Monday, July 19, 2010

Article Summary

Waltz, S. (2003). Everything new is old again: Technology and the mistaken future. Bulletin of Science, Technology & Society. Volume 23 (No. 5). Sage Publications.

Throughout the article “Everything Old is New Again: Technology and the Mistaken Future”, Waltz emphasizes the nature of technological advancements as a cultural and sociological ruse; he postulates that technology does not serve to bring about societal or educational change, but serves strongly as a connection to the past.

Waltz starts with a discussion of the general Utopian view of the future, perpetuated as new changes and advancements in technology are systematically hyped by news reporters, advertisers and all forms of media. Consumers are quite literally convinced that they will not be able to live without specific new technology. Although the marketing of new forms of technology has been overt at times, and subtle at others, Waltz argues that the advertisers and media players are not simply selling technological tools or toys, but a romanticized version of the All American Dream: The All Digital Dream of the future: Life, Liberty and the Pursuit of Whatever’s Newest. Waltz criticizes these notions and indicates these forms of media try to trick us into believing that “technology makes us more than we were before” (376).

The “Mistaken Future” Waltz describes is that technology is erroneously equated with advancement, when in most cases, it stands to perpetuate past practices and values. As outlined in the article, these forms of technology don’t revolutionize the way we learn, create or do business. These technologies are only changing access, accessibility and speed. For example, building a virtual classroom on the same pedagogical foundations as a traditional classroom is a poor use of time, talents and resources. The advent of new technologies should push creators, educators, designers and architects to resist the fundamentals of the past, and work towards a stronger understanding of what would, truly, be better for learners. Although the author’s argument was directed at a “physical” Virtual Classroom (one which relies on synchronous video conferencing equipment), the same criticisms could easily be presented towards an online schooling system. In many online schools, there is a strong predilection to make the virtual environment familiar and similar to an online classroom. As Waltz stated, “Pedagogically, this new, technologically equipped classroom did not so much deliver education into the arms of a shining future as it perpetuated a highly problematic past” (378). New packaging on old ideas does not bring about significant and meaningful change.

Waltz suggests that the connections technology has to society are significant yet inconspicuous. Technologies are a reflection and representation of the society and organizations that create them although they are subtly so. Waltz uses the metaphor of structural architecture and construction, but the connections to digital technologies, digital structures and digital frameworks is clearly established. Technology, in this sense, “may be understood as a reflection on its social history, intimately social in its design in implementations, or deeply involved in its socially interpretive context” (380). No forms of technology are bias-free, neutral or free from sociological constraints. We don’t always view technology in this way, but Waltz argues that we should.

One way to emphasize Waltz’s idea that “Everything Old is New Again” comes from my initial surprise that this article was written in 2003. This could very easily have been written in mid-to-late 2010, as it accurately and appropriately describes the reaction to Apple’s release of the iPad earlier this year (2010). Even though the majority of the “first purchasers” never had an opportunity to explore, interact or play with the toy tool, North American consumers were absolutely adamant that they could not live without this technology. Consequently, many educators were quick to find quasi-pedagogical activities and rationales for using the iPad in their classrooms. If you don’t want to read about Dick and Jane, just download the App to your iPad and have it read to you. Waltz’s criticisms stand ground in a time when educators are discussing and debating new waves of technology, essentially confirming this main argument and revealing his foundational beliefs in the strong connection technology has with past practices, values and pedagogical beliefs.

Friday, July 16, 2010

Reading Analysis #3

When analyzing education, the Postmodernist perspective argues that curriculum should not be separated into subject areas that are merely used as a representation of humankind’s refined experiences. Rather than indoctrinating students into the dominant, sanctioned culture, Postmodernists argue that the curriculum should focus on experiences where teachers and learners “unpack, deconstruct, and resist the transmission of approved information and knowledge” (Gutek, 153). In Alberta, the Information and Communication Technology Outcomes (ITC) are not associated with any one particular curriculum, as they are meant to apply to all curricular areas. This makes these curricular guidelines a perfect starting point for the Postmodernists, who would view the current curricular reality as a way of sustaining the Eurocentric canon while maintaining the false consciousness that is in operation. Through an analysis of the ITC Outcomes, I intend to explore and validate the Postmodernist ideals, and demonstrate how students would be best served by a curriculum that required them to deconstruct information, knowledge and media.

Alternative Viewpoints

The philosopher Jacques Derrida made significant contributions to Postmodernism, specifically in his development of deconstruction as a method to analyze language and text. In order to properly understand a concept, it needs to be reviewed with a critical eye, picked apart, and examined in great detail - focusing on all of the different parts that complete the whole work. Derrida used the term differeance to explain how we identify and analyze the differences in perspectives for any specific text or truth. Not believing in one single truth, Derrida understood that in searching for meaning authors, philosophers and educators will come across multiple truths: a hallmark of Postmodernism. In the Alberta educational system, one of the established ICT outcomes is that students will use technology to seek alternative viewpoints. This is a predominantly Postmodernist idea, understanding that meaning can only come from the close examination of multiple viewpoints and exploring the stories, narratives and perspectives of groups, societies and cultures that have been heretofore marginalized. Through the ICT outcomes, students are asked to consult a wide variety of sources that reflect varied viewpoints, and to evaluate the validity of gathered viewpoints against other sources. Clearly, this serves to highlight the Postmodernist ideal of resisting the transmission of approved and authorized material without a close and critical examination of all potential and possible viewpoints being addressed.

Critical Assessment

At the heart of Postmodernist critical assessment is a review and analysis of what is purported to be good, authentic and enduring. That is, what is established in the Western Canon. Postmodernists view canons as a construction by a specific dominant group at a specific period of history, and not as authentically authoritative. The current dominant canon is highly Eurocentric, focused on texts, personages and values from a male-dominated, European standpoint. In canon, there is little room for marginalized, unrepresented groups, such as feminists, African, Asian, First Nations, LGBTQ or any other group not represented in the dominant, controlling culture. Even marginalized cultures that want to be established in the official canon usually have to fit specific criteria, and still support many of the Eurocentric ideals espoused in canonical texts. For example, a female author may be added into official curriculum, but her writing is usually still part of the class, culture and language of her male contemporaries. Her work may be included in canonical texts because it isn’t too different from the norm, and seems to suggest a Progressive standpoint of those who have something to gain by maintaining the cultural and academic status quo. Essentially, this establishes the Marxist / Postmodernist concern about False Consciousness, and the indoctrination marginalized groups face. Throughout the ICT outcomes, students are expected to critically assess the authority, reliability and validity of information, while simultaneously demonstrating discriminatory selection of that information. That is to say, students are asked to approach knowledge and information in a critical and discerning way, ensuring they are questioning the authority of the information available. Students are asked, through the ITC outcomes, to question and examine the canon. This underscores the value that Postmodernists place on unpacking the culturally-established information and knowledge, and exemplifies their wish to see students engage in the deconstruction of established, canonical references.

Discerning Consumers

Michel Foucault, a social philosopher and historian, dismisses traditional Metaphysical beliefs in a universal truth, and the Enlightenment assumption that any rational person can discover the ultimate truth in a body of knowledge. Foucault explored how institutions are controlled by experts who establish specific norms based on outdated ideas of truth and knowledge. These establishments are often used as a means for one group to exert power over another. By continuing to possess specific truth or knowledge, the dominant groups are assured systemic control. Proponents of technology in the “Information Age” argue that means and methods of mass communication are able to dispel these inequalities by offering the same information and knowledge to all citizens; all consumers. Postmodernists are aware of the benefits of communicative technologies, but are simultaneously alert to the dangers of mass media when controlled by dominant groups. Information conveyed by the media is highly subjective to the dominant, controlling culture. Postmodernists would deconstruct the media by asking who controls what is presented en masse, how is it being presented via technology, why it is being presented and (in many ways most importantly) who is being left out? The ICT outcomes are broken into three categories: C: Communicating, Inquiring, Decision Making and Problem Solving; F: Foundational Operations, Knowledge and Concepts; and P: Processes for Productivity. One of the Foundational (F) outcomes from the ITC curriculum is that students will become discerning consumers of mass media. Students will be expected to discriminate between style and content; evaluate the influence of digital manipulation; and indentify and analyze a variety of factors that affect the authenticity of information derived from these sources. Although this outcome on its own exemplifies the Postmodernist philosophy of deconstructing texts, media and information, when viewed in context of the rest of the ICT outcomes, it’s clear there are significant Postmodern connections at play in this specific curriculum. Analyzing this outcome effectively emphasizes the Postmodernist core value of deconstruction, and accentuates the overall desire to have teachers and learners participate in deconstructing activities as a significant focus of the curriculum.

Counter-Argument

Some may argue that the curriculum should not feature exercises and activities that require students to deconstruct information and knowledge. Specifically, students in non-academic streams have no need to become critical, discerning consumers of texts and media to this extent. These students should focus on the concrete and pragmatic skills and real knowledge they are going to need to succeed in society and the real world. To this end, Postmodernist ideals are elitist, academically-focused and have no bearing on the realities many students will face once they graduate from High School. However, this argument lacks merit, and can be subsequently dismissed. All students, regardless of academic ability, require specific opportunities and experiences to become critical thinkers. Even in the most practical sense, students will need to become problem-solvers and independent thinkers to be productive and competitive members of society. Furthermore, students living in a multicultural, multinational, multilinguistic culture need to become more aware and cognisant of diversity and the difference between individuals if they want to become successful members of Canadian society.

Conclusion

The Postmodernists place a significant value on unpacking, deconstructing and resisting the established, authorized information, knowledge and media. Through the analysis of the Information and Communication Technologies curriculum, I have established that curricular goals should focus on the deconstruction of all available knowledge and information. Deconstruction often begins with the analysis of the canonical materials, and establishing a stronger understanding of what is included in the obvious and the unseen canon(s), with a specific focus on marginalized groups that are not currently present in canonical works. This leads, logically, into a discussion and analysis of multiple viewpoints, which sometimes conflict with established values and ideas that students have heretofore accepted as truth. By breaking down their preconceived notions and established biases, teachers are in a stronger position to help students become more discerning, contentious members of society as independent, critical thinkers.


References
Gutek, G. (2009). New perspectives on philosophy and education. Upper Saddle River, New Jersey: Pearson.

Thursday, July 15, 2010

Leadership in Online K-12 Environments - Annotated Bibliography

The following referenced resources have been chosen as a selection of online and print resources related to Leadership in Online K-12 Environments. The resources include online journal articles, published documents, websites, blogs and print resources. A concerted effort was made to identify and reference Canadian sources, but this wasn’t always possible (as noted within the references). The resources are identified through reference, described and annotated. The intended audience is potentially different for each resource: online teacher, online administrator, course designer, parent or student. However, all of the resources are subsequently viewed through the lens of a Leader in Educational Technology, whether that be an administrator, or other leader within the online schooling context. Each of these resources has merit to the Technical Leader familiar with K-12 online teaching and learning, whether this is at a novice, intermediate or advanced level of understanding.


Barbour, M.(2009). State of the nation: K-12 online learning in Canada. Vienna, VA: International Association for K-12 Online Learning.
This is an examination of the K-12 online learning programs in each of the 13 provinces and territories of Canada. Aside from a brief history to establish context, there is a strong focus on governance, and a description and discussion of each province's overall philosophy to funding, governance, tracking and accountability. Because of the dual focus of Canadian content, and K-12 context, this resource has the potential to strongly resonate with contemporary Canadian teachers and leaders. There have been very few comprehensive studies done that include such a specific focus, and this has the potential to be a seminal piece of work for future educational and strategic planners across Canada. An educational leader would be able to use this resource to compare and contrast the variety of programs and philosophies that are present across the country, and reflect on the core values and features of their own online courses, schools and strategies.

Barbour, M. and Plough, C. (2009). Social networking in cyberschooling: Helping to make online learning less isolating. Tech Trends, Volume 53 (No. 4). Retrieved from: http://www.springerlink.com/content/n8m1101601628870/fulltext.pdf
Through this article, the author argues that students in full-time online schools (cyberschools) are not provided with the appropriate socialization opportunities to meet and interact with other students. The author begins by highlighting some general trends in Cyber charter schools, including the significant growth in enrolment in these types of programs. The majority of the article is focused around one specific online charter school who were able to utilize established social networking sites to engage their learners. The educators at this school created a pilot project to use Facebook and Ning sites to establish an online social presence with students and teachers. The goals of this pilot were to create a space for students to interact academically and socially. Without a physical connection to each other, these online spaces became very important to all students and were consequently used in a successful manner. An educational leader would be able to use this article in support of introducing new Web2.0 technologies into their learning environment. Although there is a specific focus on charter cyber schools, much of the research and study can be translated to a online public school - in the United States or Canada. The author highlights the importance of establishing an online social presence, and this can be done in a variety of ways - not just through established social networking sites.

Canadian Council on Learning. (2009). State of e-learning in Canada. Ottawa: Canadian Council on Learning. Retrieved from: http://www.ccl-cca.ca/pdfs/E-learning/E-Learning_Report_fINAL-E.PDf
This is a comprehensive study of e-learning practices and philosophies across Canada. By suggesting that e-learning is a critical component of the future of education in Canada, this report aspires to inform, engage the audience, while maintaining a specific, Canadian, focus. One method the report uses to understand the Canadian context is by comparing and contrasting Canadian values of e-learning with other selected countries (Australia, UK, Korea, France, USA). This report highlights the potential benefits of e-learning, including accessibility, flexibility and skill development. However, the report clearly espouses the philosophy that e-learning is a tool that's not meant to replace solid pedagogical practices, but rather needs to be used to enhance teaching practices with established benefits. This report is critical of the fact that Canada does not have a nation e-learning strategy, and there aren't any current plans to create or implement one. The report's findings suggest the creation of an e-learning "data clearinghouse" where trends can be monitored, targets can be established and evidence can be collected. These trends, targets and evidence can then be succinctly communicated to government, education, business and the general public. A leader in technology would be able to use this report as a way to review national and international policies around e-learning at all levels, K-12, post-secondary and adult education are covered in the overall analysis, offering a broad context of all e-learning across the country. A significant combination of literary and practical research, this report cites and references many other reports, researchers and literature that are all directly related to e-learning theory, philosophies and strategies.

Dallas, J. (1999). Distance education for kindergarten to grade 12: A Canadian perspective. Retrieved from: http://www.col.org/forum/PCfpapers/PostWork/dallas.pdf
This article traces the history of distributed learning in British Columbia from traditional "distance education" to a the more recent practices of virtual, online schools. The tone is somewhat anecdotal as the author calls attention to the specific challenges associated with the changes experienced by one specific school in British Columbia. While being cognisant to practical and pragmatic concerns, the author highlights the changing need for updated technology and professional development, as distance learning resources are no longer only print-based, but need to be presented in an electronic web-based format. The author also recognizes the critically important role that staffing and school-based administration play in the transition to a web-based environment. Although it’s eleven years since this article was first presented to a conference, there is some relevancy to the narrative. An educational leader would find this article insightful and relevant to the current evolutionary nature of online teaching and learning. This article reads as a narrative of one school in one province trying to adapt to the changing educational landscape. It can be a challenging transition, but as the author points out, there are many significant rewards for students once the educators have done the work.

Ingham ISD and Michigan Virtual School. (2009). Navigating the land of online learning! Retrieved from: http://web.inghamisd.org/gettingonline/start.html
This resource presents six different perspectives when planning for the inclusion of online classes or online learning in an established educational milieu: Administrator, Technical Coordinator, Counselor, Mentor, Parent and Student. Presented as an online flash-based "game", this resource allows the participant to review significant questions from each of the six different perspectives. Picking one of the "game pieces" allows the user to explore the realm of Online Learning in a novel, but extensive manner. Once the gameboard has been successfully circumnavigated, the user is provided with a list of additional online resources which highlight some of the key features described in the online "game". An educational leader would use this resource as an alternative, engaging way to better showcase the important features that need to be considered. Broken down to the critical components, this resource can act as a checklist, established by school authorities who have already researched and analyzed the strategies needed to successfully implement online learning in a school district. Some parts are State-specific, such as connections to the Michigan Online Requirements, but most of the information is general enough to be of benefit to K-12 educators, leaders and proponents of online education. Before using this resource, the user would have to have a strong understanding of how their specific district would want to implement online learning; this resource doesn't provide any specific rationales, as it works as a checklist of all the various perspectives to consider.

Kearsley, G. and Blomeyer, R. (2004). Preparing K-12 teachers to teach online. Retrieved from: http://home.sprynet.com/~gkearsley/TeachingOnline.htm
Originally presented at the 2003 NCREL Conference on Technology, the authors re-formulated their presentation materials into this publication that highlights the necessity of training teachers to work in online environments. The authors understand that the nature of pre-service teacher education is changing, and these skills will eventually be taught in teacher preparation courses. However, until that time, it's essential that strong training programs be established to ensure that K-12 teachers are prepared for the complexities of online teaching. The authors suggest specific certification for teachers who are trained and appropriately qualified to teach in an online environment. They suggest that teacher certification be associated with a set of national standards (like ISTE or NETS). Leaders in education would find this a valuable resource when working with teachers new to the online environment. In fact, part of the discussion centres around the preconditions required for online teachers. The authors address common questions, such as "Can anyone teach online?" and "Why would anyone want to teach online?" The authors provided evidence and examples of online workload, teacher professional development requirements and specific strategies required to teach online. In addition, they have an extensive list of references they have used in the preparation of their presentation materials and this paper.

Kuhlmann, T. (2007). The insider's guide to becoming a rapid e-learning pro. Retreived from: http://www.articulate.com/rapid-elearning/
This ebook is designed to help the user create and manage an e-learning course in a quick and efficient manner. Associated with his blog, this ebook is a separate resource, available to subscribers as a download. The author is primarily addressing a course designer for adult-oriented, corporate training. However, even without focusing on the specific needs of the K-12 environment, or the classroom teacher, this ebook excels at providing specific , practical and efficient strategies and solutions to an online learning environment. The author has an understanding of learning styles, and really focuses on the learner, and not the organizational objectives. Kuhlmann presents five common Pet Peeves when faced with an online course, and offers solutions, strategies and alternatives when approaching them. There are some excellent, practical suggestions for including audio, video and images in the online course, and the author presents them in a straightforward and uncomplicated manner: "With one annotated screen capture image, you can convey the same information with no video. This keeps the file small and faster to download, and it’s easier to create and maintain if you have to update or edit in the future." The author indicates a clear mandate to focus on understanding the needs of the organization, the customer and the learner. These are all sound principles that translate out of the corporate environment, and into the educational realm. The course designer needs to understand the content and the context of the situation before starting to design the materials. Although there is a significant focus on the corporate uses of e-learning, the educational leader would be able to use this resource as a guide and potential framework for establishing, designing or implementing an online course in the K-12 environment. This ebook has been written in a very authentic and accessible manner, which would allow novice course designers to not feel intimidated by the unknowns associated with a new undertaking.

Kuhlmann, T. (2010). The rapid elearning blog. Retrieved from: http://www.articulate.com/rapid-elearning/
The Rapid e-Learning Blog was established in 2007, and currently contains 168 different postings, all related to e-learning course design. Because the author has an educational background, and recently completed his Master's in Educational Technology, it's clear he understands the importance of course design, while focusing on the needs of the learners. Throughout the blog, a variety of topics are covered, including Visual Course Design, Assisting Learners to Remember More, Common Mistakes in Creating Online Quizzes and Tips for Using Audio in Online Courses. Although none of the posts are specific to a educational environment, almost everyone can be easily adapted to an online K-12 classroom. Perhaps because of his educational background, Kuhlmann seems to espouse the philosophy to "use what you've got". Many of his examples use common, Microsoft software that most course designers would already be familiar with. His innovative, creative and inspiring uses of PowerPoint emphasise the way in which common tools can be re-imagined and re-purposed. For example, he doesn't just use PowerPoint as a presentation tool, but takes advantage of the included clipart and inherent design aspects to truly use it in place of expensive and inaccessible graphic design software. Many schools and school divisions cannot afford expensive graphic design software, or a team of designers to create new graphics and visualizations for their online courses. However, by using some of Kuhlmann’s tips and tricks, teachers can use the software they are already familiar with to create illustrative examples or eye-catching graphics. Although none of his posts focus specifically on K-12 schooling, any educational leader would relish the chance to share these practical and pragmatic suggestions and solutions. Any online teacher or course designer (whether novice or advanced) will benefit from Kuhlmann's expertise in this emerging area.

Lips, D. (2010). How online learning is revolutionizing K-12 education and benefiting students. Washington, DC: The Heritage Foundation. Retrieved from: http://s3.amazonaws.com/thf_media/2010/pdf/bg_2356.pdf
According to this article, online learning has the potential to revolutionize American K-12 education. Online learning in the USA is becoming pervasive, with 45 States having either State-wide online schools or full-time online schools. This article suggests that each state should either create, or expand their state-wide virtual school to allow students to study online full-time. Using the Florida Virtual School as a model, the author points out the intrinsic benefits to online learning: increased access to high-quality teachers, increased flexibility for teachers and students, improved productivity and efficiency and focus on innovation. The author suggests that State Educational Departments should be permitted to collaborate with other states or learning providers to develop and provided online learning programs, rationalizing that through collaboration the best learning environments could be created. He also suggests that relaxed regulations that govern the creation of charter schools (independently managed public schools) would permit more learning options and opportunities. Online charter schools are not permitted in a handful of states, and the author suggests changing the specific legislation to allow these environments to come into being. Even though this article is focused on an American setting, with American legislation, the educational leader could use this resource to better understand the specific realities of online learning, and take to heart some of the suggestions made by the author.

North American Council for Online Learning. (2006). National standards for quality online teaching. Vienna, VA: NACOL.
These National Standards are presented as an organized list of guidelines for online teaching and instructional design. These standards were strongly influenced by and founded on the SREB Standards for Quality Online Teaching (2006), although they have been re-ordered, re-packaged and combined with other categories from other (similar) studies and research. This is quite a prescriptive checklist that uses a 5-point scale to rate online teaching, and online school environments: Absent, Unsatisfactory, Somewhat Satisfactory, Satisfactory, Very Satisfactory. There are twelve different categories ranging from prerequisite technological skills, online leadership, online assessment and collaboration with colleagues. There are many critical factors that online administrators, leaders and teachers would need to recognize and address before instigating any changes in their online school. Technology and educational leaders would be able to use this checklist as an assessment tool for current online teachers or as a pre-planning activity when establishing a virtual school. Although each of the twelve categories are generally given equal weight through this checklist, a leader would be able to make some critical judgements and decide which aspects would be highlighted with the specific school staff. The inherent American biases (i.e. "state-authorized") would be easily overlooked, and adjusted to a Canadian context.

Ramaswami, R. (2009).Even! But no longer odd. Retrieved from: http://thejournal.com/Articles/2009/05/01/Even-But-No-Longer-Odd.aspx
This article focuses on the changing perceptions of online learning, and how a K-12 online education is equal to - if not better than - a traditional education. The article recognizes the changes that have happened over the past five years, and the rapid changes that have happened in this field. The author is quite honest about the history of online learning, and emphasized how the perception was that students were placed into online learning because they somehow did not fit into traditional schools. She analyzes the common perceptions in online education, and questions whether early virtual schools deserved the suspect reputation - or if there was an overall suspicious misunderstanding of the format. By using specific evidence of online schools throughout the United States, the article highlights the benefits of online learning, and how (in some situations), the education is better suited to the student. An educational leader would be able to use this resource to review the short history of online learning, to better understand why certain misconceptions exist within the educational community and general society. By understanding the "dubious beginning" associated with online learning and virtual schools, the educator would be more adept at re-presenting their position of the benefits of online schooling.


Smith, R., Clark, T. and Blomyer, R. (2005). A synthesis of new research on K-12 online learning. Naperville, IL: North Central Regional Educational Laboratory. Retrieved from: http://www.ncrel.org/tech/synthesis/synthesis.pdf
Through the study of eight different research reports (all published in 2005), this NCREL paper explores and examines online learning in K-12 environments. Through their examination, the authors also offer specific recommendations for schools and education departments to take when planning for the future. The study makes an effort to describe the different types of online schools, including those that students attend full-time, and those that are used as a supplement to a student's "traditional" education. This is an important distinction, as the eight different research reports were conducted in a variety of different environments. The authors identify six prevalent themes in the research reports: academic performance; characteristics of successful online students; qualities of effective online courses; professional development for effective online teaching; challenges of online learning; and online learning, school change and educational reform. These six trends weren't present in all eight reports, but represent the most commonly discussed aspects of online learning. The educational leader would find this summary useful, as a way to further research specific trends in online learning. The authors propose that all eight studies had at least two common themes: understanding the challenges of online learning, and the interplay between online learning, school change and the impact on Educational Reform. This summary would be an excellent starting point to better understand the broad, wide-spread issues and concerns of K-12 online learning.


Southern Regional Education Board (2006). Online teaching evaluation for state virtual schools. Atlanta, GA: SREB. Retrieved from: http://publications.sreb.org/2006/06T04_Online_teaching_evaluation_checklist.pdf
This document is meant to be used as part of a teacher’s periodic evaluation, and has two distinct parts: First, a detailed and categorized checklist that is designed to help assess the online teacher, and determine if they meet the established standards; Next, an annotative narrative section used to highlight specific successes in online education. The checklist is categorized into three parts: Academic Preparation, Content Knowledge and Skills for Instructional Technology, and Online Teaching and Learning Methodology, Management, Knowledge, Skills and Delivery. There's a definitive spotlight on the last category, focused on all of the technical skills and knowledge required for being a successful online learner. Although they could, technology leaders should not necessarily use this checklist as written. However, there are a number of innovative ways this checklist could be used. For example, leaders could use it to design a set of specific standards that meet their requirements when analyzing online teaching and learning. Rather than using this as an actual checklist or assessment tool, it could easily be modified to describe best practices in online learning, and used as a planning tool. Alternatively, it could also be used as a self-assessment or reflective tool for an online teacher, or online Professional Learning Community.


Watson, J. and Gemin, B., Evergreen Education Group and Coffey, M. (2010). Promising practices in online learing: A parent's guide to choosing the right online program. Vienna, VA: International Association for K-12 Online Learning.
This document, published for parents and students making choices about their online learning optinos, begins with a discussion of online learning, and highlights the differences between online learning and homeschooling. The collective authors attempt to address some common questions that families might have, and is grounded in the understanding that the reader is completely unfamiliar with online learning. The guide presents a narrative of a fictional family, the Robertsons, as they consider online learning options for their three children. Many significant issues are addressed, including quality of the program, governance, curriculum, technology, student support and socialization. Families new to the concept of online learning would find a lot of value in this publication, as it is comprehensive, critical and yet very accessible. Although intended for parents and students choosing an online program, this document would be valuable to any leader in an online program. By better understanding the options available to all students, the course designers and school leaders can create more appealing, attractive and successful online programs. For example, many families that might have been traditional homeschoolers might begin to see the benefits of online learning if they are presented in terms that are familiar and attractive to the family.


Williams, P. (2004). How to develop an online course. Retrieved from http://www.stylusinc.com/online_course/tutorial/process.htm
This resource contains text-based tutorials and checklists that a course designer might use when planning and implementing a module in an online course. There are seven key principles addressed in these tutorials, split into seven distinct lessons: Analysis, Instructional Design, Interface Design, Development, Online Evaluation, Promotion and Site Maintenance. The author is careful to highlight the importance of planning and mapping out the finished product – a key to successful course design. Although relying on the audience having some course or curriculum design work, these tutorials contain pragmatic and tangible insights for novice or intermediately-skilled course designers (such as using JPEG files for complex, detailed pictures). Educational leaders would find merit in this online tutorial because it highlights specific steps and criteria required when planning out an online course. In addition, leaders or educators who are unfamiliar with online learning or course design standards would be able to use these tutorials as a checklist when planning out their own online course, or a staff-based Professional Development activity.

July 15, 2010 (Part 2)

July 15, 2010 (Part 1)

Tuesday, July 13, 2010

Reading Analysis #2

John Dewey, a philosopher and education reformer, made the statement that “Any genuine teaching will result, if successful, in someone’s knowing how to bring about a better condition of things than existed earlier.” I propose this is an example of Dewey’s Progressivist approach to education. In general, Progressivism is the belief that human life and social institutions can and should be improved. Progressivist Education, therefore, is the belief that education and schooling should stand to bring overall improvement or betterment to society. Although supported by historical and contemporary philosophers, Dewey is one of the most important figures in the Progressive Education movement, so his values and opinions need to be examined. Through a thoughtful analysis of the CBe-learn Three-Year Education Plan, I intent to highlight and clarify Dewey’s position, rationalizing that his is a Progressivist view of education.

The Personalization of Learning

Before Dewey, Jean-Jacques Rousseau (an Eighteenth-Century philosopher and author) established the groundwork for what would become the Progressivist movement. Combining ideas of scientific reasoning, romanticism and Naturalism, Rousseau, extrapolated that human growth and learning were natural processes that needed to be supported and nurtured in natural environments. Influenced by Rousseau’s work, Child-centered Progressives encourage students to explore their own environments, and learn in a style of their choosing. Again, this typically translated to a Natural environment, where the young students would be free to develop their self-identity, or amour de soi. This is reflected in the CBe-learn philosophy of student-centred learning. According to the CBe-learn Outcomes: “Students will use personalized learning opportunities to accommodate their diverse learning styles and unique schedules, improving completion rates”. Student Choice and Personalization are at the heart of the CBe-learn program. The programs at CBe-learn offer students the opportunity to indulge in the courses, assignments and projects that are of interest and importance to them on a personal, meaningful level. By offering such personalized choices to students, CBe-learn is effectively able to make a significant impact on all students’ learning. This connects to Dewey’s position as Progressive, as the goal is to respect and revere past practices, while simultaneously creating something better than before.

Tools of the Trade

The Progressive Education Association, with Dewey as the established president, had a number of student-centred goals and principles. One of the goals of these Progressivists was to foster greater cooperation among the teacher, the school, the home and the family. CBe-learn has embraced this commitment, and understands that the student is better served when all aspects of his / her education work in concert, rather than in opposition. To this end, CBe-learn has become committed to using the e-Portfolio tool embedded within our Learning Management System. The e-Portfolio tool allows for great personalization, and the student has the ability to explore their individual interests and passions. It can be used in a variety of ways, and is an excellent tool to collaborate and communicate outside of the virtual classroom. Using this tool, the student can better connect any personalized work with her / his family members. In this way, parents are able to comment on student assessment and work, and can obtain progress reports and updates from the teacher in real-time.

Rather than seeing the teacher as the giver of knowledge, Progressivists regard the teacher as the director of research and inquiry. The role of the teacher is to guide students in their learning, and help them come to a stronger realization and appreciation of the subject matter and material. This is apparent at CBe-learn in the way in which Inquiry is a central focus of many core academic courses. Not always a popular or well-received choice, the directive for Inquiry-based learning came through experimentation and action research into best practices in this online environment. Progressivists gravitated towards Dewey’s experimental “Laboratory” school, understanding that innovation and new ideas need to percolate in an observable, but separate environment. In this regard, so too have progressive and innovative educators been drawn to CBe-learn, through the school’s mandate of “Learning Lab of the Future”. This exemplifies Dewey’s position of bringing out the best in education, in hopes of ameliorating teacher practice and student success in the future.

Room for Progress

Although CBe-learn is committed to many of the philosophies associated with a Progressivist view, economic, political and social realities prevent CBe-learn from exhibiting an idealistic vision of Progressive education. William H. Kilpatrick, a pedagogue and educator, designed the Project Method, whereby students’ learning would focus less on memorization, textbook learning or teacher-dominated delivery. Instead, students would be engaged in collaborative, democratic learning environments where they are able to pick, plan and execute their personalized learning activities or projects. In addition, like other Progressivists, Kilpatrick was committed to Sensory Learning, where the student learner is surrounded by authentic experiences. In the virtual environment of CBe-learn, it becomes difficult, if not impossible, to offer students these same rich, rewarding educational experiences. Although offered many choices and opportunities, students are limited in the external sensory input they can receive in this environment, and are not able to partake in many hands-on “fieldtrips” as would ideal to Progressivists.

CBe-learn, like all schools within the province, is constrained by a number of external factors, such as Government-regulated Diploma Exams. A true Progressivist approach would prohibit students from being assessed in an inauthentic manner which attempts to impose external standards on students. Furthermore, Progressivists believe that to bring about better social conditions, student learning should be measured in terms of social, moral, physical and mental development. There has been some work in the Calgary Board of Education to begin reporting and assessing students in a variety of areas, including Academic Success, Citizenship, Personal Development and Character. Within the next school year, a progress report will be developed that address these specific outcomes, or ENDS. Students, teachers and parents will be involved in the assessment of these personal criteria, even though students’ overall success and completion of High School won’t be impacted, as that is under the jurisdiction of Alberta Education. This is an instance of the school board taking a more Progressive standpoint than the legislative, governing body. Although CBe-learn cannot currently address these critical concerns, by having an understanding of the pragmatic limitations, our administration can help place the school in a position to expand its Progressive tendencies whenever (and wherever) possible. Continually striving towards a better way of offering education is a prime exemplar of Dewey’s position: successful education should continually endeavour to be better.

Counter-Argument

Some may argue that Dewey’s quotation does not support a Progressivist model of education, as he was himself critical of some aspects of Progressive Education. Dewey was concerned that many who claimed to subscribe to the Progressivists’ view were doing so in a reactionary manner – reacting or indeed revolting against “traditional” forms of education. However, this argument lacks merit, as Dewey’s criticism was in response to how some people were implementing Progressivism, not to the established theories and practices themselves. Some educators were calling themselves Progressivist, whereas they were merely reactionary to “Traditional” education. These educators produced certain activities that were devoid of any social or educational merit, but were put into place only because they were in direct contrast to what was happening in traditional educational settings. In a similar manner, some technology integration has been seen as “technology for technology’s sake”. However, CBe-learn has never subscribed to this philosophy. All of the technological integrations are put into place for a specific, educationally-sound reason and purpose. In fact, part of the CBe-learn plan is to support teachers and students throughout the CBE, and ensure that Distributed Learning technologies are being used in an engaging and purposeful manner to ameliorate teaching and learning conditions in a broader context.

Conclusion

Dewey’s statement clearly highlights his belief in a Progressive education being responsible for bringing positive changes and progress to the educational milieu. CBe-learn has many qualities of a Progressive school, but because of current economic and political constraints, it needs to exist within a larger overall context. At this time, it is not possible for CBe-learn to exemplify an exclusive Progressivist philosophy, but the school’s philosophy is grounded in a strongly Progressivist ideology. Although it’s been 90 years since the inception of the Progressivist movement, it is unmistakably found in the online, virtual classrooms of CBe-learn.

References
  • Calgary Board of Education (CBE). (2009) Three year plan 2009 – 2012. Calgary: Accountability Services of the Calgary Board of Education.
  • CBe-learn. (2008). CBe-learn School Development Plan 2008 – 2011. Calgary: CBe-learn.

Friday, July 9, 2010

Reading Analysis #1

Multiple Ideologies at Play in the ELA Curriculum

Paulo Freire, an educator and pedagogical theorist, made the argument that all education, all schooling, all teaching and all learning is inherently based within an ideological construct. That is, no educational institution or process is truly neutral, bias-free or scientifically objective. Although influenced by specific theorists, Freire understood that all ideologies share the same framework: they are a system of ideas based on the interpretations of a specific group’s past, which in turn leads to the current social realities of the present, and are thereby essential in shaping the future direction of that group. Through an examination of the English Language Arts curriculum, I intend to highlight and support Freire’s position, and I will expose that there are complex and conflicting ideologies present in all education, and all schooling.

Specific Literature Requirements
In the Sr. High English Language Arts Curriculum (ELA), it is explicitly stated that students will study a Shakespearean drama in grade 10, 11 and 12. In an implicit manner, general consensus implies that Shakespeare’s texts are chosen because he demonstrates mastery of the English Language and understands the Human Condition in a way that other historical or contemporary writers do not. By including this specific example in the curriculum, a Conservative Ideology is at play. Even ignoring Shakespeare’s own Conservative rhetoric present within his life’s work, the continual, mandatory inclusion of these texts in Sr. High English courses exemplifies the Conservative ideal of honouring historical achievements, attempts to maintain the authority of the past, and demonstrates an overall cautious and limited approach towards the acceptance of change. Maintaining and mandating specific literature in the course curriculum is a way to assert cultural, if not moral, authority.

Perhaps more obviously, the requirement for specific Canadian Literature in the ELA curriculum demonstrates the Nationalism Ideology at play. A minimum of one-third of all literary texts chosen for study in any High School English course must be Canadian in origin. The use of Canadian stories, myths or symbols is used in conjunction with specific language and literature to perpetuate a National Identity in High School students. By using specific (Canadian) texts to highlight other literary, cognitive or linguistic concepts, the teacher is indoctrinating students in the importance of establishing and maintaining a distinct Canadian Identity.

General Appreciation for Literature & Metacognition
One of the core values of the ELA curriculum is to encourage an understanding and appreciation for literature in all students. Not only is this explicitly stated in the curriculum, but it is also demonstrated implicitly in the manner in which teachers passionately approach the literature used in their classrooms. An English teacher’s greatest asset is often his or her obvious passion for the deep study, thoughtful criticism and critical evaluation of literature. This passion assists teachers in their ideological instruction, espousing a Marxist ideology of critical consciousness. In trying to foster students’ ability to think critically, the ELA curriculum places a specific emphasis on Metacognition, the process in which learners become more consciously aware of their own thinking and learning, and strive to gain greater control over these thinking processes. The intent is to ensure that students are able to think in a free and critical manner – raising their individual and group consciousness to a level where they can be freed from oppressive political and ideological domination. This parallels the Marxist rejection of False Consciousness, whereby individuals eschew erroneous ideas about their current reality, and focus instead on raising their own conscious awareness.

Respect and Consideration for Others
In ELA, the fifth General Learner Outcome has little to do with Literature, Literary Criticism, Linguistic Structure or Constructing Meaning. Instead, the focus of Outcome 5 is to “Respect Others and Strengthen Community”. The specific outcomes encourage students to demonstrate respect and consideration for others while simultaneously appreciating diversity of expression, opinion and perspective. I could argue that these qualities are insidiously prevalent in most contemporary curricular areas, yet they are documented in the ELA curriculum in an unambiguous and unmistakable manner. This is an overt example of a Liberal ideology at play. Through the emphasis on the rights and freedoms of the individual, the teacher is promoting the Liberal ideals of John Locke, who believed that all individuals are born free, equal and independent. Further, the curriculum indicates that students will study and analyze behavioural expectations when working in a group, paralleling the Liberal premise of civility: civic attitudes and values. In this view, it’s important to be an active and respectful citizen, while simultaneously respecting other’s individual rights and responsibilities of citizenship. Although most contemporary curricula could be easily identified with a Liberal ideology, the precision in which it’s identified, the detail in which it’s explored, and the specificity in which it’s expected in the ELA curriculum warrants a deeper, more critical review.

Counter-Argument
Some may argue that schools and education are not necessarily ideologically-founded, and that the curriculum, by its very nature, is encouraging students to become more critical in their thinking, and will therefore cause students to exit their formal education with a cynical and apprehensive attitude towards the current cultural ideologies. Throughout the curriculum, students are asked to identify, expose and critique the inherent values, behaviours and assumptions of individuals and groups. Thus, an anti-ideology is present in the ELA curriculum. How could a proposed ideology refute itself, and call direct attention and questions toward the purpose and values it attempts to advocate? However, this argument lacks merit, because the various ideologies at play in the ELA curriculum support and complement each other, permitting students to leave their high school education as thoughtful, critical citizens who are aware of ideological constructs in their past and present, and are prepared to face the future with an open mind, and a healthy, sceptical eye. Instead of creating deviants who are equipped to rebel against the dominant ideology, or culture, the school system is educating tomorrow’s citizens today.

Conclusion
Freire’s assertion that all education and schooling is inherently ideological is sound, rational and justified. By using the Sr. High English Language Arts curriculum as an example, I believe I have shown how multiple ideologies are active throughout this specific curriculum. Sometimes these ideologies are explicitly present in the curriculum documents, and sometimes their presence is more subtle, insidious or implied. Because there are multiple ideologies present, on occasion, there may be apparent conflicts and struggles as a classroom teacher tries to address all of the curricular goals while working through their own ideological lenses and filter. However, unquestionably, ideologies are systematically and overtly present in modern educational theory and practice.

Monday, July 5, 2010

July 5, 2010

EDUC 5300: Book Review

Rant Against the Machine: How the Web is Putting Me Out of a Job – and Why You Should Care.


Over the course of his book, Lee Siegel explores the changes that growing Internet technologies have brought about in western culture, with a specific focus on publishing and publicity. He attempts to criticize and condemn a variety of aspects of the Internet, but I suggest these criticisms are based in fear of his own future as a journalist. This review attempts to analyze the book and provide thoughtful criticism, where possible and applicable. Throughout his text, Siegel is critical of what I will call the “Open Internet”. More than just the Internet in general, and more specific than Web 2.0 technologies, the Open Internet implies that information, data and knowledge flows freely in both directions. Unlike traditional unidirectional media (newspapers, television, magazines), the Open Internet allows greater freedom for the Audience to become the Author, Bloggers to become BonaFide, and Citizens to become Celebrities.


Audience as Author

In the past ten years, it’s become increasingly easier for the Audience to become active in the publication or presentation of media. Web-based tools have continued to make it easier for any motivated individual to self-publish and self-promote. With new technologies, these self-published journalists (usually bloggers) are able to create professional looking pieces that rival the outward appearance of other “credentialed” journalists. They are also able to disseminate their media to a wide audience, something that was previously only available to “traditional” journalistic methods.

Siegel seems obsessed with the vulgarity and filth that’s present on the Internet, and uses it ad nauseam when highlighting problems with the Internet. Often, when mentioning the Internet, he strives to convince his audience to think of a depraved, unprofessional and dangerously unregulated entity. He uses some of the worst examples of what the Internet has to offer, forsaking many of the benefits to individuals and culture overall. Authorship, through this lens, is highlighted by the sexually-charged examples Siegel provides throughout the book: websites, chatrooms and videos available to most anyone with an internet connection. This one characteristic of Internet culture is continually used by the author as a scare tactic for those not already familiar with the abundance of erotic, vulgar, fetish and “shock” sites present on the Internet. In his epilogue, Siegel finally makes a clear connection, and attempts at a possible justification for why he insists on using shocking imagery throughout the book: “In a sense, pornography and technology are joined at the hip. They both transform the reality outside your head into means whose sole end is convenience.”(178). This connection stems from his earlier assertion that technological advancements are nothing more than the result of laziness, weakness and convenience.

Siegel is openly critical of “Mash-Ups” because he doesn’t believe they are as creative or as good as original content. However, by combining pre-existing media in novel ways, isn’t the user able to actually create something new? Although it’s been most closely examined in Postmodern contexts, authors, poets, musicians and other artists have been doing this for centuries. In literature, it’s called intertextuality. In classical music it’s called pastiche. On the Internet, it’s called a “mash-up”. Users are now able to become producers and consumers of media at the same time. Beginning artists often start their careers by copy others’ paintings. Young singers cover songs from famous singers. Inspiration for creativity needs to come from some external source, and by using Internet technologies, and creating mash-ups, young, inexperienced directors are able to explore and experiment with content that’s available to them online.

There have always been mediocre journalists, undeveloped singers and beginner directors. The Internet hasn’t created these individuals, but has given them a platform to exhibit and celebrate their work; with the Internet, their work can be widely disseminated to a larger audience. The quality of their work hasn’t been diminishing over time – the only real difference is the method in which their creations are shared with their audience. Siegel is nervous about these young, inexperienced and unknown journalists, concerned that they will gain the same level of credibility as the work he’s done.

Siegel’s writing style is highly biased, with an (unsuccessful) attempt at subtlety. When describing other authors, he tends to use highly-charged adjectives and descriptors: “characteristically mechanistic” (125) “strangely” (127), “a shameful generalizer”(91), “unsettling habit” (92) “preadult idiom” (97). I am not familiar with some of the source material, or authors that he’s attacking, but if they cause such a negative passion in Siegel, I am assured they are worth me spending some time researching. His biased, thinly-veiled tirades against these sources indicate to me they have touched a sensitive nerve with him, and I would like to explore their ideas in more detail.


Bloggers as BonaFide

Throughout the text, there are countless references to Bloggers and the Blogosphere as a destructive force that’s changing the way journalism is viewed and accepted in mainstream culture. Strangely, and hypocritically, Siegel himself maintained a successful blog. However, his language choices always make a clear distinction between legitimate bloggers, such as himself, and all of the others who profess to be journalists. I don’t believe it’s the technology or format that he’s against, but the individual at the other end of the keyboard. He feels that there is a lack of “expertise” on the Internet. He says that the internet hasn’t created a break through in medical science, or engineering, yet many bloggers claim to be making contributions that are just as important. He’s uncomfortable with this. He sees his expertise in his publishing rights –and has published a paper copy of a book rather than have it published electronically: to him, a far inferior medium.

In this way, many would subconsciously agree with his unstated bias: Paper lends a certain legitimacy that’s seemingly missing from electronic sources. Although a bias, there is some truth underneath this prejudice. Printed texts are generally required to meet more rigorous editing and publishing criteria, and would generally be reviewed by a number of critics, experts and editors before being disseminated to the audience. Most electronic resources aren’t regulated in the same way, and it’s possible for unedited, unfounded and unreasonable information to be presented in a professional-appearing medium. Rather than rely on thoughtful, media-savvy consumers, Siegel simply attacks the offending authors, in hopes of discrediting their work.
When quoting someone’s work, he’ll (unfairly) criticize their writing style, before attacking the content. “Before you try to figure out what Lessig is saying, you have to get through the Internetese, this new, stragely robotic automatic-pilot style of writing” (126). He sees himself as a master of language and rhetoric, and is offended that his protected realm has been infiltrated by amateurs, and those without the professional experience he’s gathered over his years in the industry. He’s worried for his own future, for the future of his profession, and uses this book as a way to effectively cut down amateur journalists.

In fact, near the end of his book, Siegel finally presents what I believe is his real agenda: naming his “Five Open Supersecrets”.
1. Not everyone has something meaningful to say.
2. Few people have anything original to say.
3. Only a handful of people know how to write well.
4. Most people will do almost anything to be liked.
5. “Customers” are always right, but “people” aren’t. (p.161)

After 161 pages, Siegel finally expresses his frustration with current trends in a clear way. By virtue of being a true journalist, and published author, he has something meaningful and original to say, in a polished and professional manner - and he doesn’t care if he is well liked, and offends his “customers” in the process. By offering these “Supersecrets”, Siegel is accenting what he believes he can offer that other writers and authors don’t. I don’t necessarily object to these five points, but rather to Siegel’s aristocratic attitude and superiority complex. He doesn’t give beginning authors or inexperienced journalists a fair chance to explore and present their own work, without being criticized and belittled in this manner.

Truly, it must be terrifying to contemplate that the industry you’ve worked in will soon be open-source, and the high esteem for the profession will be virtually destroyed by twentysomething authors who resort to calling their critics “douchbags”. His fear of losing the position and respect he’s worked towards are evident when he continually cuts down others: “You don’t have to possess a perceptive, synthesizing, verbally nimble mind to be a journalist all you have to do is present yourself as a journalist and insist – on your blog, for example – that you are doing journalism.” (p.139) He feels that he’s worked too hard to establish himself as a Journalist, and is offended by those who haven’t followed the same career path, and avoided much of the hard work and potential bureaucracy to arrive at the same point he is now: Journalist.

But, who’s to say what makes an individual a journalist? According to this tome, Siegel himself is the only one qualified to make the distinction between Real Journalist and poseur.
As a suggestion to prove his argument, Siegel asks his reader to imagine their reaction if he had prophesized ten years ago a time when anyone with something to say, “no matter how vulgar”(132) would have the means to publish to millions of people. He wants to offer a criticism of this current reality, but manages to protect himself against future criticism; the very criticism that that I am offering here. He does this by unfairly providing a prebuttle that cannot be argued with: “And what if I had, to your great irritation, persisted and told you that anyone who tried to criticize one or another aspect of this situation [the current state of Open Internet] would immediately be accused of being antidemocratic, elitist, threatened by change, and pathetically behind the times?” (133). A critic cannot adequately respond to this. He is elitist, threatened by change and pathetically behind the times, yet by making this proclamation, he’s prevented me from using any of these claims against him. This is a protectionist strategy, used blatantly to prevent any condemnation of his ideas and theories, while simultaneously closing off any possibility for discourse. Siegel’s intention is not to initiate in thoughtful dialogue with his audience, but rather to barrage us with his biased thoughts and theories. Repeating something long and loud does not lead to legitimacy: a point Seigel tries to make about others, but (hypocritically) never in reference to his own work.


Citizens as Celebrity

The Internet has allowed for the de-mystification of celebrity, and has permitted ordinary people to feel a stronger, personal connection to famous musicians, actors, politicians and authors. Celebrities host personal blogs, fan pages and twitter accounts. By knowing that @MarthaStuart makes spelling mistakes on her Twitter feed, I feel a little closer to her – and understand that she, like me, is human. Celebrities have taken these technologies into their own hands, to ensure they are in control of the information that’s released. Rather than waiting for the paparazzi to publish photos of a couple’s intimate getaway, they can retain the control and post their own photos to their blogs. Siegel makes connection to other forms of popular media, and intimates that changes in network and cable television shows have also followed this pattern. Because of these changes, audiences can better understand and empathize with the characters and personalities of the most popular shows.

In the Open Internet, as quickly as a celebrity can lose their mystery, and become average, familiar and human, a citizen can become a celebrity. This might mean attracting a higher number of internet hits than anyone else, becoming an internet phenomena, and “going viral”. Siegel’s argument focuses on the difference between popularity and merit as he dissects American Idol, and related media. There are many examples of people becoming famous for inane or obtuse reasons, as Siegel rightfully points out. However, what he misses is that there are also many individuals who have been recognized because their talents, skills or passions were widely disseminated on the Internet. Siegel feels offended that many regular citizens are moving into his field of expertise: Journalism. He feels threatened by bloggers, and the notoriety they will continue to gain as they obtain more readers and followers. He insists that many bloggers are only interested in their own notoriety and fame, to the exclusion of facts, truth and legitimate journalistic methods.

The entire book reads as a collection of personal attacks against specific individuals (some named, some implied), and it’s clear that Siegel had a personal or professional relationship with some of these individuals. Siegel’s apparent resentment towards Biz Stone (page 96-97) must be multiplied now that he’s gained increasing notoriety as the creator and co-founder of Twitter. Although Twitter is too new a technology to be included in this book, I can only imagine Siegel’s reaction to it. He wouldn’t see the potential for networking, sharing or communicating – but would instead likely focus on the banal everyday use of the tool to let followers know you’re waiting in line at Starbucks. More likely, he would vilify this technology, and mention how transsexual prostitutes have their own twitter accounts to tweet out their price-list and specialty services.

My biggest regret is that by purchasing this book, I have subsequently added to his overall popularity: a concept he vehemently denies as being important; and yet, a concept he seems unnaturally obsessed with.


The Way Things Are is The Way Things Are

Siegel’s introduction indicates that “Things don’t have to be the way they are” (1), and yet throughout his book, he never provides viable alternatives or any suggestions for government, corporate or individual consumers. Although offering sharp criticism of contemporary Internet Culture, he never makes an overture to change the way things are. If I can permit myself to get past his anger and his rhetoric, there are some interesting and appealing points he’s making. The nature of the Open Internet means that yes, there is a lot of misinformation masquerading as Truth. Yes, almost anyone can profess to be a legitimate journalist when they don’t have any qualifications or training. Yes, there are many millions of uninteresting webpages. Yes, mixing two videos together as a mash-up isn’t the same creative process as creating original content. However, rather than exploring these technological advancements in a balanced manner, Siegel has attacked and vilified each example, without providing an appropriate counterbalanced argument. The potentials of Internet technologies are never explored, and any reader not already familiar with the significant benefits of using the Internet as a publishing, communicative and learning environment would be highly influenced by this biased presentation.

Where I think Siegel really loses out is by not giving individuals enough credit to tell the good from the bad on their own. It will never be the job of educators to tell students that one particular form of media is superior to another, but to offer them the tools and skills to come to this realization on their own. Siegel’s argument is based on the assumption that the audience is too naïve or inexperienced to make sound, rational judgments on their own, and instead need to be told, by experts, what they should or should not have access to.

Maybe things don’t need to be the way they are – but Siegel never presents any concrete, realistic or pragmatic ways for it to be anything else. His tone is accusatory, his references are graphically unnecessary and his true rationale has been obscured behind elitist fear-mongering rhetoric.

Although he’s criticizing many aspects of the Internet and Web 2.0, I feel many of these are contrived points, used to bolster his real concern with the Internet: his own livelihood. Had he simply constructed an attack against blogging specifically, his true intentions would seem more apparent, and therefore self-serving. Instead, he shrewdly focuses his attacks on multiple parts of Internet Culture to disguise his true intentions. As an established and successful author and journalist, Siegel longs for nostalgic time; a time when there was a clear-cut distinction between Author and Audience, Blogger and Book-maker, Celebrity and Citizen.


Siegel, L. (2008). Against the machine: How the web is reshaping culture and commerce and why it matters. New York, New York: Spiegel and Grau Publishers.

Saturday, July 3, 2010

ED 5769 - Online Activity 4

Secret Three: Capacity Building Prevails

In the intrinsically complex and uncertain world of today, problems get solved when people believe that they will not get punished for taking risks. (p. 60 Fullan, 2008)

I believe that most teachers will encourage their students to take risks in their work, and try to stretch their creativity while searching for authentic meaning in their own learning. For this creativity to take place, these risks must be acknowledged and supported by the teacher. Sometimes, taking risks and striving for a different interpretation is expected, and rewarded.
However, I believe the same courtesy needs to be extended to teaching staff as well. If a teacher is expected to problem-solve, they need the freedom to take risks, and they need the freedom to fail. At my school, this has become more common, and in time, will become standard practice. Once teachers realize there is no punishment or reprimand for failing, they will be more inclined to take risks, and solve emerging problems in our complex environment. Because our environment is still in its infancy, we are continually facing problems, challenges and opportunities. We require unique solutions to these problems, and often that comes from unique ways of interpreting the problem, or looking at if from a new perspective. On occasion, the apparent solution is short-lived, or fails altogether. However, our administration doesn't see that as a failure, but looks at the experience objectively, and assures that the teacher (and the entire staff) will learn something from the experience. I've heard this from our leadership a number of times: Well, at least now we know what DOESN'T work!

We will continue to explore new technologies that haven't been tested for our environment. As a leader, I will ensure that staff are encouraged to try novel and unique ways of working with the technology, in hopes of solving problems before they exist! By showcasing the successes (and failures) of other individuals, I will hope to establish a culture of calculated risk-takers, which will lead to a stronger, more robust understanding of the specific technological tool or practice being tested in our environment.

Fullan, M. (2008). The six secrets of change. San Fransisco: Jossey-Bass.

Communification: Journal Entry 10: Chapter 5

Integration : Journal Entry 9: Chapter 5

Professional Learning Community : Journal Entry 8: Chapter 4

Technology Leadership : Journal Entry 7: Chapter 4

Asynchronous : Journal Entry 6: Chapter 3

Web 2.0 : Journal Entry 5: Chapter 3

Digital Natives : Journal Entry 4: Chapter 2

Protectionist: Journal 3: Chapter 2

Media Literacy: Journal 2: Chapter 1

Interactivity: Journal 1: Chapter 1