Why Do We Have Minority History Months?

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Black History Month,Asian American Month,Native American Month.Hispanic American..etc. I think that is because the real history is rarely taught. Sometimes it is taught without talking about the problems that people had in this country. Native Americans who survived the two new worlds coming together, suffered a lot that has never been taught. We don’t teach history and geography well. Many students never grasp the idea of the global exchange that is the world today.

Try this method. We have lots of ways to explore our histories today. We have technologies and books and real and virtual field trips.

USE THE DATE?

I had a teacher who used dates. She would say 1492? What was happening in the world?

We had to learn to create something that would tell her this information.  Some students would have the dates before and after.You could not just memorize the data in a book or a chapter. It was a very interesting way to learn about what was going on in the world. ( Dr. Dannie Starre Townes- Virginia State University.

We had to learn what the leading influences were in the time frame that she gave us and then we had to present it to others.

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I had a principal who had a book, the “Book of Where”, and she encouraged us to let students explore the travel of their families through the years.
The Book of Where: Or How to Be Naturally Geographic: Neill Bell
Published by Scholastic Inc, 1994
ISBN 10: 0590480154 / ISBN 13: 9780590480154

We made family maps and did International Day and learned about many cultures. Also the National Geographic had taught me to let kids draw a free hand map of the USA.

The family map was personal. It could be national or international. Cultural elements were inserted. Recipes were collected and shared.We shared family stories and history.

We explored geography and the US.

Now there are new ways to explore our history, our roots, our family stories.

Who are the people in your family ?

Where did the family originate?

Have you and your family always lived in the USA?

Where in the USA has your family lived, visited, what are the places that people have gone to school, and or work and or family vacations?

Is there another country that your family originated from? More than one?

Geography is a template for learning about the world.

Museums do tell the stories , the Smithsonian does workshops for interested people and there are exhibits. The Smithsonian had the exhibit years ago, Seeds of Change that used plants to tell the story of two worlds merging. Two old worlds merging and changing culture, or not from each other. The map above is a very simplified diagram. We have tools and technology now to tell the story better. There are new ways to explore museums. There are new ways to explore cultures. Google Cultural Institute

The Google Cultural Institute is a way to learn about cultures. You can explore using technology as in this virtual tour of Egypt.. (This is a view of the great Pyramids of Giza.)

There is this project that lets you learn from artifacts in a museum. It is the Smithsonian project X3D.

“The SIx3D viewer offers students the ability to explore some of the Smithsonian’s most treasured objects with a level of control that has never been possible until now. We hope this revolutionary level of access to the Smithsonian collections will spark your students’ curiosity and that the exploration of these objects will enable them to build lifelong observation and critical thinking skills.”

“With few exceptions, SIx3D also offers access to these data sets. Hailed by many as the third industrial revolution, 3D technology is molding a new K-12 STEM model. Students can use the same tools as professionals to become creators themselves. Whether students are printing invaluable museum objects or inventions of their own design, we hope the chance to bring objects to life will give students the opportunity to create imaginative and innovative work.”

To help you introduce 3D and its possibilities to your students, Smithsonian educators are working on new resources for K-12 classrooms.

Rather than glimpsing art & photography in the confines of rectangular frames, step into them in virtual reality with the Google Cardboard for supported smart phones. Here is the link to start those explorations.

Traditional Museum Resources? So many museums online.

This is one that lets us frame the thinking about the two old worlds that came together.

Seeds of Change: Five Plants That Transformed Mankind was a 1985 book by Henry Hobhouse which explains how the history of the world since Columbus linked America to Europe and has been changed by five plants.[1] It describes how mankind’s discovery, usage and trade of sugar, tea, cotton, the potato, and quinine have influenced history to make the modern world. The museum used that book as a beginning way to tell us the story ,it was fascinating!!

The focus  seeds are: sugar, corn, the potato, disease, and the horse, selected says Viola “because of the human dimension to their story.” From the exhibition has also came another book called “Seeds of Change,” edited by Viola and and Carolyn Margolis, assistant director of the museum’s quincentenary programs. ( You may notice that tobacco , which was a seed of change was not addressed.

‘IMAGINE a world without pizza, Swiss chocolates, or French fries! Even harder, imagine Italy without the tomato or the {cowboy} without his horse,” says Herman J. Viola, the father of the massive new show “Seeds of Change” at the Smithsonian’s National Museum of Natural History.

The ideas merged and produced an expanded concept for the exhibition “Seeds of Change” that would focus on five seeds chosen from a list of nearly l00. As Viola says, this exhibition focuses on “an exchange of peoples, animals, plants, and diseases between Europe, Africa, and the Americas” over 500 years that began when the New and Old Worlds met.Mr. Viola, curator of the 400-object show, notes that before Columbus encountered the Americas none of those fixtures of modern life had been discovered.

Article excerpt

‘IMAGINE a world without pizza, Swiss chocolates, or French fries! Even harder, imagine Italy without the tomato or the {cowboy} without his horse,” says Herman J. Viola, the father of the massive new show “Seeds of Change” at the Smithsonian’s National Museum of Natural History.

Mr. Viola, curator of the 400-object show, notes that before Columbus encountered the Americas none of those fixtures of modern life had been discovered.

Learning history can be fun!!

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What is History?

“History is for human self-knowledge. Knowing yourself means knowing, first, what it is to be a person; secondly, knowing what it is to be the kind of person you are; and thirdly, knowing what it is to be the person you are and nobody else is. Knowing yourself means knowing what you can do; and since nobody knows what they can do until they try, the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has done and thus what man is.” R. G. Collingwood

Knowing other people’s stories helps us to understand sometimes their ways of seeing the world and their elements of culture. Simply we can cite, food , shelter, clothing, systems of education, and customs or traditions. But it can get much more complicated than that. See here . Elements of Culture.  We made T-Shirts to define regions in the US. Other countries may also have regional differences, linked by the language, land and available food sources.

What is Geography and what does that have to do with History?

How Do We Learn it? Why Study Geography?

Sometimes, even effective, fun award-winning web and mobile study apps aren’t enough to sustain motivation to study Geography, if you don’t see its relevance to your life. It is not just about beautiful visuals and interesting places, The truth is that geography is a highly relevant and important type of knowledge for anyone to have.

Here are some top reasons why you should study more geography.

  1. Global Awareness /Where is that place?
    Let’s be honest: we all care about what other people think of us. That’s why our first important reason for studying geography is that it makes you look smart. Knowing basic geography can help you avoid embarrassing moments, impress a people, increase your knowledge of the world that we live in. In addition you see and hear about lots of places that are dots on the map. What do you really , really know about the places and the people who live there?

2. Put the News in Context
How are you supposed to understand the news if you don’t know geography? Knowing geography helps put current events in context. Recently there has been a lot of news about immigrants. Who are they , why do they come, where do they come from and what do we need to know about them or immigration in an historical sense. I was amazed to be in a city in Europe from which many Italians came and to see their letters of credit on a rope that was put up into the ceiling each night. This was when Italians were coming to America in droves from Naples.

For example, knowing that Hong Kong is a city in southern China can begin to help a person understand why it is politically different from the rest of China: it’s geographically isolated.

Hands on a globe

3. Chart the Course of History
Geography not only puts current events in perspective, it help us understand history. A person can’t understand World War II without understanding the roles of the continental Russian Winter or the English Channel. Geography shapes the course of world history. Want to better understand history? Study geography.

The various months help us to know the history in the United States of the groups who were brought here, who were already here, and those who immigrated here. I learned oter people’s history too. Here is a reason that people immigrate.

4. Build Navigation Skills
The most basic skill in navigation is understanding the “lay of the land.” Studying geography helps develop spatial thinking. Those skills could come in handy if you get lost driving around town or in the wilderness!Whoa.. did I forget the GIS? ESRI skills? You can build a story of the places you are studying on a map.GIS 1

5. Travel Smart Whether doing Virtual or Real Travel.
Without a basic sense of geography, it’s impossible to get the most out of travel experiences. If you’re heading to Spain, do you want to see misty mountains, rocky coastlines, or searing-hot cities? These questions will decide whether you head to Torla, Basque Country, or Sevilla. Study up before your next vacation or VR Experience..You don’t want to do eye candy where you just look at pretty pictures without the content.

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6. Understand Your Home
Geography allows you to understand the place where you live in the context of the world as it is. Why did people settle in your town? What is the cultural heritage of your town ? Your region?The people who live there? I just found out that the city that I grew up in was the home of slavery. Alexandria , Virginia. People were sold from that city to the south. I never knew that!.It was not taught to me. I went to a Catholic School at first, run by Irish Priesrs and nuns from the Oblate Sisters of Providence. I knew the history of Ireland, and of New Orleans from where the nuns came.

People settle in specific places because of the landscape. For example, cities are almost always built on a river or other reliable water supply. What is the history of the place you live? How has the geography affected the area? These are the questions to ask to gain a deep understanding of your home.

7. Get a Grasp on Globalization
Globalization has been one of the biggest forces in world history for decades. The saying “it’s a small world” reflects this change: the world is as big as it always was, but it’s just more interconnected than ever. Understanding the changes that have swept the world as a result of this interconnection is impossible without appreciating the geography on which it is taking place.

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8. Make Sense of Different Cultures
Human culture is fundamentally place-based: the land determines or influences the cuisine, clothing, architecture, even social relationships. Every aspect of a culture is affected by its geography.

Geography helps you understand and appreciate the incredible diversity of cultures around the world. Like with news, geography puts culture in context. To understand a people, you have to know something about their land.

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9. Prepare for the Future
Geographic skills guide important decisions every day. From architecture to politics to business, the physical landscape frames the debates happening today that will be in the history books tomorrow.

Most people don’t get to learn geography. It may be shared in the context of a place name on the news, or as  a part of personal history, if there is interest.

Do your personal exploration and share it with others.

We Should Be A Nation of Digital Opportunity for All

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ISTE has a wonderful template of the digital age learner. It works for those students lucky enough to be in the right environment, the right school, and with a teacher who is looking toward the future with academic support of new technology.

standards-poster-500full Here is the template. It is gorgeous. Get it for your school, for your community and for those who are interested in helping to create digital age learners.
The 2016 ISTE Standards for Students emphasize the skills and qualities we want for students, enabling them to engage and thrive in a connected, digital world. The standards are designed for use by educators across the curriculum, with every age student, with a goal of cultivating these skills throughout a student’s academic career. Both students and teachers will be responsible for achieving foundational technology skills to fully apply the standards. The reward, however, will be educators who skillfully mentor and inspire students to amplify learning with technology and challenge them to be agents of their own learning.

This is an amazing document that should be shared and given to school boards, community activist, informal education teachers, and parents. I have a powerpoint that explains all of these. How do we make the change to help “all students ” to have these skills and qualities?

Many schools and communities are  in denial about their state of technology . I live in Washington DC, and I heard the CTO of the city say that all of our students are being well served. This was at an IoT conference with global citizens. I didn’t know what to do or say. I assume that what she said , is what she was told by the school system in DC.

We the people, we the public, we the teachers need to be confrontational about the lack of those who are digitally denied.

We the teachers ,need to be educated toward the transformative policies that ISTE has shared. There are too many people who misunderstand. They think that all students are being well served.

On December 13, Free Press published Digital Denied: The Impact of Systemic Racial Discrimination on Home-Internet Adoption. The report, written by Free Press Research Director S. Derek Turner, examines the racial divide in home-internet adoption and exposes how structural racial discrimination contributes to it. Below is an edited summary of the report written by Dana Floberg — Free Press’ C. Edwin Baker fellow — and reprinted with permission.

Internet access is a necessity for engaging in our communities, searching for employment and seeking out educational opportunities — but too many people are still stuck on the wrong side of the digital divide. And that divide disproportionately impacts people of color.

Indeed, the racial divide in home-internet adoption — including both wired and wireless service — leaves people of color behind the digital curve. People of color comprise 32 million of the 69 million people in the United States who lack any form of home-internet access. Free Press research exposes this undeniable gap and explains how structural racial discrimination contributes to it.

Systemic discrimination creates serious income inequality in this country. Whites have far higher average incomes than Blacks or Latinos. Low-income families are less able and willing to buy internet subscriptions. And many families who are willing to pay for service find they can’t due to racially biased barriers like credit scoring. Given how stark racial and ethnic income discrepancies are, it’s no surprise that people of color lag behind in internet adoption.

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Income differences explain some of the racial divide, but not all of it.

U.S. Census data on income and internet adoption paint a clear picture:

  • 49 percent of households with incomes below $20,000 have wired or wireless internet, but nearly 90 percent of households with incomes above $100,000 do.
  • 81 percent of Whites have home-internet access, compared to 70 percent of Hispanics and 68 percent of Blacks.

Free Press’ report demonstrates that the racial-adoption gap persists even after we account for differences in income and a host of other demographic factors. For example, there is a divide between people who are in the same income brackets but in different racial or ethnic groups. The gap is widest for people earning less than $20,000: Fifty-eight percent of Whites in this group have some form of home internet, compared to just 51 percent of Hispanics and 50 percent of Blacks.web_header_3

There is research that tells us how to reach and teach the students. It is here.

There are students who are of tribal, rural, distant and urban areas who are affected. They are all kinds and all colors. Years ago, when the National Information Infrastructure Advisory Council formed policy ( Kickstart) we acknowledged these areas of difficulty and sought to solve the problems. Politics has gotten in the way sometimes.

There are other sources , such as that of the George Lucas Educational Foundation that give examples of what helps and what hinders. Here is a special set of blogs on the topic.

Research and templates inform. We the public need to hold the school systems and communities to the standards so that all children benefit from the uses and skills enabling them to be digital citizens . But parents may not know or understand the uses of technology well.

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Common Sense Education
Common Sense Education provides digital literacy and citizenship programs to school communities to empower students to harness technology for learning and life.They just published a report “The Digital Lives of Minority Youth”. But this report, The Common Sense Census Plugged in Parents of Tweens and Teens 2016 matches nicely with the ISTE report.
Plan of Action?
Print out the template and take it to the next PTA meeting. Share copies of it with parents and have a speaker to access it online. Have a discussion about it and plan action for your school and community.
See if your school has an ISTE member. ISTE has a conference where these types of action and study of the topic is a part of how they serve their members. Hopefully, the school will sponsor a teacher to attend and be a part of ISTE and other technology minded groups. There are also state groups and regional groups that help in outreach.
Is there a low-cost provider who serves your community? If so get some community people working to help them with outreach. Make sure that the provider meets the needs of the community. There are many ways to do this.
 Query the school board and if possible involve people in a presentation about this topic. Use resources that fit your community.

Field Trips, Flights of Fancy, VR and Reality for the Holidays

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There are many new ways to take field trips and many new ways to enrich the learning that takes place in the classroom or at home. There is a world of opportunity at your finger tips.No matter which holidays you celebrate there are resources on line.iuri

hol. In a round table discussion with people who are in charge of learning places, museums and outreach at the Center for Cyberlearning  Conference a remarkable thing happened . We broke down the silos and talked face to face about how to involve students in learning in places that are not school. Transportation and time are issues. Teachers do not often know the offerings of the local museums nor interact with the people who staff workshops and outreach.

New technologies change what and how people learn. Informed by learning science, cyberlearning is the use of new technology to create effective new learning experiences that were never possible or practical before. The cyberlearning movement advances learning of important content by:

  • Applying scientific insights about how people learn
  • Leveraging emerging technologies
  • Designing transformative learning activities
  • Engaging teachers and other practitioners
  • Measuring deeper learning outcomes
  • Emphasizing continuous improvement

Sadly, lots of people are still mired in the difficulty of getting access, and the tools to use technology. We can’t allow people to stand still in technology as it advances on. We must broaden engagement by involving as many people as possible in the sciences of deeper learning and the technologies of the future. Museums, AI, VR and other tools help us to do this. Watch “What is CyberLearning?” to get an idea of what they are doing at the Center for Cyberlearning. And you can go to their website to learn more or to get engaged in Cyberlearning.

For another perspective on Cyberlearning go here.

We need to be Futuring..

I am writing about the future while many go into the past to teach students what we learned 20 years or more ago. That is why I have picked this topic on field trips to show the differences that technology can make and why we must equalize the opportunities for all.

At an ISTE conference we were introduced to Google Cardboard.

You can use Google Cardboard to take a virtual field trip. Say, to New York during the Holiday Season. MASHABLE shares this possibility with us .

“New York’s annual tradition of rolling out incredibly elaborate holiday-themed store window displays in December is as much a part of the city’s seasonal tourism as the Thanksgiving Day parade or celebrate Winter Holidays. “ Christmas in New York?

3D Panoramic Views

The experience is called Window Wonderland, with most of the displays offering an audio narrative from the window’s creative director. Along with narration, the windows offer 360-degree panoramic images as well as high-resolution galleries that essentially allow you to “walk” past the windows in much the same way as you might if you were actually in New York.

You won’t get to buy a NY hotdog, or a pretzel, or roasted Chestnuts, or feel the cold wind on your face.

SANTA?

For 12 years now, an entire generation of excited kids have spent Christmas Eve with their eyes glued to the computer watching Santa Claus circle the globe. Over the past few holiday seasons, Google has pulled out all the stops for an interactive holiday experience that runs from the start of the month until Christmas Eve. Google Santa Tracker is fun.It is a much better experience than the quick hit on the news that most people miss.

The Field Trip? Discovery shares regularly scheduled field trips here.

That is one kind of a field trip. Drones have also let us explore real places. Drones also change the Christmas experience in some places.nintchdbpict000282857405

Drones? Here is information if you need it. click here

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Virtual Christmas GIPHY’s? They are here. A lot of people share a lot of ideas that are virtual.  http://blog.giphy.com/post/70205764276/holiday-gift-guide-giphys-picks-for-the-best

One of my unexpected Christmas gifts was that a child I taught made , actually drew her own card and printed it out to take home. Her mother shared it with her employer , a national hotel chain, and it was used as the card that the hotel mailed that year. Sometimes taking the time to introduce a child or adult to progtams that let them express their creativity brings wonderful rewards.

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What is CyberLearning?

I live in Washington , DC near the mall, and am steps away from many learning opportunities. So are many students but when I briefly taught in Washington in my own neighborhood there were children who had never , ever been to a museum or a zoo or a learning place. All school systems have rules and management for actual field trips.When they match it is wonderful. Who goes to museums and why? Sometimes the cost, and the time of transport are a problem. But there are many new ways to access museums.p011nryz

Here is a favorite of mine. It has actually been around for a while.

The Smithsonian  http://3d.si.edu

They welcome educators with this message

Welcome educators to SIx3D! We are excited about the possibilities of using 3D objects—and the data sets that make them possible—for K-12 learning and believe that they offer an excellent opportunity to excite and engage students in a valuable, interdisciplinary education experience.

The SIx3D viewer offers students the ability to explore some of the Smithsonian’s most treasured objects with a level of control that has never been possible until now. We hope this revolutionary level of access to the Smithsonian collections will spark your students’ curiosity and that the exploration of these objects will enable them to build lifelong observation and critical thinking skills.

With few exceptions, SIx3D also offers access to these data sets. Hailed by many as the third industrial revolution, 3D technology is molding a new K-12 STEM model. Students can use the same tools as professionals to become creators themselves. Whether students are printing invaluable museum objects or inventions of their own design, we hope the chance to bring objects to life will give students the opportunity to create imaginative and innovative work.

To help you introduce 3D and its possibilities to your students, Smithsonian educators are working on new resources for K-12 classrooms. Click here to be kept up to date about new 3D related education resources. To access the page for educators and the places to sign in use this http://3d.si.edu/article/educators http://3d.si.edu/article/educators

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You can connect to learning places, and museums in many different ways. There is also the Google Cultural Institute. It offers daily news, and a guide to cultural things around the world.

The Kennedy Center does programs for families, and for some families the most important thing is to know the possibilities. Nutcracker? Do you know the background of it/ and the music. It is here.

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In Arlington , Virginia  I was able to manage field trips, walks and use the Metro to extend my student’s learning in the real world. I had a principal who felt that museums were for all children and she created possibilities for teachers to take workshops, for parents to go on school busses on Saturdays. We did a community grant to do this. Parents and teachers volunteered to participate. It was a great success. Arlington has an outdoor lab facility. Teachers are and were trained to use it for class trips. You can be a community activist for the real field trips while arranging online resources as well.

When teaching in overseas schools, it depended on the location of the school and transportation. So virtual field trips work too, if they are managed correctly in that the content has meaning.

Ok, I cheat. I live near the Smithsonian Mall and love the real museum interaction. But the online is great.  One last goody.. the Chemistry advent calendar for last year. It is awesome.

 

 

The Internet of Things

Concept of smart home and control device. Technology device, system mobile automation, monitoring energy power, electricity efficiency, equipment temperature, remote thermostat illustration

The Internet as you know it is changing. There are two huge changes one which is for those of us on earth and a new space iteration and scaffolding that allow for use or the Internet in Space. But before we go Star Trek or StarWars in space, the Internet of Things is going to be something we want to talk about in a global sense.

                                 The Thing in the Internet of Things

There are four main system components for the Internet of Things(IoT)

1>The Thing

2>The local network.

3>The Internet

4>The cloud

IoT is not complicated in conception, but it is complex in its execution.What is important to understand is that even if new hardware and software are still under development, we already have all the tools we need now to start making IoT a reality. In this blog post we’ll only cover the “Thing” the rest will be covered in future blogs so keep an eye on this page.

So this brings us to our first question

What is the “Thing”?

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Img Source: datasciencebe.com

Thing is an embedded computing device (or embedded system) that transmits and receives information over a network (need not be able to interface with internet directly) for the purpose of controlling another device or interacting with a user. A Thing is also a microcontroller—or microprocessor-based device.

Hence a simple chair, tv , fan , microwave , fridge, sprinkler, bulb etc, (the list goes on) on their own cannot be called “Things”. Why you ask ?

1) Most of day to day things do not have any embedded systems E.g.: bed , chair, fan, bulb.

2) Even if they do have embedded systems built in, they do not have the capabilities too transmit and receive information over a network. E.g. washing machine, microwave, electric stoves.

Okay… So now you may ask what is this “Thing” supposed to do?

The “Thing” may provide

1>Identification and info storage(RFID tags, MAC address)

2>Information collection (Sensor networks, store sensor values)

3>Information processing(Understanding commands, filtering data)

4>Communications (Transmit and receive messages)

5>Actuation (Switch control, motor control)

 

The Internet as it is , is evasive for many groups of people. Those who are distant, rural, tribal and urban have a problem most of the time. That problem is adequate access to be able to use the resources of the Internet.

With the Internet comes many wonderful resources, but there are things to consider.

Digital footprint use, Skills that are transformational, and ..with the technology comes

a difference in privacy.( Electronic Foundation)

New technologies are radically advancing our freedoms but they are also enabling unparalleled invasions of privacy.

Your cell phone helps you keep in touch with friends and family, but it also makes it easier for security agencies to track your location .That can be good. That can be a problem.

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Your Web searches about sensitive medical information might seem a secret between you and your search engine, but companies like Google are creating a treasure trove of personal information by logging your online activities, and making it potentially available to any party wielding enough cash or a subpoena.

If you search for a medical subject, you might then get ads or information about that subject.

Searching for recipes online? Maybe your “smart” refrigerator has information to share about the food you use? Or could use.

The next time you try to board a plane, watch out—you might be turned away after being mistakenly placed on a government watch list, or be forced to open your email in the security line.

 

National and international laws have yet to catch up with the evolving need for privacy that comes with new technology. Several governments have also chosen to use malware to engage in extra-legal spying or system sabotage for dissidents or non-citizens, all in the name of “national security.”

Respect for individuals’ autonomy, anonymous speech, and the right to free association must be balanced against legitimate concerns like law enforcement.

National governments must put legal checks in place to prevent abuse of state powers, and international bodies need to consider how a changing technological environment shapes security agencies’ best practices.

The internet of things (IoT) is the network of physical devices, vehicles, buildings and other items—embedded with electronics, software, sensors, actuators, and network connectivity that enable these objects to collect and exchange data.[1] In 2013 the Global Standards Initiative on Internet of Things (IoT-GSI) defined the IoT as “the infrastructure of the information society.” [2] The IoT allows objects to be sensed and controlled remotely across existing network infrastructure,[3] creating opportunities for more direct integration of the physical world into computer-based systems, and resulting in improved efficiency, accuracy and economic benefit.[4][5][6][7][8][9] When IoT is augmented with sensors and actuators, the technology becomes an instance of the more general class of cyber-physical systems, which also encompasses technologies such as smart grids, smart homes, intelligent transportation and smart cities. Each thing is uniquely identifiable through its embedded computing system but is able to interoperate within the existing Internet infrastructure. Experts estimate that the IoT will consist of almost 50 billion objects by 2020.[10]

For information about the law and technology of government surveillance in the United States check out the EFF’s Surveillance Self-Defense project.

                            Is there Room for Both Privacy and Security?

Security concept: Privacy on digital background

Security concept: pixelated words Privacy on digital background, 3d render

Some people think the path for more security is that you  PAY for it.

 Read this article in Forbes.

Internet companies collect abundant information about people’s online activity. They use this information to determine people’s interests and shopping profiles, and then make money by selling personalized “behavioral” ads.

The FCC is not too happy about this barter in people’s information. It cannot regulate the likes of Google and Facebook (they are not communications companies), but it is proposing new rules that would apply to companies that come under its purview – Internet providers like Comcast, Verizon, and AT&T.

One of the proposed regulations is entirely unobjectionable but also entirely useless. It would require better disclosure to consumers: the FCC wants every Internet company to clearly explain to people what information it collects and sells.

 

The writer says:

Disclosure is a great idea, but it has a fatal flaw. It doesn’t work. Do you know any one who ever reads the fine print? Disclosures have been tried in every consumer market, and failed miserably. I co-wrote a book titled “More Than You Wanted to Know” that shows how spectacularly disappointing disclosures are, and why we should not expect them to be more successful in future regulation. Despite great hopes that “simplified” or “smart” disclosures could funnel people into better decisions, the evidence shows that even truly simple warnings are ineffective. This sobering fact is equally true for Internet privacy: disclosure and warnings about data collection are not read and do not change people’s behavior.

MORE THAN YOU WANTED TO KNOW cover

 Here is what one Samsung has to say. Most products will be web-connected by  2017.
I always think about a movie I saw when I have to use Fedex. People were making money a cent at a time.. don’t you think that the disclosure length generates money, no matter how many times you have read it. I think so.
It would be nice if, the administrators in a school, the school board and the community featured an event to explain to the their public in their learning landscape how they are preparing for the Internet of Things. Of course some schools still are lacking the Internet.
 You may have noticed that I did NOT talk about schools and sensors and smart machines.
That’s a whole new conversation to be had.
One wag commented welcome to the smart era, where your things spy on you!?!?!

Dinosaurs and Many Ways of Learning!!

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What is a field trip? It could be VR, AI or real. It could be short, a day field trip or long as in Earthwatch , or the Fulbright Experience. It could be online and after school in learning places in the neighborhood. I love it when they are journeys of the mind.  I love taking kids to a place prepared to stretch their minds with a head full of knowledge. We prepared for our field trips and profited from pre-learning.

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This was a field trip with students to the Science and Engineering Festival. It would be hard to prepare for this one, but we had been studying Dinosaurs, reading books, looking at images online, seeing videos, using ramification ( Dynotycoon) and making them out of clay. We can’t take a real dinosaur field trip, but we know where to go to learn more.

We could learn with a game. That is not a field trip, but a trip using ramification to explore a mythical Dinopark. Here

You can just imagine the shrieks of joy as students programming a robotic  dinosaur. This learning venture required some base knowledge, some reading, some knowledge of geography and study of a special kind of dinosaur. As far as I know the closest dinosaur field trip a real one is to Saltville , Va.

HISTORY

After nearly 100 years of study, the town’s ancient fossil beds continue to yield surprises.

ETSU paleontologists are the most recent in a long line of researchers to collect specimens in the Saltville Valley. This year is the 50th anniversary of a Virginia Tech agreement with the Smithsonian Institution to excavate and study specimens found here in the 1960s, including a 7-foot-long section of mastodon tusk.

Scientific digs began much earlier, in 1917, when a collapsed industrial salt well revealed a rich layer of prehistory that drew the attention of the Carnegie Institution. The town’s Museum of the Middle Appalachians, which now oversees the digs, is planning to celebrate next year with a centennial symposium, executive director Janice Orr said.

But accidental finds go back at least to the 18th century, and possibly much further.

In a letter dated 1782, Arthur Campbell wrote to Thomas Jefferson, former Virginia governor and future U.S. president, about the discovery at Saltville of the bones of a “large jaw tooth of an unknown animal lately found at the Salina in Washington County.”

MUSEUMS AND MAPS?

The Smithsonian used to have a dinosaur outside of the museum. I was missing a child from a field trip. He had been mesmerized by the dinosaur and climbed it. He could not get down. I spotted him from the bus and a parent went to help him climb down. That dinosaur is no longer available to climb.

WHO  WHAT  WHERE  WHEN AND WHY?

Those are the questions we asked.

Where in the world did the dinosaurs live? Here and a global map

Where in the US did the dinosaurs live? Here

You can learn a lot studying paleobiology at this Smithsonian web site. Here

Who can teach me more about dinosaurs?

What are ten things Kids need to know about dinosaurs?Here

Why do we care about dinosaurs? What are the known dinosaurs?

What did they eat? 

The first blockbuster movie that influenced my teaching was about dinosaurs, I was about Jurassic Park. I had never been interested in them but I had to rise to the challenge and fit the interest of those who loved the big beasts. First, I had to see the movie and then think of ways to add, augment, share , expand their knowledge in meaningful ways. The movie is online at Amazon Prime ( the whole movie).

Jurassic Park ( the movie)https://www.youtube.com/watch?v=f5C7dqrAItM

I also needed to share the movie experience with the students who had not seen it and make available the book and the many books and magazines about dinosaurs.

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You may not know what the learning places and museums have to offer you and your children or students. Take a planning trip there. See how they do outreach. Talk to them.

I explained to a group of interested people that 2 field trips a year were often the most that children could take and suggested use of some of the budget for a bus. Or to do outreach to the school. My school scheduled a Museum bus on Saturdays for parents and students.

I also wrote grants and requests for field trips , movies, and realia for the classroom. Virtual field trips are good, real ones are good , a combination with Skype is good.

Museums have gone digital and they have much to share online.

https://learninglab.si.edu/news/creative-introduction-into-geography

Smithsonian

There are many experiences that are virtual

Walking with Dinosaurs

Virtual Reality Dinosaur Game

Dinosaur Art ( K-3)

High School   Geniversity ( Build a Dragon)

http://geniverse.concord.org/geniversity/

 

 

 

 

 

In the Digital Age, Digital Equity is an Essential

Excerpt by Larry Irving /Fast Forward by Bonnie Sutton

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The day America married the Internet

In 1993, the Internet was the province almost exclusively of scientists and hobbyists, with only about 2 million users worldwide. U.S. President Bill Clinton and Vice President Al Gore saw huge potential in connecting all of the United States to the Internet.

They believed that a robust Internet would provide immeasurable benefits to the U.S. economy, would create jobs and would improve the provision of critical services to the American public, including education, healthcare, library services, public safety and government information and data.

As importantly, they believed that the Internet could spur needed private-sector investment and innovation in both the underlying infrastructure and in the platforms, applications and services that would ride on that infrastructure.

They were right on all counts.

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The vision

“Imagine you had a device that combined a telephone, a TV, a camcorder and a personal computer. No matter where you went or what time it was, your child could see you and talk to you, you could watch a replay of your team’s last game, you could browse the latest additions to the library, or you could find the best prices in town on groceries, furniture, clothes — whatever you needed.”

The above paragraph was the opening paragraph of the Agenda for Action — 20 years ago. It was an eerily accurate vision of a then-distant future. Sometimes having a coherent vision helps propel progress. The administration knew where it wanted to go and knew it needed a plan to drive the progress required to get there.

The plan

The Agenda for Action laid out a series of principles and proposed actions to support them. Virtually all of those principles remain the cornerstones of the United States’ domestic and international technology policies today.

The Agenda for Action stated a strong preference for private-sector development and deployment of the Internet. The administration felt it important to state that preference clearly and unequivocally because of fears that the government would attempt to build the Information Superhighway using public dollars.

In light of the U.S. government’s efforts at that time to encourage increased investment in our domestic infrastructure and to promote privatization of telecommunications networks abroad, the administration clarified its preference for private-sector investment to build the Internet, supported by tax and regulatory policies that would promote an investment-friendly environment.

The Agenda for Action presaged virtually every major policy debate surrounding the Internet and delineated a comprehensive policy approach that protected the rights of consumers while also providing increased certainty for industry and innovators by calling for the following: extending our historic commitment to universal service to the Internet; seamless, interactive user-driven operation of the Internet; information security and network reliability; improved management of wireless spectrum; protection of Intellectual property rights; and increased coordination with state and local governments and with other nations to ensure that the Internet would be fully global.

Looking back today, President Clinton and Vice President Gore got much right. Their vision for the Internet was realized more quickly and more completely than any of us had any right to expect.

Reading the Agenda for Action today, the administration accurately predicted the power of the Internet to increase access to information and to be a key economic driver. As importantly, the administration provided a forward looking and flexible policy template that would underscore the growth of the internet over the following decades.

The astonishing growth of the Internet in the mid-1990s was driven in large part by the innovation, talent, ingenuity and passion of many in the private sector, principally the Internet pioneers in Silicon Valley and other creative centers, as well as the Internet service providers who built the physical networks.

It is unlikely that the Internet’s growth would have been as explosive or that we would have seen as much early acceptance and adoption domestically and internationally without the administration’s leadership and use of the bully pulpit to drive policy prescriptions and procurement efforts designed to support and encourage private-sector investment and innovation.

At a time of increased skepticism about the role of government and widespread derision of visionary leaders, it’s important to note that sometimes the government and its leaders get it right. The United States and the world is at another inflection point today as wireless technology, the Internet of Things, cloud computing, social networks and data analytics become drivers of economic and societal changes.

Revisiting or restating fundamental policy principles to ensure that they provide an environment that will promote investment while also protecting the rights of consumers would seem to be as necessary today as it was 20 years ago.

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Advances in information technology (IT) are reshaped the U.S. labor market. The demand for workers who can read and understand complex material, think analytically, and use technology efficiently will continue to increase. Congress established the 21st Century Workforce Commission to assess current and future demand for IT workers and the education and training needed to fill IT jobs. By conducting field hearings and site visits and reviewing pertinent research, the commission identified nine keys to success that leaders at all levels can apply to build a highly skilled workforce prepared for high-technology job opportunities in the 21st century. The keys are as follows: (1) building 21st century literacy; (2) exercising leadership through partnerships; (3) forming learning linkages for youth; (4) identifying pathways to IT jobs; (5) increasing acquisition of IT skills; (6) expanding continuous learning; (7) shaping a flexible immigration policy for skilled IT workers; (8) raising student achievement; (9) and making technology access and Internet connectivity universal. During its work, the commission found many examples of how stakeholders at all levels exerted the leadership to put the keys into practice. (Ten tables/figures are included. Concluding the report are a list of the commission members and 85 endnotes.) (MN)

Fast Forward 2016   Are We A Nation of Opportunity for All? Not Yet!!

We still need a plan to engage, inform, educate and create possibilities for all communities.

In the Digital Age, Digital Equity is an Essential

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 NCDE  Puts forward an Action Plan

We are , in America still trying to solve the problem of the Digital Divide. EDC has allowed us to have a solution. Not to talk about the latest tool, or gadget or even coding.

HOW DO WE SOLVE THE DIGITAL DIVIDE?

Not in an hour to talk about problems, but a whole day to define, to work across communities , schools, libraries, businesses, teacher groups and government to find solutions and to learn from each other.

Dr. McLaughlin  shared thoughts as a framework for our discussions

 Principles for Designing and Evaluating Digital Equity Investments and Initiatives

They were well focused on achieving not only digital equity but also locally determined economic, educational and social impacts.  fostering digital equity not just for its own sake but for its critical contributions to other more fundamental locally determined priorities for equity, social justice, and well-being.

 

Systemic- providing equitable( free or low cost) access to the full array of essential resources for digital inclusi0n, lifelong learning, workforce development and economic opportunity including:

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-broadband

-computing devices with keyboard ( and assistive devices for those with disabilities}

-multilingual tech support

-librarians skilled in guiding learners to high quality content and tools, keyed to their learning priorities

-low interest financing (or full subsidies) for gamilies with weak or no credit so that when devices are not free they can afford to finance them and still support their families

-educational and productivity apps and software

-open and “Deep Web”educational resources that are universally designed.

The initiative will publish, share videos and the outcome ideas of our Digital Equity Symposium

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The National Coalition for Digital Equity will publish these in greater detail the outcomes of the symposium.

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Mummies? Egypt?What Can We Learn?

IMG_9840I have traveled to Egypt by thought, by reading, by books, by lectures in geography and by invitation of a friend. My quest was to visit the museum of antiquties in Cairo. Before the newest of technology, I had a laser disc of a mummy, and how they prepared it and like many others , I had done a lot of reading about Sir Howard Carter and his discovery. I also followed an archaeologist on television to see them examine new sites and try to identify new mummies, or tombs.  In school for students I had a remarkable book to use with various movies and videos , by David McCauley.

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Amazon.com Review
When children catch their first glimpse of a pyramid, a sea of questions inevitably tumbles forth. “Why are they shaped like that?” “How were they made?” “Who made them?” “What were they used for?” Perplexed adults can sigh with relief now that David Macaulay has found a way to thoroughly answer all those deserving questions. His exquisitely crosshatched pen-and-ink illustrations frame the engaging fictional story of an ancient pharaoh who commissions a pyramid to be built for him. With great patience and respect for minute detail (not unlike the creators of the early pyramids), Macaulay explains the sometimes backbreaking tasks of planning, hauling, chiseling, digging, and hoisting that went into the construction of this awe-inspiring monument. Just when the narrative teeters on the edge of textbook doldrums, Macaulay brings us back to the engaging human drama of death and superstition. This respectful blending of architecture, history, and mysticism will certainly satiate pyramid-passionate children as well as their obliging parents. ALA Notable Book. (Ages 9 and older) –Gail Hudson —

Talk about engineering!! STEM and STEAM

 

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A poor person’s mummy..

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The Egyptian and I.

Better than that I had large cardboard depictions of the things that Sir Howard Carter found. While in New York, a man in a fez bowed to me and called me a daughter of Egypt , handing me a rose. It may have been flattery but he was visiting a New York Museum and so we talked a bit . I have been studying about Egypt since I was eleven years old and heard about King Tut. Well let me revise that. I was often sent to the library in my Catholic school to read and I found these books about archaeology. They fasscinated me. He sent these huge , beautiful cardboard placards done in gold and blue. They were museum quality and I taught with them.

I was afraid of mummies, but there was a scientist who went ot Egypt who lived near my home. It was rumored that he had a mummy at the top of his apartment building and we kids went to see. It was a mummy. We were speechless and scared all at the same time. We never asked questions as we did not know him.

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The mummy  , or what I saw was I think the case of a mummy. My imagination set in and so my quest to learn about the geography of Egypt,the mummies and Hierogyphics began.

 

Definition of hieroglyphic
1
: hieroglyph
2
: a system of hieroglyphic writing; specifically : the picture script of the ancient Egyptian priesthood —often used in plural but singular or plural in construction
3
: something that resembles a hieroglyph especially in difficulty of decipherment

Source : Merriam- Webster ( online 2016)

There was in Old Town Alexandria, in an alley a shop of Egyptology. I went there and studied how to make papyrus, and ordered a gold hieroglyph , and studied astronomy using Egyptian science. You can convert your name to a hieroglyph here

WRITE LIKE AN EGYPTIAN

Write your name in a hieroglyh and make a cartouche.

EAT LIKE AN EGYPTIAN

Archeological discoveries have told us much about how ancient Egyptians worshiped, celebrated and mourned. But these scientific finds have also provided tantalizing clues about how–and what–this complex civilization ate. From grains like emmer and kamut to cloudy beer and honey-basted gazelle they dined sufficiently.

Bread and beer were the two staples of the Egyptian diet. Everyone from the highest priest to the lowliest laborer would eat these two foods every day, although the quality of the foods for the priest would undoubtedly be higher. The main grain cultivated in Egypt was emmer. Better known today as farro, emmer happens to be a fairly well balanced source of nutrition: it’s higher in minerals and fiber than similar grains. Breads and porridge were made from the grain, as well as a specially devised product that modern-day archeologists call “beer bread.”

Beer bread was made from dough that used more yeast than normal breads, and it was baked at a temperature that didn’t kill off the yeast cultures. Brewers crumbled the bread into vats and let it ferment naturally in water. This yielded a thick and cloudy brew that would probably disgust our modern palates. But it was also nourishing and healthy, and filled in many nutritive deficiencies of the lower-class diet.

But ancient Egyptians did not survive on carbohydrates alone: Hunters could capture a variety of wild game, including hippos, gazelles, cranes as well as smaller species such as hedgehogs. Fish were caught, then salted and preserved; in fact fish curing was so important to Egyptians that only temple officials were allowed to do it. Honey was prized as a sweetener, as were dates, raisins and other dried fruits. Wild vegetables abounded, like celery, papyrus stalks and onions.

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Although no recipes from the times remain, we have a fair idea of how the Egyptians prepared their food thanks to dioramas and other objects left in tombs. Laborers ate two meals a day: a morning meal of bread, beer and often onions, and a more hearty dinner with boiled vegetables, meat and more bread and beer.

Nobles ate well, with vegetables, meat and grains at every meal, plus wine and dairy products like butter and cheese. Priests and royalty ate even better. Tombs detail meals of honey-roasted wild gazelle, spit-roasted ducks, pomegranates and a berry-like fruit called jujubes with honey cakes for dessert. To top it all off, servant girls would circulate with jugs of wine to refill empty glasses: the perfect end to an Egyptian banquet.

It was fun to let children make their own hieroglyphs. To translate their name as a scribe might have done.

 

Today in Pennsylvania students and teachers can do a virtual field trip from the classroom. It is one of several that are offered to schools.

Mummy Makers: (Grades: 5 – 9)
Students will learn how and why ancient Egyptians mummified their dead by stepping into the role of apprentice to an ancient Egyptian embalmer! Using fabricated mummies, students will explore the artificial mummification process as they prepare Mr. Ulysses Penn for his journey to the afterlife. This workshop uses life-like mummies.

Here are some of the things we learned.

Ancient Egyptians believed in an afterlife, a real and beautiful place, where they played and lived after they died. To enjoy your afterlife, you couldn’t just die. You had to prepare. To achieve immortality, you had to satisfy some requirements.

Requirements:

(1) Your name had to be written down. You had to have your name written down somewhere, the more places the better. If it was not written down, you disappeared.

(2) You had to pass the Weighing of the Heart. You had to pass the weighing of the heart test in the Hall of Maat. Your heart was weighed against the weigh of a magic feather. If your heart was light, because you had lived a good, hard working, caring life, the scale would balance, and you would go to heaven. If it did not, well, that was another story.

(3) You had to have a preserved body. Another thing you needed to move on to the afterlife was a preserved body. One way to preserve the body of a person who had died was to dry them out and wrap them up with linen bandages. That process was called mummification.

You needed a preserved body so that your Ba and Ka, the two pieces of your soul, could find their way home at night back to your tomb. Without a body, the Ba and Ka would get lost. And they would no longer be able to reach the heavenly Land of Two Fields.

The poor placed the bodies of their dead relatives out in the desert sand. The bodies dried naturally in the sun. That was a perfectly good system. It assured the dead a place in the afterlife (provided their heart was light from doing lots of good deeds while they were alive, and their name was written down somewhere.) If they had a light heart, they would pass through the field of reeds and reach their afterlife. (The field of reeds is what the ancient Egyptians called death.)

The rich could afford to be more fussy. They hired professional mummy makers, to help them look their very best.

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These are from the British Museum.

 

The Kennedy Center had a booklet to tell us how to live, make music , make a flute, etc. and to make bread.

A teacher had an extensive website

We used it to do project based learning and thinking about Egypt.

He created a website for teachers to give them background

From The Smithsonian Anthronotes

The Egyptian Afterlife: What to Take with You and Why
Bryan, Betsy M. (2012)
Objects made for and placed in burials were a significant part of a proper Egyptian entombment and demonstrate the belief that life’s activities continued into eternity; for chronology of dynasties and dates mentioned in  this paper.

What Egyptians Took to the Afterlife
There are more than a few similarities between the ancient Egyptian religion, and our modern religions of today. However, a belief that you “could take it with you” is a prime difference. In fact, they thought the dead could take a considerable number of items with them.
What Egyptians Took to the Afterlife
In many cases, the king who were buried in the Valley of the Kings, as well as high officials and others began stocking their tombs with good long before their death. Our knowledge of what they attempted to take with them comes mostly from the intact tomb ofTutankhamun, but there is an abundance of other evidence, including remnants from the tombs of Tuthmosis III (KV 34),Amenophis II (KV 35), Tuthmosis IV (KV 43), andHoremheb (KV 55).

Ancient Egyptian Map 11

Other tombs have provided a few items, and in some tombs such as Sethos II (KV 15), we even have wall illustrations of items placed in his tomb.
In many cases, the king who were buried in the Valley of the Kings, as well as high officials and others began stocking their tombs with good long before their death. Our knowledge of what they attempted to take with them comes mostly from the intact tomb of Tutankhamun, but there is an abundance of other evidence, including remnants from the tombs of Tuthmosis III (KV 34), Amenophis II (KV 35), Tuthmosis IV (KV 43), and Horemheb (KV 55). Other tombs have provided a few items, and in some tombs such as Sethos II (KV 15), we even have wall illustrations of items placed in his tomb.
In the Valley of the King, burials usually included the mummified body of the king, which was placed in a series of coffins nested one inside the other and placed in a stone sarcophagus. The sarcophagus was most often surrounded by gilded wooden shrines. But there were also many other items, including magical items to assist the dead king, and a variety of mundane objects for his use.
The mummy itself was prepared with various items to protect and sustain the king in the netherworld. While some funerary items were very beautiful, items such as the mask had specific purposes. The face mask, a sculpture of the king’s own face, allowed him to be recognized by the deities in his death. Other items found on the mummy included various amulets, such as heart amulets and vulture amulets placed around his neck, all of which were to protect the king from specific threats.
Read more: http://www.touregypt.net/featurestories/equip.htm#ixzz40XtAcxeX