This week, I’d like to share with you my thoughts on Computer Technology in the classroom. Classroom Technology accounts for a significant portion of our school district’s annual budget, and it has been the source of great debate recently.
The role of technology in the classroom is, in my mind, very simple: to amplify the efforts of the teacher and his/her curriculum. In some cases, textbooks are offered with “interactive” components that can be used to supplement the material in the textbook, which may or may not be required to cover all the required material in the classroom. We need to ensure we have complimentary technology that can support these interactive components. In addition, technology can be deployed for hands-on use by the students (activities like desktop publishing, computer programming, Computer Aided Design (CAD), on-line education (Virtual High School), and research.
There is much debate about Open Source vs. Closed Source software in the classroom, and in my opinion you have to tread carefully when you consider deploying such software. True, there are many fine applications that in many cases more than exceed the actual needs of our students (Linux, Open Office, Firefox, etc.), but unless the curriculum supports those specific tools, in some cases it would take a great effort to integrate them into the courses. For example, if a Computer Aided Drafting class uses a textbook that assumes the student is using the latest version of AutoCAD, the differences would cause constant issues in the classroom, as the teacher has to explain how the tool in use is different than the one described in the book. There are some truly wonderful Open Source software packages that could be of tremendous value to our students, but once you get past the low cost of acquisition you have to integrate the tools into the curriculum. While the software is in many cases freely available, the curriculum that builds on that software usually is not.
Our school district has a very good student to computer ratio in our classrooms, but I question the level of integration in each particular class. As an exercise, I encourage each parent to ask their son or daughter questions like “How often do you use computers at school?” and “What do you do with the computers at school?” I think the answers will be enlightening. When I ask my son how often he uses a computer in his classes, it comes out, on average, to less than one hour a week – it is not unusual to not use the computers in the classroom for days.
Technology, properly integrated into the curriculum, can be an effective tool for the teacher, but the smallest issue with the technology can become a huge distraction in the classroom – the challenge is to offer teachers the tools they need to teach our students, and minimize the distractions they bring.
As always, I encourage your participation in a discussion on this topic on my blog at http://hansen2007.blogspot.com.
Ken Hansen
Hopewell Township
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23 comments:
Parents should not have to guess what the teachers need to facilitate instruction, period.
If textbacks have interactive components that depend on specific software, then I guess a short-sighted decision was made when that textbook was selected.
Shouldn't someone from the school district describe the benefits of Computer-Aided Design software? What is being designed, what is being considered in its design, etc.
Maybe one should think about cost initially. If anyone has used OpenOffice, it is free, it is more easy to use than Microsoft Office, and it is more stable. Mozilla has a web browser and html editor. It is free. The R programming language will absolutely blow Autodesk Inventor out of the water for both vocation-minded students and for engineering/scientific-minded students.
Linux can give new life to old computers. It is sad when one is afraid to consider the facts before a decision is made...
Brian,
First off, thank you for sharing your thoughts - I appreciate it. Let me address your points in order:
guess what the teachers need - A fundamental problem with the current school board is, I feel, poor communication - if that is what you mean, then I agree 100%.
textbooks with interactive components - I don't claim to know the textbook industry, but I suspect that the textbook industry has embraced (or is it that they have been embraced by) the Microsoft/WinTel empire. Personally, I run OS X, Windows XP, Vista, Linux (Ubuntu & Fedora), and Sun Solaris, both on x86 and UltraSPARC hardware at home - I am a strong believer in using the right tool for the job.
cost - cost is a significant factor in technology purchases, but it is not the only factor. I can't speak to any particular decisions made in the HVRSD, but the conerns I see that could override cost could include the availability of suitable training materials (textbooks and the like), what software our teachers are familiar with (and is it cost-effective to pay to retrain them?), and what support is available to offset cost - there are places like TechSoup.org where Microsoft Office 2007 Professional, typically a $499 piece of software, is only $20. Now, HVRSD can't buy the software at TechSoup.org (k-12 institutions are not eligible), but there are significant discounts available - all these things have to be taken into account when deciding the software to use in our classrooms. I can't speak to the Autodesk/R programming language issue, because when I took drafting at Hopewell Valley Central High School back in the late 70's, I used pencil and paper, and when I went off to college in 1983 I used paper and pencil at Steven Institute of Technology, despite the fact every freshman had to purchase a several thousand dollar DEC computer (Professional 350)! Later, when I studied Computer Art/Animation at MCCC, I learned to build models and animate them using a computer (my big final project was a very crude Merry-go-round), but drafting on a computer is not something I've studied/worked with...
I fully agree that Linux (and the *BSDs as well) can breathe new life into older hardware, I frequently attend Princeton University Surplus sales and pick up older Pentium III desktops for between $25-40, depending on speed, to use as utility machines for various purposes.
Again, thank you for sharing your thoughts with me (and whoever else comes by and reads my blog).
Hi Ken,
Thanks for your reply. I have attempted to share (with HVRSD) how old computers can be used to perform any task that students need. Please see my residential communications network at(http://home.comcast.net/~bjmchugh)
You can investigate the hardware I have and the applications I use. My Sun Ultra 5 has FrameMaker, which is beautiful, but costly...
Since you have a mac, have you tried NeoOffice, the OpenOffice version for Aqua?
HVRSD refuses to relate the curriculum to the required software applications. This should be documented somewhere...
Ken,
Are you aware of how much HVRSD spends each year on replacement computers, software support contracts, etc.?
Have you ever heard of Hans Christian Andersen's the "Emperor's new Clothes"?
HVRSD has long been confident that no one would question spending on Technology...
Hi Ken,
As you said in your letter to the editor, it is not uncommon for students to spend about 1 hour per week on the computers at school...
Well, 85% of the IT Operations Budget amounts to $1.671 millon, i.e.,
$583,196 replace computers/supplies
$299,509 Technicians
$354,217 Lease Purchases
$181,700 Capital Equipment
$152,500 Software & Related Main.
$100,000 Puchased Prof Ed Svcs.
Have you heard of Return on Investment?
Kind Regards,
Brian
Brian,
I do know about Return on Investment, Has Christian Anderson's The Emperor's New Clothes, and the other topics you mentioned...
Being on the outside looking in, it is hard for me to question where monies are going and for what purpose, but I can say that if I (or even a couple of the other candidates) were to join the board, we would bring a perspective to the decision-making process regarding technical matters in a more informed way, based on our technical backgrounds.
Regretably, beyond an intial gut reaction to the numbers you provided, I can't add much to the conversation. Iappreciate your thoughtful comments, and I hope we can keep the dialog going. I too agree that need to keep the HVRSD accountable for ALL decision they make, not just those related to technology expenses...
Ken, I hear you were hired by HVVRSD to be a technical consultant. What are your plans? Do you expect to alter the Program of Studies to describe the reason for different courses? Do you plan to describe how the Technical Infrastructure can facilitate instruction? Currently, the Technical Plan has no information. Do you plan to add any?
First of, good to hear from you - it's been a while.
I have applied and been accepted for a position at HVRSD, and I await approval by the Board of Education tonight, if all goes well, I'll start tomorrow (the 15th).
The position I applied for and was accepted for is Technical Assistant. This is a "pair of hands" type position, and my position is part-time. My co-worker is a part-time employee as well, who is a full-time student at TCNJ.
I have some thoughts regarding the things I'd like to do, but feel I should discuss them with my new boss before I discuss them outside "office". I'll let you know as soon as I talk to Daniel about them (likely tomorrow, the 15th). My role in the school district will be away from curriculum issues, but I can say that Daniel wants me to help document the infrastructure better and that will most likely wind up in the Technical Plan.
Anyway, glad to hear from you (and quite surprised that you heard about my position before the meeting tonight, I've not said anything locally for fear of "upsetting" the teachers), and I'll be in touch soon.
Ken
Hi Ken,
All I can say is good luck!
Brian
bjmchugh@aya.yale.edu
http://home.comcast.net/~bjmchugh
Hi Ken,
I not sure I've met Daniel... anyway, it seems you've been hired as a Technology Assistant. Is there any information in any plan yet?! The NJ Core Curriculum Content Standards document specifies generalities. When will HVRSD document the specifics? That is, will anyone assess different solutions?
Ken, you said, "Personally, I run OS X, Windows XP, Vista, Linux (Ubuntu & Fedora), and Sun Solaris, both on x86 and UltraSPARC hardware at home - I am a strong believer in using the right tool for the job." What applications do you run on Linux and Sun Solaris and what do you hope to accomplish? Or would you rather me discuss the applications I execute on Linux and Solaris?
Dear Ken,
You vaguely claim to have some rudimentary knowledge. No? Is there any purpose you’ve ever pondered for why a student might want to learn a computer language? If so, for what purposes or reasons have you considered? Which computer languages do you think are important?
Best Regards,
Brian
Brian, I'm not sure whay you keep reaching back to my campaign blog from the previous election, but since you've choosen to question me, I suppose it is on me to respond.
First off, I use Windows XP/Mac for end-user, general computing (Web, prepare documents, etc.),I use Linux and Solaris as network elements, both as file servers and web servers. My present, outward-facing server is a Solaris 10 box (an Ultra 10 with a large IDE drive), but that may change.
Second, as to your programming question, again without context, I am at a loss as to your motives for the question, but my brief response is simple: Programming should be taught to those that are interested and/or to those that have needs that can be met through programming. What should we teach kids? I'd start with Logo in the elementary grades, then maybe some procedural language in middle school/early high school. Upper classmen in the high school could probably benefit from learning C (I am biased - I hate Object Oriented Programming, since my early, C++ classes at MCCC in the early 90's).
Programming can also be taught in support of certain applications (i.e. vb scripting in Office applications, for example), and I am sure other high-end application also have some form of scripting/automation interface to accomplish complex tasks...
I learned BASIC, Pascal, FORTRAN 77, COBOL and C (with a brief excursion into Visual Basic). I earned my living writing CICS & Batch COBOL programs, accessing IMS databases while working at the IEEE in Piscataway, NJ.
Brian, if you have questions, please don't hesitate to ask, but I must say I am a bit put-off by your tone and I actually felt you were challenging my backgraound or my statements...
Ken
Put off by my tone? Please review by suggestions and your responses.
Sorry Ken. I know minor mistakes confuse you terribly. I meant to say "please review my suggestions and your responses"
Technology is to be used to facilitate education cost-effectively. How did you use the computing languages you learned? For what purpose are you maintaining a file server? Why are you administering a Web Server?
Ask you questions? The purpose of a blog is to convey your comments on-line. If you suspect I'm challenging you, I welcome your defense.
Brian,
Seriously, what is going on?
You want to ask me a question, that's fine, but my issue was the tone - you were asking me to defend statements I made over a year ago...
Quoting you:
"Technology is to be used to facilitate education cost-effectively. How did you use the computing languages you learned? For what purpose are you maintaining a file server? Why are you administering a Web Server?
"
First, Technology has many, many uses beyond facilitating cost-effective education - I assume you know that, as you work in the Pharamceutical industry.
Second, what does it matter how I used the languages I learned? (I used my skills to feed myself for a couple years as a Cobol programmer, working on both batch and interactive mainframe applications using MVS, CICS, IMS, DB2, and COBOL) Who cares how I use a file server at home? (If you must know, I use it to, uhm, server files to my multiple machines and provide a central repository with backup protection) What difference does it make why I administer a web server at home? (Again, since you asked, it is so I can access files remotely and, if the whim strikes me, make files, photes, etc available to friends under my control)
And then you went on - I quote:
"Ask you questions? The purpose of a blog is to convey your comments on-line. If you suspect I'm challenging you, I welcome your defense."
The purpose of this blog was to get my ideas out to help my neighbors decide who to support in the 2007 HVRSD School Board election. Your questioning of my background, education, and the applications my personal computers run more than 12 months after the election seems a bit odd.
You invite me to defend my assertion you are challenging me. Are you asserting that by questioning me you are NOT challenging me? If you aren't challenging me, what is the purpose of your questioning?
So I ask you directly, why the sudden interest in statements I made over a year ago? As I said last time, I welcome any questions you have, but again, your tone is off-setting, as if I made some wild claim that I needed to substantiate or lose credibility. AFAIK, I've made no wild statements regarding my work exp., home IT infrastructure, etc.
Ken
Ken,
Take the blog down if don't want comments! The fact remains that you are a school district employee and the community wants to have confidence that the district has knowledge to make educational-decisions.
I learned FORTRAN approximately 30 years ago to perform numerical analyses. I learned S-Plus and R about 6 years ago to depict the results of my numerical analyses, but I quickly realized the power of S-Plus and R to import and manipulate information, to perform numerical analyses, etc.
I learned Linux because computers that are very old can perform admirably. I don’t just say I know Linux, I am prepared to use a 9-year old iMac or Pentium III and will demonstrate any application a HVRSD student would need.
You see, one learns something for a purpose, not just to say they know something.
You previously said one must select the right tool for the job. Period. Will you provide me with any reason to change my tone?
Brian,
I don't make decisions at the School District office (well, that's not entirely accurate - sometimes I do decide where my friends and I will go for lunch ;^).
I leave the blog up so that the positions I took in last year's school board election are available for those that might be interested. I have nothing to hide, and I stand behind every statement I made.
As for answering questions, up until now I have, to the best of my knowledge, answered each of your questions - even when you provide no context for the questions (who cares what programming languages I've learned or what my various computer do at home? Why would you ask what I use a file server for?) Upon reflection, I've answered your questions in spite of your tone in the hopes of satifying your curiosity, but instead it simply provides you with fodder for more questions with no end in sight.
And as for your tone, change it or not - I really don't care, just understand you come across as a jack-ass, and you push people away when you act this way. If you want to actually have a discussion with decision-makers, try to not start out accusing them of malfesence or ignorance, and then demand they prove your accusations incorrect.
I never asked you where you learned FORTRAN - I honestly don't care, and I never understood why you were interested in my personal education.
Regarding this quote:
You see, one learns something for a purpose, not just to say they know something.
What was the point of that statement? Your tone is condecending, and I'm not sure if you are agreeing with me or taking issue with something I said?
As for the following:
The fact remains that you are a school district employee and the community wants to have confidence that the district has knowledge to make educational-decisions.
As I already said, I am not a decision-maker within the district, and you do not speak for the community, you speak for yourself. As a district employee I do not owe the community any answers to any of the questions you raise (none of your questions relate to my position in the district, and even if they did, I am not a spokesperson for the district). I answer to my boss, he to his, and so on... Anything I say, write, or do is a personal statement - period. Just as you don't speak for your employer, I don't speak for mine.
I'll leave this forum open a little while longer, then I'll most likely shut down comments. I'm offering you the last word on this topic "on the record" - do with it as you like, but understand I won't be answering any further questions...
Ken
Hi Ken,
You said, “I leave the blog up so that the positions I took in last year's school board election are available for those that might be interested. I have nothing to hide, and I stand behind every statement I made.”
You disclose your lack of intelligence when you resort to name-calling when someone politely asks you to justify why you took certain positions. Would you think anyone would believe anything you say without justification after your pirate tirade?
It was my intention to reveal your incompetence. If it was your intention to reveal your true colors, then I think we both succeeded!
Brian,
As an exercise, which part of the following quote is not condecending and/or insulting?:
Dear Ken,
You vaguely claim to have some rudimentary knowledge. No? Is there any purpose you’ve ever pondered for why a student might want to learn a computer language? If so, for what purposes or reasons have you considered? Which computer languages do you think are important?
Best Regards,
Brian
Vaguely Claim rudimentary knowledge?
And, as an aside, I didn't resort to name-calling, I described the way your actions come across. I said:
And as for your tone, change it or not - I really don't care, just understand you come across as a jack-ass, and you push people away when you act this way.
As for your latest post:
You disclose your lack of intelligence when you resort to name-calling when someone politely asks you to justify why you took certain positions.
What? I lack intelligence because I pointed out your writing makes you come across as a jack ass? It simply doesn't follow.
Calling your previous posts polite stretches the definition of the word polite. You challenged me to prove your random statements incorrect, and when I did, you changed the subject. In my book, that makes you appear to be a jack ass.
I'm sure you are a devoted husband, loving father and a caring member of the community - but your written communication comes across as abusive.
Oh, and if you want to discuss the "Pirate Tirade" that's fine, but be sure and include my follow-up letter where I explained the source of my confusion, thanked those that took time to educate me on the "true meaning" of Pirate Day at Hopewell Elementary, and scolded those that took to insults and attacked me for raising a question about it. Also, for the record, I never got an answer as to why this well-intentioned celebration of school offerings has not made it to the other three elementary schools, nor did anyone explain why the kids dress up in pirate costumes - can't you have a treasure hunt without eye patches and tri corner hats?
Anyway, blast away - I'll give you one last shot to "prove" me wrong.
Ken
Thank you for being so kind to allow me add another entry to your blog. If you would be so considerate to read through the entries on your blog, you would understand that you make yourself vulnerable not for what you say but for what you don't say! Instruction involves motivating students to learn concepts, not expecting students to learn techniques without reason.
You like to use the word “jack-ass”. Rather than get annoyed because you are so prone to name-calling or because your vocabulary is so limited, may I suggest you look up the words “stubborn” and “perseverant”? Perhaps then you could wonder if my behaviour is justified.
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