Practical Theory - School 2.0

EduCon 2.3: Call For Conversations

chris@practicaltheory.org (Chris Lehmann) — Wed, 18 Aug 2010 21:24:56 -0700

The EduCon 2.3 Call for Conversations is open!

As many folks know, the students, faculty and parents of the Science Leadership Academy are hosting EduCon 2.3 on January 28th - 30th, 2011. EduCon has been successful in the past because of the incredible energy and spirit that everyone brings to the weekend. The conversation-style sessions are - and always have been - the heart of the conference. So please consider submitting a proposal to create and facilitate a session.

Session proposals are due October 20th. And we really hope for another year of incredible conversations!

EduCon 2.3 Registration is open!

chris@practicaltheory.org (Chris Lehmann) — Mon, 26 Jul 2010 09:14:05 -0700

Registration for EduCon 2.3 is now open! You can go to the conference site or straight to the Eventbrite registration page.

If you are unfamiliar with EduCon, it is the conference we host at SLA that looks to investigate the intersection of progressive pedagogy and 21st Century Tools. All sessions are dialogic / conversation based, as opposed to traditional lecture-based professional development.

From the EduCon 2.3 website:

What is Educon?

EduCon is both a conversation and a conference.

And it is not a technology conference. It is an education conference. It is, hopefully, an innovation conference where we can come together, both in person and virtually, to discuss the future of schools. Every session will be an opportunity to discuss and debate ideas — from the very practical to the big dreams.

Guiding Principles of EduCon

Our schools must be inquiry-driven, thoughtful and empowering for all members

Our schools must be about co-creating — together with our students — the 21st Century Citizen

Technology must serve pedagogy, not the other way around

Technology must enable students to research, create, communicate and collaborate

Learning can — and must — be networked

EduCon 2.3 is Jan 28-30, 2011. Registration is open. The conference costs $150 - $100 for School District of Philadelphia teachers.

We hope you can join us!

Least Restrictive Environment

chris@practicaltheory.org (Chris Lehmann) — Sun, 18 Jul 2010 13:49:48 -0700

(Playing with language a bit in this post... not sure this even qualified as a half-baked idea...)

I was thinking about the Special Education concept of Least Restrictive Environment and the idea that many of the concepts of special education, such as an Individualized Educational Plan, are concepts we should want for every student. And I was thinking about a conversation I was having with another principal a while back about the use of cell phones and iPods and such... the conversation went something like this:

Principal: I don't let students use iPods and cell phones in school.
Me: We do... I mean, I often work with music playing, so why not let kids choose to do so?
Principal: Well, it might be fine for some kids, but not for others. And I think it just serves as a distraction.

So... a month later, that conversation bubbled back into my brain, and I came up with the right response. Banning all these devices when there are many kids who can use them wisely and well is not putting kids into the least restrictive environment for their own learning.

Yes, there are some kids who struggle - despite many opportunities to figure how to manage it - to use technology in a classroom without it serving as a distraction. Let's admit that. At SLA, we have, at any given point in time, about 1% of our population on "Simple Finder" because the teachers or the parents have requested that the laptops have restrictions put on them for a while. And we do have some kids who get their cell phones taken from them in class because they don't respond to repeated redirects if they are misusing them in class. Those instances are absolutely the exception, not the rule. (In talking with colleagues, I'd say that cell phone misuse is much lower at SLA than it is at schools that theoretically ban their existence.)

But banning their use or locking up every laptop would hamstring so much of what we do, and it would not be, for the overwhelming majority of students, the least restrictive environment in which they could - and do - learn.

Let's take a tip from Special Education and in the coming school year, try to make sure our schools are the least restrictive environments for learning they can be.

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Mobile Learning

chris@practicaltheory.org (Chris Lehmann) — Fri, 16 Jul 2010 12:43:02 -0700

So... I was at the Mobile Learning Institute at the Smithsonian Museum today. I was talking about the ways museums and schools can use digital media to share goals and collaborate and create really powerful learning experiences for kids. More importantly, I was listening to some really interesting people talk about what they were doing in education.

I met with David Gagnon and learned about what his group at U. of Wisconsin is doing with Aris Games, and my mind immediately began racing to all the ways SLA could harness this technology to do some amazing place-based storytelling.

But this was also a chance for me to talk to some museum people about some ideas I've been kicking around with folks at The Franklin Institute. Some folks in the poster sessions in ISTE were doing some really amazing things with QR codes, and at the time, I was thinking that we could collaborate with some student-led projects at TFI where we embedded QR codes around the museum to create an enhanced experience for museum visitors.

What if, for example, kids designed physics experiments around the exhibits of The Franklin Airshow and people could read a QR code that led to video explanations of the experiments and the math behind it? What if the QR codes led to a wiki with much more detailed information about what you were looking at than the museum write-ups are able to give? What if the QR codes led to a survey you could take or a way to take part in an on-going conversation about the exhibit? How could that enrich the experience for museum goers, and how could that create an incredible -- and on-going -- experience for the SLA student-designers? The tools to do more place-based learning with mobile devices (and with the laptops to create the experiences) are getting more and more robust. We just have to start to get creative about the way we harness them.

And as a final thought, it was experiences like today that speak to why we need to make an effort to get out of our comfort zones. This was not my usual group of folks today, and I am -- and hopefully SLA will be -- better for it.

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Evolution or Revolution... or something else

chris@practicaltheory.org (Chris Lehmann) — Sun, 04 Jul 2010 19:39:24 -0700

I was reading the always thoughtful, always thought-provoking David Warlick today. His new post The Big Buzz at ISTE This Year - A Fourth "R" suggests this year we are moving toward a much needed revolution in education. And certainly, I am someone who believes that change (and innovation) is desperately needed in education, but I find myself very wary of the word "Revolution." Perhaps it is because that's the word being used by folks like Tom VanderArk as they call for a brand of education (and education management, really) that I cannot support, but no matter what I find myself less of a revolutionary these days.

I prefer to think that what we are doing is evolutionary.

So I threw that idea up on twitter, and it engendered some good conversation. Among the best is what Gerald Aungst (@geraldaungst) comments:

@chrislehmann But doesn't evolution also imply gradual change over a long time? Could some things need revolutionary change now?

To which I say yes... evolutionary change is harder and slower, and there's definitely many things about education that I would want changed tomorrow, but I worry that revolutions are often bloody. I worry that revolutionaries aren't always the most reflective or humble types. I worry that the fervor of revolution doesn't always lead to good things. And I worry that the rhetoric of revolution will lead us to ignore or devalue all the good work that has been -- and continues to be done -- in schools.

To use SLA as an example, I don't see SLA as a revolutionary school, I do see it as an evolutionary school. SLA works within the traditions of Dewey and Deb Meier and borrows from the free schools and from the open classrooms, and we then try to look at the best potential of what is in front of us and wed those ideas to those powerful ideas of our past. And I believe that willingness to recognize the debt we owe to those who have come before us has served us very well... both in our best moments and in our most challenging ones. It means that in our best moments, we always were reminded of our roots and of where our ideas came from, and in our most challenging moments, it reminds us that others have stood where we stand, and not to give in to frustration, because we weren't the first to struggle and we won't be the last.

But then Greg Thompson (@akamrt) wrote:

@chrislehmann I think we need a word between the two. Can we expect the current system to evolve w/o it carrying the bad DNA along w/ it?

And perhaps we don't have the word we need. Because even "evolution" suggests a natural progression, and that's not what I'm calling for either. I want to see us change, grow, evolve, so that all our kids can have the schools they need. But I also want the adults to be smart and wise and kind in their desire and quest for that change. I want them to be respectful and understanding of how difficult that change is. I want them to celebrate the incremental changes those around them make while never stopping to work for greater change. And I want the (r)evolution to be done in a way so that it doesn't require proverbial bloodshed, and I want it done in a way that does take the best of what we have been, the best of what we are... and marries to the the potential of what we can be.

I don't know that "revolution" gets us there. I see its appeal. But I think we we're trying to do might be harder than that. But I think if we strive for this kind of purposeful evolutionary change, we might get there in a way that is healthiest and sustaining for all involved.

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Beyond Tools: Thoughtful 21st Century School Reform

chris@practicaltheory.org (Chris Lehmann) — Thu, 01 Jul 2010 10:27:39 -0700

Beyond Tools - Thoughtful 21st C. School Reform

View more presentations from Chris Lehmann.

Yesterday was my ISTE session - Beyond Tools: Thoughtful 21st Century School Reform. It was at 8:30 am on the last day in one of the big 200 seat halls - a challenge of energy to say the least. I really wanted to make sure this was an interactive session, not a lecture. It might be because I've done a bunch of keynotes lately, but I really don't want to talk at people, I want to talk with them. And while, not surprising, much of what I was talking about in this session was, well, what I often talk about, my goals was to use the ideas I am most passionate about as a frame to get other people to talk about what they are most passionate about -- and how to start to think about creating schools that reflect those passions. (A perhaps unnecessary aside... the problem I have is that I really lay out what I believe about the big ideas of schooling when I do keynotes or workshops... and I hope I have had an evolution of those ideas, but it can be hard to radically change what I talk about.)

So the goal was to front load some of the ideas of reform as a framework for talking about school vision, and then to give the participants a chance to dream themselves. Once given a chance to dream, then the hard work starts -- what changes would schools have to make to achieve those dreams? How will you problematize those very good ideas? How will you build buy in for those ideas? And what happens if you actually achieve those goals? In all this, it is powerful for me (and I hope for the session participants) to be able to use the journey we have walked at SLA as a frame for those questions, but in the end, it matters more that participants frame those questions where they live and work and learn.

What struck me most about the session is what often strikes me in workshops I have done like this -- we have such incredible wisdom and expertise that often goes unrecognized and unhonored in our schools. People had powerful and meaningful ideas and they were able to see the changes necessary... and the pitfalls they face even if they were to "get their way." Teachers and administrators can, with a bit of a vision-push, see a clear and beautiful vision of the schools their communities need. And they can see the work necessary to get there. That's the most hopeful thing I can imagine.

So here's a question I have... and forgive me if it is presumptuous or in any way egoist. Something about today's session struck me as important... as real and powerful and resonant. (And yes, as I said, it's not wholly new. Somehow, the mashup of stuff I've done before felt really good.) And I really am somewhat consumed right now by the idea of 1,000 conversations all over the country where we dream big. Scaling EduCon is a powerful way to do that, but maybe there's an intermediary step.

If the work we have done at SLA, and some of the talks I have given about the ideas that unpin our school, is useful, perhaps the session I did today could be replicated. Is it possible that a school could bring together a group of teachers and students and parents and administrators and watch either the TEDxNYED or the #140 Conf talk and then tackle the questions from today's session (located in the slidedeck above) as the start of a larger dialogue about how to reimagine their school community? Because, in the end, a session at ISTE is great -- and I went to a bunch this year that inspired me -- but the work that needs to get done is on the ground where we live. More and more, I believe that grass roots reform, the hard work done by educators and students and parents, is our best bet to get the schools we need in this country. I want to know how to help... I am wondering if today, I stumbled into a way to be useful.

What do you think?

My ISTE Reflections

chris@practicaltheory.org (Chris Lehmann) — Wed, 30 Jun 2010 22:00:21 -0700

This was my fifth ISTE this year, and it was a fantastic experience. On a personal level, I kept insanely busy, doing work as a presenter / facilitator with the Leadership Bootcamp, CoSN's CTO Forum, the Online Learning Institute and my own session, but I also was able to attend sessions led by Bernie Dodge, Howard Rheingold, Jane Krauss and Suzie Boss, Jeff Mao and I spent a lot of time in the poster sessions, talking to students and educators about their ideas and projects. In between, I caught up with old friends, met with new collaborators, listened to folks who have an ear on the policy world of Washington, DC and even snuck off to watch the USA soccer match. (I'm still not over that loss. What a great team we had this year.)

I took tons of notes in sessions... from Bernie Dodge, I was able to deepen my thoughts about the relationship between engagement and empowerment. Bernie's work has been important to me for over a decade now, and his thoughts about being savvy and careful about what we consider "the engaged learner" caused me to reflect on the "Shifting Ground" piece I wrote for Principal Leadership magazine back in the fall. More than ever, I believe deeply that engagement is a step to what we really want to see from our students -- empowerment.

From Jeff Mao I was able to compare the state-wide roll out the Maine 1:1 laptop project to our 500 student laptop program. It was fascinating to me to hear how so much of the Maine roll out had incredible common cause with what we do at SLA. (It probably shouldn't. I leaned heavily on the Maine resources when we were starting SLA, but both Maine's and our ideas have evolved since then.) The biggest "aha" take-away came when Jeff talked about how (most? many?) schools in Maine do a parent workshop on the laptops and what it means to give them out as they allocate them. We don't explicitly do that, simply because we never thought of that. Marcie and I talked about that idea after the session, and we will be doing that this year. I wonder how many of the hiccups we see in 9th grade around laptop use we can mitigate with better pro-active parent education.

Jane and Suzie's session is going to get its own blog post, because it was just so rich and so very important to the work we do at SLA. They ran a session on the inquiry process as the foundation of project-based learning. There will be more on this later, but it was just lovely for me to take part and look at inquiry through their lens. There was, not surprisingly, incredible common ground, but there were new "tricks of the trade," and I've got a new book for my reading list - "Change by Design" by Tim Brown of IDEO. His ideas about the perfect brainstorm could have great resonance in our classes, and I look forward to taking it back to SLA.

Howard Rheingold's session on developing our students' (and our) CRAP detectors was an engaging and interesting session that, more than anything else, showed how even a visionary like Howard Rheingold has asked himself what are the limits of the ideas he champions the most. For him to have to deal with the distractions of the laptop in the classroom and to be frustrated by it was really interesting. There's more to unpack there too.

There's more specific detail, of course, but those are the big session reflections. I was really happy to spend so much time this year back in sessions. I have a strategy that I'm not going into those sessions looking for the "big" moment, but I want to honor all the small moments of learning that allow me to shift or deepen my thoughts, and I felt that in every session I went to. That's a great feeling to walk away from ISTE with.

And the general feel of ISTE was different for me this year. There was no big new social tool like Twitter that everyone was trying to learn. (Although, the iPad was clearly the "new" technology. There were hundreds of them.) This year, to me, it felt like there was a deepening at work. People weren't running around as much for what's new. Many of the people I talked to were looking to figure out how to make sense of what they already had learned.

Perhaps this was the year we won the 'battle of the tool.' This year, I didn't hear anywhere near as much of the 'What is... X,' instead I heard more debate about the efficacy of the use of tools in various places. That's good. That's healthy. Smart, rational people should disagree about that. We should be striving and straining to figure out what this really looks like if we get good at it. That's a community growing up and getting ready to take on a larger role in the national education debate. Good.

And perhaps a last thought on that. Now isn't the time to settle for easy answers to those questions. The easy work is either largely done. People know online learning, social networking, blogging and wikis exist. Now we have to decide what we believe about those things... how, where and why they can - and can't - be used... what we gain and lose when we use them... and what school might look like when we do. These answers aren't easy and facile. And we are going to need leaders who define visions of education that have a defining pedagogy that take us to transformative places. The community of people I saw at ISTE this year is ready for that conversation. Let's have at it.

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Growing the Movement

chris@practicaltheory.org (Chris Lehmann) — Mon, 28 Jun 2010 09:43:13 -0700

Lately, there has been a lot of discussion about how to scale... how to grow the School 2.0 movement. I've gone back and forth about what is necessary... do we need a national organization to be a defining counter voice to some of the edu-capitalist organizations that seem to be getting a great deal of heat? Do we need advocacy in Washington that is more targeted? Or are we best as a grass roots movement that makes change every day in classes?

The answer, of course, is probably all of the above.

But what is doable, possible, immediate and powerful?

The more I listen to teachers and parents, the more I talk about the ideas that I am most passionate about, the more I hear people wanting road maps that will allow them to change their schools where they are, the more I am truly convinced that a smart, grass roots movement might be the thing we need.

What if we all tried to dream big about what we can imagine schools could be where we lived?

What if we brought together teachers and parents and students and community members if cities and towns all over the country and shared a vision and then discussed ways to move our schools closer to that vision?

And what if we aggregated the stories and ideas and dreams that came out of all of those meetings? And what if there were some common ideas to the structure and meaning of the meetings and those formed the core of a grass roots movement? How much change could we affect?

And maybe what we've been able to start with EduCon can be a model.

So let's start 1,000 EduCons all over the country. There are some models for that already. The folks at Co-Learning out in Colorardo have done it. But let's network the events. Let's aggregate the ideas. And, in the words of Arlo Guthrie, "Friends, they may call it a movement."

So here's the core values of EduCon:

Our schools must be inquiry-driven, thoughtful and empowering for all members
Our schools must be about co-creating -- together with our students -- the 21st Century Citizen
Technology must serve pedagogy, not the other way around
Technology must enable students to research, create, communicate and collaborate
Learning can -- and must -- be networked

Here are the major pieces of the conference -

The pedagogy of the sessions should match the pedagogy of the conference.
Discussions, not lectures.
Ideas over tools.
Longer sessions.
Time to reflect and talk.
Share a meal.
Involve students and parents.

People all over the country have amazing ideas. Let's come together and talk about them where we all live.

And then let's make sure we tell the world about it.

Who knows... we might just make a difference.

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#140Conf Talk and Telling Our Story

chris@practicaltheory.org (Chris Lehmann) — Wed, 21 Apr 2010 19:56:49 -0700

I had the opportunity to speak at the New York City 140 Characters Conference yesterday. #140Conf is the brainchild of Jeff Pulver and the conference explores the powerful effect of social media on the world today. Jeff asked me to speak about the power of social media to change education, and for me, the chance to talk about some of the ideas I am most passionate about to an audience that most educators don't often have access to. I'm incredibly thankful to Jeff for the opportunity to speak to the conference, and my only regret is that I had to zip in and zip out so that I could get back in time for Parent-Advisor Conferences. Here's the talk:

My take-away from the conference -- and from the reaction to my talk -- is that people really are passionate about education, and that so many people outside the "echo chamber" of education / ed-tech folks get that something is wrong with where we're going with school right now. There are some "Have To's" that yesterday taught me:

We in education have to continue to work hard to tell a better story than the current national story-line of "broken schools being taken over and teachers being fired."
We have to understand that it is no longer enough to do powerful work if no one sees it - and that's true for students and teachers.
We have to be willing to be activists as well as educators.

What #140Conf reminded me is how much non-educators want to believe in schools... and how deeply they care about what is going on in education. Let's have the courage to talk about what schools can be... about what keeps us from getting there... and about how we can involve the whole community in overcoming those obstacles.

Thanks again, Jeff, for allowing me to be a part of #140Conf... it was an amazing day.

My TEDxNYED Talk - Creating School 2.0

chris@practicaltheory.org (Chris Lehmann) — Sun, 18 Apr 2010 20:48:52 -0700

Thanks to David Bill and Arvind Grover and the whole TEDxNYED team for getting the TEDxNYED videos up online! Here's my contribution to the day:

It was an amazing, amazing day... and it really was an honor to share the stage with so many brilliant minds. And for me, the most incredible part of the day was watching our SLA students do such an incredible job of filming and broadcasting the event. What you don't quite catch unless you pay very close attention is how close to really choking up in the very beginning I was when I was talking about their participation. (It happens about one minute in.)

Watch all these talks. There are ideas here to deconstruct, apply, reflect upon... and talk about.

Thanks again to everyone involved.

EduCon 2.2 Reflections - What Do You Think?

chris@practicaltheory.org (Chris Lehmann) — Fri, 05 Feb 2010 21:10:43 -0700

"What Do You Think?"

Somewhat unexpectedly, I hit upon an epiphany during my Leadership 2.0 session at EduCon 2.2.

I had a very simple structure to the session -- I listed in the description three ideas that I hoped would be common to the people who showed up. The short description on the conference site stated:

If we assume that the schools we need are inquiry-driven, technology-infused and communities of care, what do leaders have to be to engender and nurture those ideas?

From there, my idea was to simply attempt to build some common language around those ideas and then talk about leadership strategies to allow a group of educators to engender their use in a school. The not-so-dirty-secret is that I hoped that the process of building common language during the session would, in fact, model the leadership practices I try to walk every day. As you can see below, the slidedeck was nothing more than a framework for the conversation.

Leadership 2.0

View more presentations from Chris Lehmann.

We were talking about modeling these values as leaders and the idea that teachers need to model inquiry for students as well and Ben Wilkoff asked a great question. He said (and I'm paraphrasing,) "I'm concerned that I don't know how elementary teachers model their own inquiry in their classroom? After all, there are very few times when they really don't know the answer."

And I answered, "There's one question that we always don't know the answer to -- 'What do you think?'"

And as soon as I said that, the next thoughts came pouring out -- and I've been thinking about them and talking about them for the past few days before being ready to put them to "paper." That's the question we can always ask to further our own learning -- "What do you think?" It is the question we don't know the answer to... it is how we learn more about the people we teach.

And then the next avalanche hit.

That question is the connective tissue that I'd never found between two central tenets of my own philosophy. That's the link between inquiry and care.

"What do you think?"

Caring about our students is more than hugging them... more than being kind to them... more than greeting them at the door when they come into the classroom.

Caring about our students is about listening to them. About learning about them -- from them. It is, as I've written before, about understanding that if we hope to be a transformative figure in their lives, we must be willing to be transformed ourselves.

And that starts with a question -- "What do you think?" and then listening, fully and deeply, to their answer. That is the ethic of care made manifest in the inquiry process.

And I'd never put it together that way before. And I can't imagine not thinking about it that way now. And here's the next cool part... that happened because of the structure of the session. It happened because the session attendees were empowered to challenge and question and talk to one another. Even though I was facilitating -- teaching, as David Jakes would insist I say -- I was open to listen to the folks in the room, not just as a means to get where I wanted to go, but because I really did care about their ideas. And because of that, I could learn too.

I've always believed that our ideas are made better when they encounter other ideas and are changed by them. What I think I'd sort of instinctively felt but never found the words for was that it's not just about the ideas in that moment. The very act of listening to the answer to a personal question -- "What do you think?" is not just an academic exercise, it is a foundational act of caring.

It is the link between the way we teach our subjects and the way we teach our children.

"What do you think?"

Thanks to Ben and all the folks at EduCon 2.2 who pushed my thinking forward.

Educon 2.2 - Looking Forward and Looking Back

chris@practicaltheory.org (Chris Lehmann) — Mon, 25 Jan 2010 01:52:53 -0700

In a few days, 500 educators from all over continent (and a few from further afield) will descend upon SLA for a three-day conference called EduCon. This whole thing started about two and a half years ago after EduBloggerCon at NECC, where 70 folks got together to have loosely constructed conversations. When it was over, I wrote about what was running through my mind and I foolished announced that we were going to host a conference on the weekend in between the NFL conference playoffs and the Super Bowl.

A month or two went by, and we were on the verge of cancelling the whole thing because, well, we were still forming a school and all. And then I got an email and John Pederson told me he'd already booked his ticket, and we figured we actually had to go ahead and do the thing.

That first year, we had about 250 folks. The next year, we were closing in on 400. This year, we're going to top out at 500 folks... and we're never getting bigger than that. EduCon has become for us at SLA an incredible part of what we do every year, and even as our school has grown in roughly the same numbers as the conference, it touches the school deeply and profoundly, as kids take a greater and greater role in hosting the conference. For our teachers, it provides a chance to share with the world the amazing things that I get to see in their classrooms every day, for our parents -- who run the registration tables and slice a few hundred pieces of stromboli and serve hundreds of lunches -- it gives them a sense of pride to see people come from all over to their child's school, and for our kids, it gives them the chance to see themselves as active agents in a national -- even international -- dialogue about education and school. It is that moment that makes the conference worth the few gazillion hours we put into it every year.

But what also makes EduCon so incredibly worth it is the community that has been created around it. There are many, many educational conferences every year, most much bigger than EduCon, but we think we have something very special that happens over those three days. The conference is about the community of people and the ideas we share. It's not a place for big speeches, it's a place for well-thought conversation. It is a place for ideas, not stuff, and there isn't much swag at all and there isn't an exhibit floor. What there is, in abundance, is really smart people who care deeply about the future of education and how we all can make it better.

It is our hope, every year, that part of what makes EduCon so much fun is that it is in and of a school... All of us at SLA want EduCon to be a place where people who care about education can come together to debate, to listen, to talk, to learn together with and from each other. And to that end, what really makes EduCon special is the incredible good will that everyone comes with... whether it means pitching in to help clean up the cafe after cheesesteaks or making sure that the classrooms are straightened up after Sunday sessions or being willing to throw out an idea in a session because no one is there to just listen, EduCon works because people come to it knowing that they have to be a part of making it work.

And the cheesesteaks are pretty good too.

If you are coming to EduCon, make sure to say hi... I'll be running around like a lunatic all weekend long, although, it is my goal to make it to at least two or three full sessions this year. If you aren't coming to EduCon, we are again sharing the whole conference live. We're using Elluminate this year (thank you, Steve Hargadon!) so feel free to listen in and take part.

And thank you to everyone who comes to the conference, who has worked to make it a success, who shows up with the good will and openness and idealism to believe that we can make schools better than they are. We can't wait to see you all at school this week.

ISTE Proposal: Beyond Tools: Thoughtful 21st Century School Reform

chris@practicaltheory.org (Chris Lehmann) — Tue, 06 Oct 2009 21:24:00 -0700

So here is one of what may be two proposals for ISTE this year... I've also been asked to be on a panel, so we'll see... but this proposal is a version of what I've been thinking and writing and talking about for the past few years, and with the current political winds, I think it is all the more urgently needed.

Session Description: To have a say in the school reform debate, we must articulate a clear vision of what 21st Century schools can be. Join the conversation.

Purpose & Objectives: What is the defining vision of the 21st Century school, and how do we create schools that can realize that vision? Can we build a pedagogical framework that allows all stakeholders to use technology to change the way we think about schools and create a transformative experience for all involved? Examine the issues of school design, staff development,
curriculum design, technology infrastructure, home and school interaction and administrative functionality in a One-to-One
environment to make the true 21st Century school a reality.

Outline: The format will be an interactive session where attendees are presented with questions about the functionality of schools as they try to adapt for the 21st Century. Attendees will have a "front-loading" short lecture (5-10 minutes) with each issue and then be asked to work in small groups to come up with a vision of each aspect of school life in a 21st Century model.

EduCon 2.2 -- Call For Conversations and Registration

chris@practicaltheory.org (Chris Lehmann) — Sat, 26 Sep 2009 19:58:00 -0700

The students and faculty of the Science Leadership Academy -- and all the amazing folks who give of their time and energy and ideas -- are again hosting EduCon! This year's EduCon 2.2 is now open for registration and for the call for conversations!

This conference only happens because so many people are excited to come together and share their ideas and passion. We have some amazing events lining up for this year, but the sessions -- the things that the community creates and imbues with meaning -- will always be the heart of the conference. So please, consider coming, and considering submitting a proposal to facilitate a conversation.

About EduCon 2.2:

And it is not a technology conference. It is an education conference. It is, hopefully, an innovation conference where we can come together, both in person and virtually, to discuss the future of schools. Every session will be an opportunity to discuss and debate ideas -- from the very practical to the big dreams.

The Axioms

Guiding Principles of EduCon 2.2:

1) Our schools must be inquiry-driven, thoughtful and empowering for all members
2) Our schools must be about co-creating -- together with our students -- the 21st Century Citizen
3) Technology must serve pedagogy, not the other way around.
4) Technology must enable students to research, create, communicate and collaborate
5) Learning can -- and must -- be networked.<

Now, perhaps more than ever, it is important that a community of educators come together to share a vision of what our schools can be. Proposals are due November 1st. Registration will be open without late fee until mid-January.

Presentation to the FCC National Broadband Planning Workshop

chris@practicaltheory.org (Chris Lehmann) — Thu, 20 Aug 2009 20:36:54 -0700

Today, I had the opportunity to present some ideas about the need for teacher development to the FCC National Broadband Planning Workshop. I was on the panel talking about ways we can harness E-rate monies to help teachers re-envision what schools can be. And to do that, I had to talk a little bit about what schools can be.

Our panel was the last of three on education today, and by the time we got around to our panel, I admit, I was a little fired up. I'd listened to speaker after speaker talk about the promise of broadband technologies as being able to standardize content and results. Jim Shelton, Under-Secretary of Innovation for the DoE offered a vision of education where we found "the best lecturer on fractions to deliver the best lectures in the country, and then every student could watch the lecture and do the problems as many times as they had to until they got it." (And yes, on some level, that bears some resemblance to my Inversions post, but not really.) Other speakers talked about online learning that seemed to my ears to tell a story that had much more to do with training than education, and for me, they really are different. (And I think that's an idea I need to explore more, because it seems to me that our national focus on standardized curriculum and standardized outcomes might be tracable to a conflation of education and training, but that's for another post.)

So this was the kind of room that I never thought I'd get to address... FCC policy makers who are looking to re-write the national broadband policy. This felt as high-stakes as any room I'd ever addressed, and I wrote out more notes than any speech I've given since a Beacon graduation.

I think the scariest thing about today is -- as I listened to the speakers -- there is a growing movement in America to give up on schools. If we as educators want to be a part of the coming conversation about what learning looks like, we must offer a compelling vision of what schools can be. We must be willing to examine our own practice and be willing to change. And we must engage parents and students in the conversation, because if we don't, the "education economy" will end up recreating schools in a way that, in my opinion, will leave us good at training, but poor at learning. Jim Shelton said in his remarks today, "There are businesses that want this market, so they will create opportunities for kids." That's not the vision of education I have for my children, and it's not the vision of education I have for the students in my charge.

Despite that, I am, as I wrote recently, optimistic that the pace of change is changing, and that more and more schools are rethinking their practice. I just worry a great deal that the time that we have to do this for ourselves is running out. That is the sense of urgency that I think came through in my voice today.

Interestingly, the WebEx webinar that the FCC set up was acting wonky for a lot of folks, so I just turned on my uStream channel and broadcast my part of the panel out. Here is the uStream of the speech:

And what follows are my notes from the presentation. You can hear that I did some editing as I went:

Slide One:

E-rate funding has created the technical framework to revolutionize education, by wiring thousands of schools across the country, therefore there is -- in many places -- the technological infrastructure to re-imagine what schools can be.
However, the complaint we hear too often from too many people -- educators, students, parents -- is that despite the infusion of millions of dollars of wiring, hardware, etc... we are not seeing change happen quickly enough where it matters most -- in the classroom.

Stand outside any high school at dismissal, and you will see kids pull the devices that have been banned from pockets and backpacks. Increasingly, school is becoming a place that has little or nothing to do with the ways kids live the rest of their lives. This must change.

I argue that is because we must allow teachers the opportunity to re-envision what their classrooms can be, and the only way to do that is to give them the time and training they need to get there. We -- all of us -- parents, educators and students -- must be willing to rethink many of the basic assumptions we have about what our classes -- our schools -- can be. E-rate must help us re-imagine what school can be by helping educators, students and parents rethink what school can be. This does require changing the funding formulas to allow more Priority 2 funding, allow for teaching training -- especially where broadband is less of an issue -- and raising the cap as the demand for broadband continues to grow and our definitions of school continue to change. (Reference slide)
Example: Clayton Christensen, in his book Disrupting Class, makes the claim that by 2019, 50% of all high school classes will be taught either fully online or in a "blended" fashion, with between 30% and 80% of the interaction happening online. There's no question that as we become a more and more wired society -- and as schools increase their bandwidth -- there is no technological reason this cannot happen, but what will those classes look like? How will they be taught? Who will teach them?
The point is this -- if we spent billions wiring schools, we must also commit to spending the money to help teachers leverage the tools in their classrooms.
Neil Postman says certain technologies are not additive, but transformative. Guttenberg as metaphor for schools.

Slide Two:

So what does that look like? (Talk briefly about SLA -- 1:1 laptop public school in Philly / partnership between SDP / TFI. Full use of blended learning, with all classes happening on and off line.)
Broadband technology allows for a student-empowered learning that puts the power into the hands of children, not by devaluing the classroom, but by revaluing it.
The single greatest challenge is to help students make sense of the world today. We have gone from a society / school system of information scarcity to one of information overload.
But a student, sitting at home, logged onto a webinar isn't the answer. The classroom needs to be revalued as a major part of the solution. Yes, there is no question that learning should not be defined by time and space the class occupies in real time. There is no question that the power of broadband is that learning -- "class" -- can now be 24/7/365. But ONLY if we make sure to continue to close the gap between the access students have in school and what they have at home. But also, that does not mean that classroom -- real or virtual -- is obsolete. The classroom should be where we come together and make meaning, because we know that synthesis and collaboration work.
If all we do with broadband technologies is create a system with more efficient ways to "deliver content" with pre-determined objectives and pre-determined, all we will have done is repeated the mistakes of the 1950s when we thought TV would revolutionize our schools by delivering the best content in the world.
Instead, we need to understand what our schools can be when they become transparent through the use of broadband.

When the classroom, the teacher at the front of the room and the school library are not the end and be all of gaining information, schools can become truly inquiry-driven. We can start with the questions the community asks together and end with reflections on the answers we find.
Schools can be empowering -- what held down the progressive school movements of the past 100 years was not that the ideas were wrong, but rather that it often just took too long to create the authentic examples of learning. With the tools at our disposal today, students can research, collaborate, create, present and network in truly meaningful ways. We actually have the tools to achieve John Dewey's dream of what schools can be.
Schools can be transformative -- when we harness broadband technology, students can be authentic voices in the world. (Tell the bio-diesel story.)

Slide Three:

None of this happens without teachers. We need to find a way to leverage e-rate funding to help teachers profoundly change their pedagogy. Because teachers are, in many respects, more important than ever. But, in many respects, their role has changed.
Innovative, Inquisitive and Wise.

Innovative: We need teachers who are willing to change -- who understand that our society has changed, and our schools need to change.
Inquisitive: We have to be learners as well. And we have to care more about the kids in front of us than we do about the store of content we can recall from memory.
Wise: More than anything else, this is what we need from our teachers. Kids are trying to make sense of an ever-changing world, with more access to information than ever before -- some good and some bad. What our teachers need to help our students do is turn information into meaning and meaning into wisdom.
E-rate has done the first piece of the puzzle -- it has, for 1000s of schools, brought the bandwidth to the door. Now we need to help our dedicated national teaching faculty be a rich and vital part of the change.

(Remember to thank the FCC.)

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Tags: education, future, FCC