world. But I do have to wonder what's in it for the businesses of the Partnership. Doing nice things for education is nice, but really, what's the payoff for industries where the bottom line and the shareholder option means a vacation or a pink-slip.

But schools can't and don't function that way; I can't merely give a survey to parents on how they think their child is doing in my class; I give an appropriate assessment to measure what the student knows. And this seems to be where things get messy, so we won't run down this trail this time. (Hint: Wouldn't it be great if we measured all students the same way so we can get an accurate measurement? NCLB isn't working great, is it?)

Anyway, let me get on to the next proof and that is a survey of "Voter Attitudes Toward 21st Century Skills." I'm hoping you can see where this conversation is going (Hint: Exit polls and their accuracy). But again, these are limited questions that probably most people would agree with...but does the survey result "prove" the need or the existence of the Partnership? Oh, and by the way, here's how the poll was conducted:

the poll of 800 registered voters was conducted Sept. 10 to 12, 2007, by Public opinion Strategies and Peter D. Hart research Associates for the Partnership for 21st Century Skills.

My call, again, is for clear thinking on education and technology. The Partnership comes into this conversation because they want to help push educational reform through technology. Surveys can only reflect attitudes and shouldn't be used to make policy; policy should last longer than the current crisis (and this one is reflected in the last slide: "Are our students ready for the new global economy?".

Next time, let's take a look at the Partnerships new model for education (see this nice graphic: it's a rainbow and it's reflection).

Episode 10: How do we know that they know? Moodle and assessment

It's _the_ bottom-line question for a teacher: "How do I know that my student has learned?" Moodle has a wide-variety of ways to assess student learning and we'll take a look at a few of those ways.

Show Notes:
Tools for memory work:

• jMemorize (an opensource, java-based flashcard system based on timed-intervals)
• StudyStack (a free flashcard building site with additional activites; here's some of mine)

Books for developing and conducting classrooms online

• Teaching with Technology (ACOT put together this book in 1997 and it is still an amazingly relevant book...buy this book!)
• Theory and Practice of Online Learning (From Athabasca University, an incredible source from higher education, but still applicable to all online learning environments; offered free through CC license).

In this episode, I touch on ways that we assess in the classroom and how those types of assessments are handled in Moodle.

• Quizzes
• Short Responses
• Polls
• Workshops

I will deal directly with Moodle's current Workshop module in a week or two as many folk have given up on it because of some UI and bug issues.

Download this episode here, listen to the episode from the TalkShoe web badge on the right, or subscribe on iTunes.

Next episode: Web Docs: But I like to upgrade
Time: 04/29/2008 05:05 PM EDT
Episode Notes: Is there long-term value to using web apps such as Google Docs and Buzzword? Is there a web app that will tie my shoes? This week we'll look at the growing list of standard desktop activities that are now available on the web (mostly free of charge).

TS:EPISODE9 -- But can a computer dance?

This week, we talked about the idea of should a computer be merely a tool or can it actually teach our students? I got to talk with "Central Florida" about her experience with educational software with her special needs student. I also relate a conversation that I had with someone who works with a popular educational software company.

Show notes:
Things to share:
*Starbucks to offer free iTunes download of the week cards (again) from TUAW.

*iPhone envy but don't want to pay for the phone nor the data plan?You may take a peek at VirginWireless' Wild Card phone and their reasonable plans so you can text and send pix.

Video of Pearson's newer Math curriculum that I referred to in the show.

You can listen to this episode by using the TalkShoe badge to the right or download this episode here or from iTunes.

Next Week: EPISODE10 -- How do we know that they know? Moodle and assessment

Time: 04/22/2008 05:05 PM EDT Episode Notes: It's _the_ bottom-line question for a teacher: "How do I know that my student has learned?" Moodle has a wide-variety of ways to assess student learning and we'll take a look at a few of those ways.

TS:EPISODE8 -- Toward an Open Source classroom

Perhaps you're just hearing about it and you're using OpenOffice. Or, perhaps, you've heard that you can have good software without paying a dime for it. Better still, what does all this have to do with what happens in the classroom?

Listen to the episode here or on the TalkShoe badge on the right side of the page.

Show notes:
Sorry about the quality of the recording, I'm working on a better sound.

Products/Sites mentioned at the beginning of the podcast:

• Flickr (a photo-sharing site) is now allowing for video to be uploaded (up to 90 sec.)
• Livewires: If you are looking for a good programming language to teach to kids, you may consider Python (OpenSource and very much used all over). A solid teaching series comes from our friends in the U.K. called "livewires."
• Flock -- The "social" browser (it's build on Firefox code) which is getting better and better, is a nice "one-stop" integration with the major social sites on the web (including Facebook, Twitter, Flickr, YouTube and even gMail).

Probably the more popular FOSS programs known in the "mainstream":
OpenOffice (a complete office suite | like MS Office without the pricetag; interface is fairly easy to catch on to).
Firefox (a solid web browser that has taken over the browser market).
Gimp (an image editor that is like Adobe Photoshop in that it probably has more features than you really need).
Audacity (sound editor)

[and there's lots of other programs. Here's a few more: Thunderbird (email), Songbird (music library/listening), Miro (video library/listening), and Inkscape (illustration)]

Next week's topic: "But can a computer dance?" (Should a computer be merely a tool or can it actually teach our students?)
Date and time: 04/15/2008 05:05 PM EDT (stop by and join the chat!)

You can always subscribe to the podcast via iTunes.

Teachers don't let other teachers start new blogs

And perhaps we're coming to the end of the blogging cycle, but you will still find at any technology conference for educators presentations on how to use blogs in the classroom. 

If your colleague tells you that she is about to create a blog for her classroom, pull the plug from the computer and run away.

Do not let another teacher start an "educational" blog: it simply is a bad idea.

"But wait!" you exclaim, "there's so many cool ways to use the Web 2.0 in the classroom with your students."

And so the eager teacher points you to a bulleted list much like the one you'll find at ClassPress:

• Chapter discussions!
  
• Links to online resources!
  
• Current Events!
  
• Share Content!
  
• Connect with your Class!
  

(I've included the exclamation point because each explanation ends with that degree of enthusiasm).

The nature of a blog was not meant to be these things per se; the blog's power comes in the voice of the writer of the blog. For a teacher, who has not written online, to have a strong voice in a "class blog" is rare. Instead the expectation of instant "discussion" usually falls flat. And then most teachers are not prepared for the feedback component of a blog and become frustrated with the results. 

To insist that "the classroom" be moved to the internet via a "class blog" is just asking for failure. Instead, teachers should resist the urge to start a blog for the classroom and instead, start a personal blog, or get a Facebook account, or a Twitter account or join and participate in one of many social networks out there. Experience how the interactivity yourself first for the summer, then, start thinking how a blog or an online learning environment (such as Moodle) could extend what happens in the classroom.

Students are much smarter than we think and they are certainly more sophisticated than we give them credit. If a teacher says that she blogs and invites students to her blog (and perhaps to comment on the blog) that speaks volumes. For one thing, it shows that the teacher is not merely jumping on the technological bandwagon after a conference or a staff training. Besides, how many teacher blogs out there haven't moved beyond "Hello, world" posts?

Don't get me started with wikis, btw.

EPISODE7 - 21st Century Skills?

Episode Notes: What is the role of learning with technology in the 21st Century? Is it skill-based as the organization suggest? Will technology finally save our schools? Stop by and chat with us.

Referenced Posts:
Technology on Mission
Close Read of the Indiana Plan (Preface)
Business Educates Schools

21st Century Skills Partnership

Download this podcast on iTunes (search "bashinged") or here.

Next Week: Toward an Open Source classroom