Tag Archives: teaching

NCCE ‘99 Notes Northwest Council for Computer Education, March 17-20,1999

Preceedings availible at http://www.ncce.org/99/proceedings/index.htm

  • Ian Jukes

    Handout at http://www.tcpd.org/tcpd/handouts.html

    • In planning for technology we filtering ideas through
      personal mind set. Expodential growth of technology a problem
      but not the Issue. Headgear lags behind hardware. Technology
      forces change in the way we do things.
    • eg: Moores Law Power 2x and price-30% in 18 mo.
    • In the first 10,000 years almost no change, in the last 50
      years explosive change and it’s not over yet. We can not
      be using old mind sets on new technology. Or view new
      technology as an extension of old technology.
    • What does the future hold.

      -Growth will continue by 2010- a PC will have 1TB HD 8 GHz
      processor 32GB RAM and cost $14

    • Web trends
      • In 1993 no WWW
      • Now 100 million Users
      • By 2000 400million
      • Internet is doubling every 120 days
    • Time to 50 milion Users;
      • telephone.. ~ 41 yrs,
      • Tv 38 yrs,
      • Internet email 3yrs
  • Jennifer James Notes at:

    http://www.drjjames.com/

    • Excellent Keynote similar to the one she gave at NECC in
      Seattle in ‘97.
  • WWW Servers for transfering Student data.

    Jill Hanson Sierra Systems

    • EDI (Electronic Data Interchange) system for K-12 Piloted
      in washington state (among others).
    • Intelligent Server that could take specific record file and
      Convert it standard form for dilivery to other school.
    • Washington state EDI Pilot “Charlotte” servers. Exchanges
      between all school systems (macschool, sasi, etc) and Colleges
      (Peoplesoft Student info system).
    • This uses a international standard ANSI x.12 EDI standard.
      The final result will also support XML.
    • Servers use Netscape EC expert.
  • Creating a District Internet Proxy Cache and Filtering system
    – Dave Scott

    Handout at http://www.upsd.wednet.edu/upsd/dist/programs/TechSupport/TechFAQ.html

    • Two proxies Safe Proxy for K-7 that only allows access to a
      specific list of sites. No password or logon required.
    • Filtering Proxy for 8-12 and staff using a filter list
      .
    • The users can surf the intranet without using proxy. Once
      they hit the internet they are requried to athenticate.
    • LDAP server Provides link between IP address and user name.
      Log recorded by user name.
    • Surfwatch of allowable sites for k-7.
    • 8-12 Netscape proxy + Cyber patrol.
    • LDAP Server reacts with Proxy for Name to Slte log.
    • Future plans for proxy and DNS. A local level would be
      better than current district DNS.
    • Local proxies would also improve performance.
  • Learning Space

    www.learningspace. org

    • This is a consortium effort in Washington State to share
      information on planning, instruction, and support of
      technology.
  • Tom Snyder
    • Intro: Educaitonal Theory Vigotski-“all learning in
      social”. Storytelling is a fundemental social interaction.
    • Schools could be the last vestiage of Coming Together.
    • What if one of the unitended consequences of technology is
      to reduce conversation?
    • To avoid the shock of rapid change to educaiton we need to
      know “How to do it Gently?”
    • Computer Literacy Is not literacy. The word ‘literacy’
      implies a fundemental urgency that is not necessarily
      true.
    • The word ‘interactivity’ is only function of education. It
      doesn’t get used in other places. Interaction = ” l don’t want
      a relationship with my WP.”
    • Interaction is intended to let students learn rather than
      having them taught. By letting students Choose their own path
      They might just end up running amuck. Interaction seems to
      involve clicking as fast as possible through a set of links
      with little or no commitment to the information that is being
      presented.
    • The best Interactive software is about 1/100 as good as the
      worst relationship you can have with a cat!
    • Reference to the “The great geography Scare” – every 7
      years the Geography curriculum gets redone to solve the problem
      of students not finding their own state on a map.
    • Results: The answer to bad teaching and schools is not
      technology; it is better teachers and better schools.
  • SearchEngine Mini session

    Analisa Massanari

  • Linux Session

    http://www.riverdale.k12.or.us

    • Server Services
      • DCHP,
      • apache (www),
      • CGI PERL,
      • Proxy,Nettalk (appletalk),
      • window Print and File Services (Samba)
    • Deskop
      • Commercial and free solutions availible
      • Wordperfect and Staroffice, Free to individuals, Cost to
        business/schools
    • http://www.cheapbytes.com– Source for cheap CDs of Linux releases
    • List of K12 Linux Resources
      [HERE]

    Back To Pro D Page


Bill Kempthorne <billk@maxwest.net> c1999 maxwest.net Web
Services

Bill’s Notes From NECC ’97

Keynotes

Monday – Bill Gates

Three Microsoft Examples.
  • New York- Mott Hall, Office & Notebook computer available
    100% of the time.
  • Jackson Hole WY Certified Education Program (AATP) for NT and
    95 Program at High school
  • Blacksburg VA “Most connected Community” Linking schools to
    community including Elementary Children to Pensioners

Tuesday – Keynote

Pre keynote announcements: Student Technology Leaders

Info available at
http://www.advanced.org/thinkquest

Plan for Cyberfair 98, Community day In October

Chris Held Bellvue SD

  • Philosophy = Powerful Ideas
  • Epistemology Powerful Learning
  • Pedagogy , Powerful Teaching
  • Technology Powerful Tools

‘All Things are connected”

Integrated Technology Classroom with 4:1, Kids to Computer ratio

Also includes Camcorder ,Lego-Logo, Laptops,

Wednesday – Jennifer James, Cultural Anthropologist

Author “Thinking in the future tense”

Getting computers and technology is not the major problem.

Rich Poor split is not the major problem eventually either the
disparity resolves itself or the poor defect toward anarchy.james

The gap is a behavioral.”The Truth will set you free but first
it will make you miserable” Technology can be a great equalizer
economically. Mass migration can be a destabilizer but technology
allows people to prosper where they are.

Progress is the Concentration of energy

Skills of teachers vs intelligence of teachers

Economics are the efficient Use of energy

Concurrent Sessions

NECC Tuesday’s Sessions, Tue, Jul 1, 1997

Steve Wozniak – Creativity in the Classroom

Felicia Oram – What Does Television “Edutainment” Do for the
Classroom

Editor for Bill Nye (Post Production)

Collaborative Process

Tv + science + entertainment

Mission to raise science curiosity In 4-7 grade when kids
start to turn away from science.

This Is also the age where student make independent Tv
choices.

No we don’t give out t-shirts

Companion to classroom environment. 1 subject Per show + a
curriculum path for season.

Curriculum and science advisors pick 2 to 3 concepts.

Background sheets 10-12 pages. Comedy and science writers
cneate content and directors rewrite everything.

Show Organization

  • Start with tease.
  • Continuous rotation not a 1 time experience.
  • Bill Nye open
  • The Walk
  • Big demo
  • Anything short that doesn’t have Bill in it
  • Rest of Show is fast Bill and fast kids
  • “Check it out”
  • “way cool scientist”
  • ” Music video”
  • prat falls
  • see-say technigue
  • chanel surf feel, static and jump cuts
Funded by NSF, PBS, Disney

Off air rights for teachers to tape and use in classrooms

2 versions one for PBS no Commercials other from syndication
(3min off)

Syndication has Shorter tease and some other cuts.

18:1 shoot rate can be as high as 30:1

4 directors and 2nd film unit

Avid video (Mac)

Cut List made using compress low res Video Using frame index. This
is a compromise of Resolution vs Storage. 32GB barely holds 1show.
500-800 edit per show. Digital Editing can give you the temptation to
do everything. The final adjustments boost primary Colours to give
cartoon look.

Well Connected Educator- Gwen Solomon

Beyond the firewall

66% of corporations are Inside Intranets (1996 survey)

TCP/IP-Content Irrelevent

fully scallable and cross platform

Info Services

Clients – freely availible

Authoring tools-

  • Open standards
  • Ubiquitous
  • Ease of use
  • Scalable

Teacher Talk: What about programming?

In high school the only provincially recognized curriculum is Computer Studies 11 and Computer Science 12. These curricula are largely dedicated to the development of programming skills. The programming language specified is Pascal with most schools using Turbo Pascal or Think Pascal on a Mac or IBM platform. The problem, as I see it, is “Can you produce a useful product in a 100 hour class?” One hundred hours is the approximate length of a high school class once you account for holidays, exams, and other interruptions. The planned length of a high school class should be between 110 and 135 hours. Talking to several people I know in the commercial computer field, 110 hours is nothing in a programming project.
One person told me that their team can spend 1000 hours on a device driver! I do not suggest that schools should be creating programs like Windows, Excel or Wordperfect but their it little purpose in teaching students to create a program that prints their name 10 times. Such an example used to be the norm in the bad old days of Basic. The result of any curriculum should be to product a learning experience that is useful. If that is an acceptable criteria, what about programming.   Given the time constraints that I have mentioned, it is questionable that you can create a useful experience in Pascal programming. The alternatives are many. First, there are other programming systems that give you more power with roughly the same learning curve. These packages include several Object Oriented packages and their associated libraries, mostly variations of C. These systems are designed to give you the basic tools of programming without having to design all the sub procedures from scratch. They also give the novice programmer the ability to produce windows (Mac or MS) programs that give a presentation that most people are used to. If this is the solution there are a couple of other changes that need to be instituted. Programming has to be dealt with as a class project and emulate a programming team. You design the project, break into sub-groups, and work on your module that will eventually be fitted into the final product. That is logically the way programs are created today. The only problem is that it goes against the nature of the school system.
If all the students in the class produce one product how can you justify giving them different grades. Giving the whole class the same grade would drive most principals up the nearest flag pole. Even if you carried it to the sub-group level there would only be three to five sets of students. The only saving grace of this system would be the use of self- and peer-evaluation. While a valuable tool most parents, principals, and some students would balk at this alternative. In short, if there is to be a continuation of programming with the newer languages there must be a change in the way computer classes work.   The second alternative is to use the many authoring tools that are available. In the Apple environment they are well established in Hypercard, Supercard, and HyperStudio. Similar tools are becoming more accepted in the IBM environment. There must be compatible tools on both major platforms because curriculum has to be platform independent to avoid excluding a large percentage of districts of schools. The use of authoring tools changes the focus of the task. Programming has always been viewed as a nuts and bolts view of the computer. The use of authoring tools removes the students from the nuts and bolts a little too far for most programming purists. This leads me to ask what the underlying reason for doing a “programming” exercise at all. If programming is intended to give students a nuts and bolts look at the machine then clearly authoring tools don’t do this. I would question whether any programming language currently in use would accomplish this. Programming libraries have removed the nuts and bolts from even the professional programmers life.

Teacher Talk: A brush with greatness.

Anyone with a passing interest in physics, a knowledge of bestselling books, or -more important to some- a fanatic devotion to Star Trek: The Next Generation should know who Steve Hawking is. I had the opportunity to attend the lecture he gave on June 29th at the Orpheum. More thrilling for me, I attended the after lecture reception and met Dr Hawking face to face. As both a teacher and a computer connoisseur I think there are several interesting aspects of the lecture. I would like to restrict this discussion to the computer side.
In the field of adaptive computer technology, the common name for computer aided equipment for the disabled, Dr Hawking is an interesting case study. Dr Hawking suffers from ALS the disease most recently made famous by Sue Rodriguez. He communicates with the aid of a Toshiba 386 portable computer and a voice synthesiser. Since he has lost most of his motor control, he creates sentences by clicking a hand paddle that he operates with the one hand that functions well.  When the word he wants scrolls by on a LCD panel in front of him he clicks the paddle. The list that he has to scroll through is basically a dictionary, the same as most people would have with their word processor. Consider having to scroll through thousands of words, waiting for the one you want and you can understand why the system is agonizingly slow. At the end of the presentation, they tried to conduct a question and answer session. The average answer took three to five minutes and was one to three sentences long.
The voice synthesiser is reasonably clear but looses a fair bit of clarity as you get further away. The PA system in the Orpheum also made for a less than optimal presentation. After struggling with a wireless mike that picked up interference from Dr Hawking’s computer equipment for several minutes, the organizers finally had to resort to a basic floor mike. Evidently the voice synthesiser did not have a mike jack. At the same time that they are struggling to hear the words, the sold-out crowd seemed to be transfixed by the message. The irony of the situation was not lost on me. Here was someone using rather inadequate technology while dealing with the fundamental nature of the universe.
You would think that if there was better technology available that someone of the stature of Dr. Hawking would be the first person to have it. The technology is amazing in the sense that it make communication possible but as a triumph of technology over a physical handicap it has a long way to go.

Bill Kempthorne is a high school science and math teacher currently completing a Master’s Degree in Computer Science Education at UBC. Comments are requested by email to kempw@unixg.ubc.ca or on the First Class systems at Apples B.C. or Sunshine

Teacher Talk:Computers in the Secondary Classroom.

The following is part of my current research for my Thesis. Flames, barbs, bouquets, etc. are excepted in the form they are offered.
The curriculum for computers in the high school setting has not changed significantly since the introduction of microcomputers in the late seventies or early eighties. Computer curriculum still follows the pattern  that saw computing as something that was done in a white air conditioned room in the basement. The idea that curriculum is something that changes slowly is nothing new. The fact that new technology takes years to be integrated does not shock anyone anymore. I would like to present the following additional concern for your consideration. The issue is equity.
In recent years equity has become a fashionable topic for discussion. It normally is followed by knowing nods of agreement and mutters of “of course we believe in equality”. Equity can be a term that is thrown out in many instances.  I use equity to address the situation where educational opportunities are available to those that have the technology to access them.
The computer as a tool and a technology is the most powerful to join the educational system in recent years. The question we should be asking ourselves is, now that the initial euphoria has ended, what will computers in schools look like in the next five to ten years. As I mentioned before, the curriculum of computers in high school has followed an industrial model that no longer exists. It comes from a time when most computer users had pocket protectors, multicolour pens, and talked in a language that mixed binary, hexadecimal, and English in roughly equal amounts. Take a look at where the computers are the average school. Computer Rooms are areas  with two locks and only a “computer teacher” will ever access it.  Computer labs are the goal of most administrators and school architects. By segregating the computers within the school you ration their use. If computers are only used for “computer classes” this practice might be acceptable.
Students and teachers use computers in all ways they can be used. Look at  English essays, Social Studies reports, and the Science projects. How many teachers look at the nice laser printed documents and compare them to the handwritten pages?   By limiting the ways in which the computer is used in schools you open a rift between the students that have access to one at home and those that don’t. Before you parents who bought a computer for your children feel too happy think about this; does your son or daughter have access to systems like Dialog, CompuServe, Genie, or America Online? How can you compare the research that can be done on those platforms to  that of your son or daughter who is using an encyclopedia at home? I don’t even mention the vast content of cyberspace available through the Internet. Internet allows me to asks friends in Kentucky and Prince George to proof this article by interconnecting many computer networks. (For those of you that are not familiar with Internet I suggest Michael Scott’s column in the weekend magazine of the Vancouver Sun).
Inequities on the basis of family resources are hardly new. When some parents started buying magazine subscriptions and encyclopedias, their children had an advantage also. The difference between encyclopedias and computers is that the school could easily even the field by stocking the library with dozens of encyclopaedias and hundreds of magazines. The schools do not have the money or the mandate to provide the volume of computer resources that would level this field. This is what I mean when I talk of equity.
I don’t believe that schools can address all the inequities in society but the education system should strive to minimize the results of inequities. We can’t buy computers for every student. The school system should move to have computers as part of the regular course of studies. In the same way that businesses no longer have separate computer departments and only the computer people can use the equipment, schools should use computers as part of all the subjects of study. If English classes have access to computers for typing then the laser printer at home doesn’t matter as much. If the libraries at schools have CD-ROM, and telecommunications facilities then the modem at home doesn’t have as big an effect. The development of multimedia tools and more highly developed network systems could provide the opportunity for schools to take the technological advantage back. Teachers, students, and parents need to look at this problem and make their own judgments.
Bill Kempthorne is a high school science and math teacher currently completing a Master’s Degree in Computer Science Education at UBC. Comments are requested by e-mail to kempw@unixg.ubc.ca or on the First Class Systems at Apples B.C. or Sunshine.