Dancing In The Clouds

This guy really seems to know what he's talking about:
http://ugdsbpd.blogspot.ca/2013/11/working-cloud-with-mobile-edtech.html

Working The Cloud With Mobile Edtech

$99 for an android tablet?  Yes, yes it is.

I got a couple of android tablets for the department... $99 each at Factory Direct!  You could pick up a class set of twenty-four of these for about $2500, or about the cost of a single Macbook Pro... crazy.

What could you do with them?  Well, my grade 9 intro to computers class are doing a review of information technology.  We're using wikispaces.com to build shared notes for review.  What's so good about shared notes?  You can't trust them, so instead of reading something and blindly accepting it, students are reading it critically because their peer might have done it wrong; a much better review process.

wikispace live assessment/engagement tool

If you get a wikispace up and running check out the assessment button in the top right corner - it shows you a live feed of student activity on the wiki.  I threw this on the projector and it turned into a race to see who could get the most material down (the engagement graph updates every ten seconds or so, so it's almost live).

I set up the tablets with their own gmail and then linked a dropboxaccount to it.  As students take pictures and make video using the tablet it is automatically shared to the dropbox account, so they can pull the media out of the cloud and include it in their wiki-pages easily.  Automating this process is fairly easy, and means that only seconds after taking a photo with the tablet, students are able to easily access it online for use.

Every android tablet I get now can be signed in to that single gmail address and then auto-linked to a shared dropbox account.  Any media generated from the tablets is immediately available online.

The rules for the wiki were specific:  all notes had to be in your own words.  Students got acknowledged for:

• media: using original photos and video to explain their focus
• media: using the snip tool in Windows 7 to snip screen shots of various parts of our etext
• content: explaining their focus in their own words
• links: to other material online that support understanding of their focus (all links had to include an explanation of the site and why it was useful.

The benefits are many.  Students get to use a new device and recognize its uses in a learning context - this often led to more effective use of their own devices.  A number of them have since set up their own dropbox backups on their own devices.  Because media is easy to create and access students are able to focus on the material at hand instead of worrying about their spelling and grammar in a google doc.

Being open Android tablets, the apps available are many, and I've only begun to scratch the surface of what they could do.  Next semester in introduction to coding I'm thinking we'll use them to run the flash games we design and build.

TEJ wikispace: students learning about information technology through an etext shared on UGcloud.
Notes are created in wikispaces and dropbox is used to quickly and automatically share student-made media.

All told this set up uses three cloud services (ugcloud, wikispaces and dropbox) and some open, accessible and shockingly cheap mobile tablets to offer students a media rich way to tackle note taking.  If we can set up a fluid, information sharing environment like this now, imagine where we'll be in five years.

Tyranny of Numbers

I’ve always found a strange disconnect between my experience in coding and how it is taught in school.  Back in the ‘80s, matheletes owned computer science, and still do today.  More interested in the theoretical number games they could play on computers than in actually building programs, I quickly failed out of it.

My self-taught experience was one of hacking and building.  Tweaking pieces of code and refining them until I got the desired result.  I could see the logical construction, but it was never numerical for me, it was mechanical.  Later in life I worked as a millwright and an auto mechanic before coming back to computers as a technician.  I’ve always had a love of machines and computers have always been included in that mechanical empathy.  That mathematics stole coding from me is something I've always regretted.

That tyranny of numbers still holds sway in coding no matter what attempts are made to pry it free.  I’m previewing a video for my computer studies class and came across this bit:

The Machine That Changed The World

So there you have it.  Had we developed computers with different intent, our analytic engines wouldn't have been confused with calculators.

One of the perilous moments I experienced while getting my philosophy degree was trying to get the mandatory symbolic logic credit.  My first attempt had me in a classroom full of science majors all taking symbolic logic because it was being delivered as a math course.  I fled the scene and worried that I'd never get this credit, the math-bullying in that class was something else.  I ended up taking symbolic logic the next semester and getting an A in it.  Why?  Because it wasn't taught by a math major.  I can appreciate logic, I have trouble with it when it gets abstracted in numbers.

The term ‘computer’ is prejudicial.  Computers were originally people who did tedious math problems, mechanical computers supplanted them, but modern computers aren't number crunchers.  Modern code on a modern computer is a construction of complex logic that produces results well beyond mere calculation, to reduce that process to mathematics is absurdly simplistic.  

The whole thing makes me want to change my department from "Computer Studies" to "Universal Engines" and escape from the confusion of a historically inaccurate name, and that tyranny of numbers.

Tech Girlz

Girl Power

On a cold, snow squalling Saturday morning I had another PLN twitter moment courtesy of Shadi Yazdan on Twitter.  Her link to this New York Times blog has a fantastic video with re-written Beastie Boy lyrics - talk about reclaiming media.  That the author takes a very misogynistic song and uses it to empower girls is ironically compelling.  This spin only amplifies the message in the video:  that girls are groomed to be objects, but they don't have to listen.

I've long agonized at the complete lack of *any* girls in *any* of the senior computer engineering or computer science classes at my high school.  We're in a small town/rural community so the interest in high-technology is pretty limited anyway.  If we have high-skills specialist majors it's in heavy industry or arts.  Of course, once they leave our small town high-tech is one of the most in-demand industries to work in, but without the culture to support it I'm finding this a continuing struggle, and one that if I lose does a disservice to our graduates who enter the working world missing imperative digital skills the rest of the world is expecting them to have.

After looking over this article it appears that the number of women in high technology is declining across the sector.  Is this because as consumerism becomes our main form of socialized identity we become stereotypes of our gender, age and income?  Girls become consumerized princesses, boys become consumerized soldiers?  Not so long ago we learned our social roles through complex traditional influences like nationalism and religion.  In our brave new border-less world where money is the main defining feature of our social character we become shadowy stereotypes of the consumer data that pours out of us.

Women in Technology by the numbers.
From 37% to 14% in the past 25 years?

Boys and girls both suffer a limited existence in this environment, though the female stereotype carries with it a submissive objectivity that ensures that girls are mainly valued in terms of their appearance, whereas boys are stereotypically the doers, girls are passive.

Of course, this is ridiculous.  Your ability to think is your magic power in engineering or coding, your gender doesn't enter into it.  It is only because girls are convinced that boys are 'tough enough' to handle the maths or the complexity of engineering and programming that they get shaken out of the field; stereotypes forcing inequality.

It appears my struggle to convince small town/rural high school girls to give computer studies a try goes well beyond the limiting geography and toward a societal trend.  That doesn't mean I'm going to stop, but it does make me consider this from media influence rather than as a primarily local influence.



http://www.ncwit.org/sites/default/files/legacy/pdf/BytheNumbers09.pdf

http://bits.blogs.nytimes.com/2013/11/20/a-viral-video-encourages-girls-to-become-engineers/

The Digital Narcissist

How We Build Digital Narcissists

Narcissus fell in love with his own image while staring into the water.  That kind of self-infatuation is difficult to come by in our world with its relentless competition and big problems; you can't help but feel humble before what faces us.

Fortunately, many first world children don't have to face that reality.  In the past decade they have found a new cocoon to wrap themselves in that isolates them from the harsh truths that surround them.

In that digital cocoon they are free to see only what they want to see.  The machines that serve them slavishly see to their every whim no matter how asinine, base or self-serving it may be.

At the best of times it's tricky to develop a sense of humility and perspective in children, they tend toward an egotistic world view.  The technology cocoon amplifies this and insulates them from adults (both parents and teachers) in a way unseen before.  In a whirl of habituated media consumption, children today are always able to find a 'fact' on the internet that backs up their myopic world view.  They are immediately and constantly able to communicate with peers who are more than happy to reinforce their prejudices. In spite of its promise, social media is very socially insular.  Rather than moving us into an era of interaction and awareness on a global scale, for far too many people the internet is offering something more akin to mental masturbation.

The other week we went to the backwoods of Ontario.  With limited internet and basic cable, we weren't in the self-directed, media rich world we usually are.  I stumbled upon a fascinating documentary that compared militant Hindu girls' camps and the Miss India pageant.  We ended up watching (and learning) something that we wouldn't have in our self-directed media paradise.

Remember when TV was only a few channels and you ended up watching what was on?  It was in this way that I discovered The Twilight Zone, Woody Allen, early Japanese Anime and a variety of media that I would never have picked up in our insular modern media world where we define ourselves by our niches.  I'm not saying things were better that way, but limited media did tend to push us out of our comfort zones and try things we otherwise wouldn't.  We also tended to watch something only once or twice. Limited media forces you beyond your areas of interest and you tend to focus better on it because access to it is special.

I used to beg for rides or ride
the bike for miles to get this!

When Bits & Bytes on TVO wasn't enough to satisfy my new computer fixation in the early '80s I had to search far and wide for media that would cover this new medium.  When I found COMPUTE! magazine in a small shop in a strip mall five miles from home I used to beg for a ride over there or jump on the bicycle and ride forever to go get the latest copy.  That media was hard to get and greatly valued.  Every page of that magazine was a glass of water in the Sahara. My urge to find it had to be great or I wouldn't have bothered.  Limited media makes us value the information we find and lends a sense of accomplishment to our learning.  All that is lost today.

In 2013 media practically scratches at the door of your mind to be let in.  You have to make an effort to stop it rather than find it.  Ironically, this inflection in media delivery does a lot to take away our ability to self direct our interests.  It's hard to enjoy a glass of water in a flood.  What's worse is that instead of amplifying our ability to learn, modern media delivery has cordoned people off into their own habitual interests.

Instead of focusing on research and access we need to consider how to manage distraction and information overflow.  Only once this is in hand can we start to direct ourselves in this storm.  The digital narcissist is the logical result of our sudden access to any information that we want, and it fits hand in glove with the consumerist drive that dictates digital development. It behooves the companies that are reducing users to consumers to create a false sense of how powerful we are; it sells.

Generation Xbox

In a media vacuum you have time with your thoughts.  In that silence you have a chance to examine yourself critically, figure out a direction you want to go.  We expect meta-cognition in students but I'm finding that they are increasingly out of touch with a balanced view of their self worth because they are buried under a media avalanche that is not simply a result of technology advancement, there is intent in the deluge.

The navel gazing digital narcissist can't examine themselves because they exist entirely as a figment of their own imaginations.  Meta-cognition and the sense of perspective it demands is impossible for them in this media storm; a quiet mind is an unknown experience.

The digital native is trapped in an ego feedback loop with a steady stream of media that caters to their every urge, and because the longer they are engaged with media the more they are worth, the media itself is more interested in keeping them plugged in that it is in advancing their thinking.  

Wrapped in this digital cocoon, is it any wonder that the poor digital native can't help but gaze at the screen like Narcissus and his pond?