Drape's Takes

I have to admit that I'm a little disappointed in you. A little over a week ago, I posted the results of the Media Ethics survey that I conducted (and compared) in connection with the ZDNet survey created by Ed Bott. While I realize that there were no extreme shockers in the results I displayed, not one person has commented on the post or found any interesting in the comparison I made. Only you can change that trend.

Being the gentle persuader that I sometimes am, I guess I'll re-ignite the conversation with a few observations of my own. If the results of our survey do, in fact, reflect reality - then:

1. Ed-techies are more ethical than the Techies.
   
   It's no surprise that the Ed-techies appeared, question for question, more ethical than the techies that took the ZDNet survey. Although my students might argue to the contrary, I've maintained all along that teachers are a pretty good bunch, generally friendly, and by and large more honest than the average Joe.
   
   
2. Ed-techies are nearly 2.5 times as likely (than your run-of-the-mill Techie) to NOT strip the DRM out of DRM-protected audio or video in order to make a back up copy.
   
   If you buy a DRM-protected track from an online music or video store like iTunes, is it proper to strip the DRM and make an unprotected backup copy?
   
   This is clearly because (1) most teachers don't even know what DRM is, or (2) even if they do know what DRM is, they don't have a clue about how to strip it out of the content. The only other explanation would have to that (3) teachers don't make back up copies of their data - and we all know that's surely not the case.
   
   
3. There's a 50% greater chance that a Techie will use BitTorrent to download their missed TV shows over an Ed-techie.
   
   If you miss an episode of your favorite TV program from a broadcast network, is it OK to download it from BitTorrent or a file-sharing network?
   
   Alright class: What's BitTorrent?
   
   Granted, 99% of the content that is transfered via BitTorrent is probably pirated material. Nevertheless, there are actually legitimate uses for not blocking the pesky little torrent packets that are flying through your district router. When I taught video productions, we used BitTorrent to transfer large video files from machine to machine (and and from room to room). Legitimately, I can envision students from the Flat Classroom Project using BitTorrent to share files with each other (country to country, for that matter). Furthermore, even though I have yet to hear likewise from other sources, one of our district network technicians swears that YouTube packets look exactly like BitTorrent packets - yes, even to the trained eye. Possible implications? (1) YouTube doesn't have high bandwidth costs because it distributes it's content via a torrent-like system and (2) when Johnny is watching Lonelygirl15's latest episode on YouTube, the district network watchdogs actually think he's downloading a pirated copy of Photoshop. Hmmmmm. Then again, we all know that never happens, either.

Technorati Tags: ethics youtube bittorrent flatclassroomproject2007 zdnet education technology

The words of Dennis Richards haunted me over the weekend. Not haunt as in Ichabod Crane, but more haunt as in Pay Attention to your own message, you moron. And no, Dennis would never call me a moron - he's far too tactful. What he did tell me, however, is that we (as teachers) don't always get what we want - rather, it's best to focus on what we need. He also shared with me a few of the things that his district is doing to move forward.

Instead of originally heeding his advice, however, I hesitantly admit that I have worried more about maintaining status quo than in actually doing what's best for the kids. I guess it's just too easy to be lulled into TTWWADI: "That's the way we've always done it!"

After being told over and over that the technology department in our district is merely considered an "add-on" to other departments, I actually started to believe it myself. And that, in spite of David Jakes' emphasis that technology, at this point of the game, is no longer something that is integrated into our teaching but rather integral to both our teaching and to our students' learning. As Karl Fisch has stated, it's not like these technologies (like wireless networking) are a luxury anymore. In all sincerity, our students need us (as teachers) to use technology in our teaching because their century demands it.

Thank you Dennis, David, and Karl, for leading the way. Yes, technology is integral. Yes, our century demands it. Yes, our students need it. And you know, if I'm not the one that attempts to change our schools for the better, who will?

In response to these voices I've been hearing in my head, I've added an important question to the needs assessment that I created for schools last week:

The Partnership for 21st Century Skills identifies the following traits as the skills, knowledge and expertise students should master in order to succeed in work and life in the 21st century.

Please rate how well YOUR CURRICULUM addresses such skills.

I then list each of the fifteen skills identified by the Partnership for 21st Century Skills and provide a way for teachers to rate how well they address each skill.


I now think that this question actually forms the keystone of my survey. While I still want to know what the teachers I teach actually want to learn, it's also critical that I ascertain how well they are addressing the needs of their students.

If teachers aren't teaching what students need to learn, then all that we've done is for naught.

Technorati Tags: needsassessment education technology change

To lawmakers everywhere (including Utah):

Granted, creativity can cause irreverence and sharing may come at a price, but isn't it time to once again employ the kind of sense that was once common?

Have a nice day,

Darren

Technorati Tags: creativecommons copyright education technology

I've been asked to conduct a needs assessment to identify the kinds of trainings I should do in one of the schools in my district. In creating the survey, I've run into one key issue: Do we really want to know what our teachers need or do we really need to know what they want?

Personally, I think we need to first find out what our teachers want, only to structure your offerings toward something that they actually need.

After completing my second draft of the assessment (thanks, Robin Ellis, for your help with my first draft), I asked my Twitter network for feedback:


Several members of my network responded quickly, with thoughtfully crafted responses (+10 pts to them all). I present them to you now, in reverse chronological order, in order to best reply back.


Replies are in chronological order:

• @jmaklary - How would you define educational technology, keeping in mind that you want to keep the survey as short as possible?
• @julielindsay - Thanks. I'm not so sure about "expertly", but I hope it gets the job done.
• @robinellis - I agree. After asking what they currently use, I feel better about asking what the teachers want.
• @ssandifer - Agreed and added. I was hesitant at first because I don't want people to get too confident in their use of ed-tech use simply because they know how to push play on the VCR.
• @dennisar - You've really got me thinking. Originally I had intended on following the approach you've suggested. I'll think more on it and perhaps change adopt your suggestion.
• @technolibrary - Perhaps, yes. I've reworded one question. What suggestions would you make?
• @mstina - The principals requested that the name be a required field. And yes, the last question is a bit complicated. I might delete it altogether.
• @robinellis - I agree completely. As professional devopers, we're weaving and stretching on a constant basis.
• @technolibrary - Thanks. Typo fixed, and of course you may borrow it.
  

As the survey has evolved as a result of the feedback I have received, I also welcome your feedback.

By the way, how do non-connected teachers even function without a network?

Technorati Tags: twitter needsassessment survey education technology

Yesterday, I asked my Twitter network for a little creative assistance:

Image Source - 1, 2, 3

Technorati Tags: twitter teachers education technology

Today I had to opportunity to learn from Alan Kaschub, music professor from the University of Southern Maine. He gave us a quick tour of Apple's GarageBand application, while discussing with us how he uses it to teach music.

Amazing.


During his two-hour presentation, we not only created our own piece of music (I've embedded mine below), but were able to think seriously about how much "music class" has changed over the years. Paraphrasing Alan:

The music class of today is very different. Kids don't need to bring their own instruments any more. With computer applications like GarageBand and Finale Notepad, they can learn composition and music theory without spending money on the actual instruments.

Apparently, it helps when even music teachers pay attention.


Technorati Tags: apple garageband finale music education technology payattention

Last week I had the opportunity of instructing a group of accountants (and other financial officers from around the state) in connection with the Utah Association of School Business Officials. In the training we discussed basic presentation design guidelines along with an extensive overview of the many features now available in Microsoft PowerPoint 2007.

At this point in my career (and the life of presentation software such as PowerPoint), I think it is vital to teach effective design along with the basics "how-tos" related to the software itself. Yes, it will be the right-brainers, the artsy-types that will be able to reach their students/participants/audience best.

Thus, I began the training with this presentation, primarily based upon Thomas Cunningham's article Avoiding Seven Deadly Multimedia Design And Presentation Sins.

Technorati Tags: powerpoint professionaldevelopment education technology design

To technology professional developers (and social software enthusiasts) worldwide:

Social Software '07 ended on such a high note that Robin Ellis and I are ready (and preparing) for rounds two and three.


One thing we'd like to change in rounds two and three is how you (and your teachers) participate. While we want the class to remain open to anyone around the world, we think it would be more effective if we could get multiple sites to participate in the teaching, as well as the learning - you know: we'll rotate teaching. With five sites, each site can teach one week.

Below are the details as they have been established. Some details can change, some can't.

Round 2 - Social Software Overview

Details That Can't Change

1. Wednesday nights, consecutive from Jan 23 to Feb 20. At my site, we will be meeting from 4:15pm to 7:15pm (Mountain Standard Time).
   
2. This class will be held on Wednesday nights, for five consecutive weeks.
3. In this class, we will be covering a wide range of social software tools and how to use them to teach (much like we did in our Social Software '07 class).

Details That Can Change

1. I must meet for 3 hours each night with the teachers in my district. We can decide as a group, however, at exactly what times we want to connect with each other (from 4:30pm to 7:00pm, for example - or shorter if preferred).
2. The curriculum can change - in fact, Robin and I would like to work with YOU to design the perfect curriculum.

Round 3 - Blogs & Wikis in the Classroom

Details That Can't Change

1. Wednesday nights, consecutive but with one jump: Feb 27, Mar 5, 19, 26, and April 2. Again, we will be meeting from 4:15pm to 7:15pm (Mountain Standard Time).

Details That Can Change

1. Again, the content. In this third round we wanted to focus on a few specific social software applications (like blogs and wikis), really get down and dirty with the details.
2. Again, we'd like your input in designing the curriculum.
   

Technorati Tags: socialsoftware07 socialsoftware08 education technology professionaldevelopment open

Three weeks ago I published a survey on this blog that replicated a survey created by Ed Bott, technology guru at ZDNet. While Ed was able to get a few more participants than we did (I know that at least Miguel Guhlin shared the survey with his readers) the sample sizes are large enough to make an interesting comparison between the ethical attitudes of the ed-tech community versus the less-specialized technology population to which Ed caters.

For those keeping score at home, we had 78 participants in our survey compared with the over 8,000 participants that Mr. Bott was able to garner. In the charts below, numbers presented are percentages. Note: Ed's totals don't always sum to 100% because he occasionally offered additional responses than I did.

1. Do you think it’s proper to buy a CD, rip it to your hard drive, and then make copies for your own personal use on multiple devices or computers?



2. Do you think it’s proper to buy a CD, rip it to your hard drive, and then trade in the CD at your local used-media store or online?

3. Is it OK to borrow a CD from a friend and rip it to your hard drive?



4. Is it proper to buy a CD and make a copy for a friend?



5. If you buy a DRM-protected track from an online music or video store like iTunes, is it proper to strip the DRM and make an unprotected backup copy?



6. If you rent a DVD from Netflix or Blockbuster, is it OK to make a copy before you return it?



7. If you miss an episode of your favorite TV program from a broadcast network, is it OK to download it from BitTorrent or a file-sharing network?



8. Does it make a difference if it’s a program from a subscription-only channel like HBO?



9. Does it make a difference if the same program is available for free with ads from an “official” website or for a charge from an online service?

This final chart shows how participants in our survey are related to education (or at least how they claim they are related to education - you never can tell with those ed-tech types).


Technorati Tags: survey ethics technology education teachers administrators students

Question: "What is your favorite social network?"
Audience: Mostly educators
N = Roughly 50
Highly Scientific: Duh


Nevertheless, I'm in agreement with the findings. My favorite social network is also Twitter. I enjoy:

• The conversation
• The randomness
• The sense of community
• The human, personal nature of the network

One thing I don't like about Twitter: I absolutely hate it when Twitter eats my tweats. Little is more frustrating than to realize that you've missed out on a part of the conversation. What's that you ____ saying about ____?

My take on the others:

• Ning - Great for classes, events, or other activities that can benefit from a focused discussion forum. One thing I don't like: It's usually a little choppy.
• Facebook - I love Scrabulous and Chess. What's not to like about asynchronous play? Except losing all the time.
• The Blogosphere - This is a social network that can eat up hours of time, every day, if you let it. Interestingly, not many people consider (or remember to consider) the blogosphere as a social network.
  

Technorati Tags: twitter facebook myspace blogosphere socialnetworking edubloggerworld