8 Big Ideas

1. Learning by doing
Problem based learning has been the philosophy of my professional development.  In the army, most of my training was steeped in the mantra of "train how you fight".  In terms of technology, learning by doing is adding knowledge on existing knowledge.  Familiarization with applications allows for learning how software can work for the end user.

2. Technology as building material
Technology is existing knowledge.  Using as building material allows for innovations and utility.

3. Hard fun
Learning becomes easy when it is something enjoyable.  Even in difficult subjects.

4. Learning to learn
I just visited the Computer Science Museum yesterday and had an epiphany:  I spend a lot of time thinking about thinking.  Leaders should do this often to understand the mindset of their followers and subordinates.  Understanding how people learn can dictate decisions and advances in technology.
5. Taking time for the job
Martinez and Stager are speaking to time management and how it relates to the real world versus classroom instruction.  In the Army we view time management in terms of coordinating "moving parts" of an operation.  The school model of being reminded of time and appointments is the antithesis of taking time.  In the Army we call this "A to B" thinking.  Thinking in a straight line was a basic form of managing time where most senior leaders are managing multiple timelines and logistics.  The same applies as a leader in education.  There are multiple times ti manage in terms of a student's day as well as managing duties and tasks of classified staff as well as faculty and managers.

6. You can't get it right without getting it wrong.
This a tenet of problem based learning.  This is a part of institutional knowledge.  Mistake and error are a part of learning and development.  I see this concept daily in the release of apps and software in technology that is knowingly released with bugs knowing that someone will create programs to correct those errors or improve upon what is already done.

7. Do unto our ourselves what we do unto our students
This ideas essentially speaks to the idea that leaders must constantly develop and refine skills to remain current.  Lifelong learning is not just something to impress upon students but to impress upon ourselves.

8. We are entering a world where knowing about digital technology is as important as reading and writing.
The technology gap is what puts students in the Central Valley at a disadvantage,  Lack of familiarity with the most current technology makes out students technologically illiterate.  There are basic assumptions in technology and education that put learners behind in terms of ability to compete academically and professionally.

Personal experience with technology

Some of my earliest experiences with computers are probably some of my most meaningful.  As a student in the GATE program at Bessie Owens in 1985, I had access to Apple computers and exposure to programming.  I had experience with the LOGO software that Papert speaks about in Mindstorms. Early familiarization with technology, especially in the classroom, allowed me to understand basic concepts in language and the underlying capabilities in software programming that the end user doesn't always see.   It allowed me to conceptualize and understand theory in computer programming.

Another experience that I recall was taking summer enrichment classes at CSUB while in high school.  I performed researched and utilize software to perform quantitative analysis.  In retrospect the programs I used were similar to SPSS.  A lot of my early experiences with technology prepared me for my profession as a Technical Support Specialist and also allowed me to think through methods and instruments for research.

Where is technology successful? Where is it missing the mark?

Technology has changed the way in which we engage the world and the capabilities of the individual.  In Education, it has become more accessible.  Academe has left the ivory tower and is accessible in many different formats thanks to the internet and the affordability of devices.  It is also raising questions about the cost of education in brick and mortar schools and their effectiveness.

As stated before, technology enables children to conceptualize ideas that previous generation could only dream about.  As Pappert in "Mindstorm" talks about dissociative learning I would argue that was probably necessary in a former era.  One to build on abstract ideas in the form of a step action drill in hopes of creating critical thinkers that could conceptualize mathematics into real tangible projects and ideas.  It was probably also pragmatic in terms of cost, as a school could not be filled with cogs and pulleys as he speaks of spurred his love of mathematics.  In 2015, a child can perform mathematics without much foundation in math by utilizing a computer which can show a visual representation of complicated math concepts.  Essentially, it simplifies the complexities in math.  As Pappert argues, "mathophobia" exists because there is little real world application in the dissociative style of teaching math and sciences.

Technology misses the mark in the sense there is a generational gap in how society responds to and understands the utility of Information Technology.  Society made a transition from computers as a novelty item to an integral part of day to day interaction.  From communicating with people to banking to travel.  Children are born today understanding the virtuality as the norm.  They comprehend a world of visualizing and understanding images and ideas that aren't really there.  We could probably be more integrated with technology but are bound by old customs and traditions.

Conceptualization vs the abstract

A big problem facing the state of education is understanding how the modern day student learns.  Prior to computers, students were taught step action drills and abstract ideas to conceptualize a world beyond their comprehension and vision.  The evolution of computers has flipped that dynamic on its head.  Specifically, children grow up in a world where they master conceptualization before learning abstract ideas and formulas that were formerly used as building blocks towards conceptualization.  

To the a young learner in 2015, files, documents, menus, and applications mean something completely different than a child in 1980.  The aforementioned terms were real physical things that were used to describe a world of signal flow and binary code.  Children have grown up in a world where the concept has more meaning and understanding that a physical document in a file in an office.  We have to understand this when interacting with our children.  We essentially have to "teach backwards" from how we learned and were taught.  

My first epiphany with this was at an observational round at Standard Middle School in Oildale, CA.  The teacher was in front of the class trying to work out a math problem to graph it.  Students had already graphed the equation and were working out the formula to confirm the concept they were seeing on their Chromebook.  That hit home for me.  It reminded me of when I was a Fire Direction Officer in the army performing rudimentary Rocket Science (Gunnery).  Until I was actually managing a database and able to conceptualize engaging targets in a 3 dimensional world, the step action drill of computing data was nothing more than plying my vocational craft. To see the nuances of terrain, wind, and the ballistics of a firing tube, the abstract concepts of the math did not resonate.  Children master this understand from birth!  The ability to understand a virtual world that isn't even there is more understood than abstract theorems and formulas.  We need to review how the modern day student learns.

Dr. Ridpath makes a compelling critique on how graduate level student athletes are viewed in the current scheme of Division I athletics.  The first documented scandal in college athletics concerned the eligibility of a graduate student in athletic competition.  If a student athlete decides to stick around and pursue graduate education, should he still be bound to stay at a school that he already spent his undergraduate years and graduated?  NCAA likes to keep the illusion of developing scholars, so it seems that allowing graduate students to transfer with impunity would serve their interests.

I am currently taking a class on legal issues in higher education.  It is an eye opener in how private and public institutions handle legal issues.  This is an interesting case where an employee of the university is caught up in a divorce with a former employee which embroils an administrator in the dispute.  Ethics cost him his job.

Stanford President had a few things on the vision of higher education.  He envisions a hybrid classroom to increase accessibility.  He still believes that US Higher Ed is the envy of the world.  I would tend to agree considering what we charge for tuition.  A free market society is able to capture hype in one word...price.  We are essentially buying hype in America when it comes to higher education.

Affordable education

With technology making education more accessible (and more affordable) student should look for options outside of the provebial box.  Students are conditioned to look to local public institutions as an affordable option but that is no longer the case.  I have attached an article detailing options abroad and there are also only options which make school affordable.  Affordable options raises the question of their reputation and quality.  With that being said perhaps we should question the reputation and quality of local brick and mortar institutions.

Affordable options abroad

Initial Blog

Greetings!  Welcome to my blog.  This is a new world for me.  I hate sharing things about myself so you will see little on here about me but I will be posting about issues that are important to me.  I look forward to interaction with people and learning new ideas and viewpoints...happy blogging.