Flickr Creative Commons Photo by Andrew Wertheimer
This summer our high school math department will be leaving their old, heavy, dusty textbooks behind and will be developing and moving their curriculum online. While this may seem like a considerable charge (for a team of five) there are several reasons why they decided – Now is the time to move!
- Money talks – Especially when there is none. Just like most districts in the state of MN, our district is facing budget reductions. There is no money for new textbooks.
- New Standards – The state of MN has been shifting and restructuring the math standards and many of the current HS math courses need adjusting to match those standards – starting in the 2010-11 school year.
- Current textbook Use – The team has identified that the majority of our students do not use textbook as learning resources but use them for homework assignments only. They are heavy, dated, and lack real world application.
- Open Education – New open education resources like Hippocampus, Curriki, or Connexions are free online sites with organized learning modules so teachers do not have to reinvent the wheel. (many are multimedia rich)
- Learning Styles – Textbooks only address a limited number of learning styles and are generally not for the visual or auditory learners. They are not interactive, very impersonal, and lack the collaborative learning students today crave.
- Access 24/7 – The math department has already made the decision to begin recording video SMART board lessons/lectures/demonstrations, storing them on Youtube, and organizing the content within Moodle. Students will have 24/7 access to these resources, and can watch and (RE)watch the recordings as many times as it takes to understand the concepts. (Many students will not ask questions in class in fear of looking “stupid” in front of their peers)
- Living Curriculum – Since the team will be creating the curriculum – they will also be able to adjust and improve upon the courses as needed. Forever.
- Future Delivery of Public Education – Reports indicate that half of high school courses could be online by 2019. Governor Pawlenty recently proposed to require every high school graduate, beginning in 2013, to take an online course, participate in an online experience or participate in online experiences. Developing a blended curriculum in the math department will prepare our students AND teachers for the eminent shift in the delivery of public education.
There may be many more benefits than the ones I have identified above. There will also be roadblocks that we will have to address. (like computer access) We will tackle those problems as they occur. I am looking forward to this new journey and the opportunities it will give our students!
Flickr Creative Commons Photo by Daniel Y. Go
I can relate to Doug Johnson’s blog post The Changing Role of Tech Support. In his blog, he describes how some district’s:
“…technology departments are raising barriers rather than creating possibilities about new resources – especially when the objections seem rather spurious (security of GoogleApps, bandwidth for YouTube, predators on Facebook, licensing of Skype, etc.). Are the concerns real or just because the way of doing something is different?”
In a recent discussion… blaming problems of spyware, malware it was the opinion of some districts tech departments to block and lock down everything – including teacher systems. Software like Deep Freeze, was being installed on teacher computers and teachers did not have “administrative” rights to bypass this security allowing them to install software, including opensource/free apps. They (techs) decide what apps are allowed on the machines and teachers are left to talk the techs into installing the software for them, when it is convenient to the techs.
One example given was a district decision NOT to support or install JING, a free screen capture tool from Techsmith. The district only supported Camstudio, another free app. As an advocate for transparent educational technology – I really want my teachers to find the tool that they are most comfortable with to adapt and – most of all – integrate into their classrooms to support student learning. I am more proud of the fact they are recording tutorials/resources for their students rather than scrutinizing what tool they want to use to do it.
Doug describes this problem as techs being reluctant to change. I would agree. Just as teachers need to move from the “sole givers of information” techs also need to move from the “sole givers of the technology”. Do you think a better understanding of classroom pedagogy and instructional design would help these reluctant districts accept that teachers need to have the flexibility to find, install, and practice with emerging tools to match and support their students individual learning styles and needs?
I will admit – I genuinely enjoy collaborating with (not policing) teachers when trying THEIR new ideas within their classrooms! The benefits to our students have been AMAZING!
It has been approximately 2 months since our district went live with Google Apps for Education. Almost immediately, our schools were buzzing with innovation and increased productivity! I have developed a presentation for other districts who are considering implementing the Google apps. We will go live with our students this April/May. Good luck to you and if you have questions – please send me an email (firstname.lastname@example.org)!
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