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/

 

 

 

 

 

Creating Opportunity for All

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 CS is a “new basic” skill necessary for economic opportunity and social mobility. By some estimates, just one quarter of all the K-12 schools in the United States offer CS with programming and coding, and only 28 states allow CS courses to count towards high-school graduation, even as other advanced economies are making CS available for all of their students. The White House aims to change that. There is a new initiative.

Why?

The Opportunity

Providing access to CS is a critical step for ensuring that our nation remains competitive in the global economy and strengthens its cybersecurity. Last year, there were over 600,000 tech jobs open across the United States, and by 2018, 51 percent of all STEM jobs are projected to be in CS-related fields. The Federal government alone needs an additional 10,000 IT and cybersecurity professionals, and the private sector needs many more. CS is not only important for the tech sector, but also for a growing number of industries, including transportation, healthcare, education, and financial services, that are using software to transform their products and services. In fact, more than two-thirds of all tech jobs are outside the tech sector.

How Do We Prepare Students? Teachers ? The Community?

One of the problems is the lack of access, interest and the knowledge of computational thinking and learning and math. There also has been a limited supply of well trained teachers for all. Most of us are aware that there are teachers in rural, urban, tribal, minority based poor communities who don’t have a computer teacher anywhere near a school. There may be teachers who are available in after school program. The Coding week also gives some impetus to making a change but sadly , it may be only for that week. It is an excellent start. It is a way to get things rolling.

Computational thinking and cyber learning and math… we must start at the lower levels to be able to graduate those with the skills that they will need to meet a high school computer teacher.

Coding?Coding in the Classroom: What is Coding and Why is it so Important?

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Computational Thinking?
“Computational Thinking is the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent.”

Cuny, Snyder, Wing

Say it again? What was that?

Computational thinking is a way of solving problems, designing systems, and understanding human behavior that draws on concepts fundamental to computer science. To flourish in today’s world, computational thinking has to be a fundamental part of the way people think and understand the world.

Computational thinking means creating and making use of different levels of abstraction, to understand and solve problems more effectively.

Computational thinking means thinking algorithmically and with the ability to apply mathematical concepts such as induction to develop more efficient, fair, and secure solutions.

Computational thinking means understanding the consequences of scale, not only for reasons of efficiency but also for economic and social reasons.

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There have been people working in this field for a very long time with limited success.  One must thank people like Henry Neeman, R.N. Panoff , Concord.org and those who sought to broaden engagement to all with limited resources. Scott Lathrop has certainly impacted broadening engagement.

Fortunately, there is a growing movement being led by parents, teachers, states, districts, and the private sector to expand CS education. The President’s Computer Science for All Initiative builds on these efforts by:

Providing $4 billion in funding for states, and $100 million directly for districts in his forthcoming Budget to increase access to K-12 CS by training teachers, expanding access to high-quality instructional materials, and building effective regional partnerships. The funding will allow more states and districts to offer hands-on CS courses across all of their public high schools, get students involved early by creating high-quality CS learning opportunities in elementary and middle schools, expand overall access to rigorous science, technology, engineering and math (STEM) coursework, and ensure all students have the chance to participate, including girls and underrepresented minorities.
Starting the effort this year, with more than $135 million in investments by the National Science Foundation (NSF) and the Corporation for National and Community Service (CNCS) to support and train CS teachers, who are the most critical ingredient to offering CS education in schools. The agencies will make these investments over five years using existing funds.

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Early exposure and interest

Calling on even more Governors, Mayors, education leaders, CEOs, philanthropists, creative media and technology professionals, and others to get involved. Today, Delaware, Hawaii and more than 30 school districts are committing to expand CS opportunities; Cartoon Network, Google and Salesforce.org are announcing more than $60 million in new philanthropic investments, and Microsoft is announcing a fifty-state campaign to expand CS; and Code.org is announcing plans to offer CS training to an additional 25,000 teachers this year.

We still need parents and the communities to grasp the important of this project and to sign on. The initiatives mean nothing if schools don’t step up to the challenge. Has your school accepted Connect.Ed?IMG_0078

StarStuff, StarWars, StarPupils

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A friend recently posted a picture of her boy, reading. He was invited by the movie “Star Wars” to read. I loved it seeing that science fiction, the story, has become of interest to students. The Challenger Center , NASA and The Planetary Society have resources to share.

I would start using the Star Wars coding. This is the link, with choices of language and maybe later a bunch of video films. It is fun to build your own game.

The Challenger Center is located in various geographical areas. The curriculum is awesome. I like to teach the curriculum pieces that feature Mars. The movie, The Martian is of interest too, to build on interest. In case you have not seen it , this is a quick synopsis.

When astronauts blast off from the planet Mars, they leave behind Mark Watney (Matt Damon), presumed dead after a fierce storm. With only a meager amount of supplies, the stranded visitor must utilize his wits and spirit to find a way to survive on the hostile planet. Meanwhile, back on Earth, members of NASA and a team of international scientists work tirelessly to bring him home, while his crew mates hatch their own plan for a daring rescue mission. It’s a story.

Build your own Moon

An online game that allows players to build their own moon and sculpt its features has won big praise in science art competition.

The game, called “Selene: A Lunar Construction GaME,” measures how and when players learn as they discover more about how the Earth’s moon formed and, by extension, the solar system. It received an honorable mention in the 2012 International Science & Engineering Visualization Challenge, the journal Science announced today (Jan. 31).

As players experiment with the game, they learn more about one of the easiest heavenly bodies they can study, Selene developers said.

Here is the game.

http://selene.cet.edu/default.aspx?page=Selene

Group Activities?

As the students explores there are these other sets of information. The Mars Survival Kit 

The kit is for lower grades, …and then there is Marsville . This was so fascinating , a principal who was not in love with hands on science, .. could not resist and joined us in exploring building Marsville. What is Marsville?

Marsville (Grades 5-6) challenges students to create a colony of habitats as they prepare for a simulated mission to Mars.  Academic content including mathematics, science, engineering, communication and the arts is incorporated into a series of individual and group activities as students work through a series of tasks to solve specific biological and social problems in order to design life support systems.

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A Marsville Village.

This is project based learning. You can add it as a special activity to your curriculum.I like the innovation , the problem solving and the building of habitats. I taught it as a Gifted and Talented unit, but the students decided to share it with the neighborhood. It is a fun  learning activity.315827867_432c1f761b_o

During Marsville Link-Up Day, problem-solving and critical thinking skills are emphasized during the final culminating activity where students physically create their Marsville Habitat.  The crews convene at “Mars” (hosting NJ colleges and/or schools) wearing their uniforms and packing lunches according to specific guidelines.  Teams work within their habitat to cooperatively erect their “bubble” which is made of construction plastic and duct tape and inflated by the air pressure from a floor fan.  Team members share their life systems with other team members within their habitat along with solutions to a crisis to their colony and then, complete a Celestial Questial traveling to other habitats to learn how those life systems operate.  Finally, the teams end the day completing their mission logs and receiving “Astronaut-Candidate” certificates of recognition for their efforts.

If this seems too daunting to you , and you just want to please and have an individual student learn. You can have a student construct a moon habitat.

If you never studied space science education, you can start with students here.

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Mars City Alpha is a upper grade event that is great to do, if you have a class to do it with.

 

Ways to Integrate The Topic Of Mars In Your Classroom ( from NASA)

Use a Mars Mission as a Current Event
Typically, the information sources for current events are printed materials, television, radio, and the Web. Occasionally, teachers are able to schedule presentations by people familiar with or involved in an event, and sometimes students can conduct interviews with such people. Formats to share information include bulletin boards, oral reports, student reports, and current event notebooks. Each of these methods involves students in different ways and at different levels of intensity. Below are several ways the Pathfinder mission could be used in a current events context:

  • The mission’s data and images will be used for decades by scientists researching Mars. Check newspapers and magazines for articles on the science resulting from their work.
  • There is an enormous amount of information about the mission the Pathfinder Web site, everything from the people involved to the current weather conditions on Mars to the latest results based on Pathfinder data and images to the latest images themselves. The Web site will also link you to other sites related to the mission.
  • Shows about Mars air on television or radio, and NASA’s cable and satellite channel, NASA Select, has frequent updates about its various missions. Students can take notes on a show and prepare a report based on the information presented.
  • A bulletin board is a convenient way to organize and prominently display information. You might organize a bulletin board by topics such as:
Mars Pathfinder
Life on Mars
Robotics
Mars Global Surveyor
Water on Mars
Questions About Mars
Other Space Missions
Human Missions to Mars
Future Missions to Mars

 

SOURCE: http://mars.nasa.gov/education/modules/webpages/integrationideas.htm

 

I have done all of these things.So can you!!

I was a Challenger Center Teacher.

My last visit was to the Manea Kea Visitor Center.

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Invisible Students

 

Students at SITE

This article made me think of all of the people in education who have muted voices or no voices at all. It is probably because they don’t have technology, training, money, or time to make the difference that students need. They also can’t answer the experts , or share their sorrows in education. I think of them often. When I propose a workshop or a symposium, people start to tell me about the latest , hottest trend in education. Invisible students and teachers have no power. Even visible bad assed teachers can be shut out of the conversation and shut up.

Why are teachers cloaked in invisibility? Perhaps because we only ask the professors about research and not the working teachers. There are teachers and students in the world, in the US who are still not connected, and the way to get connected in their communities is difficult to find. We talk about the Internet of Things, and they have hardly the understanding of the uses of technology that are beneficial to them. I was told that sponsors don’t really care about digital equity, I don’t believe that.

I think it is difficult to walk in the shoes of those who work in rural, distant, urban, multilingual , and minority areas, but the work is necessary to lift all boats.

Teachers?

The public perception of the job is one thing. Being a good teacher is hard work.

The recent onslaught of attacks on teachers makes some of us like turtles. We withdraw and do our magic in the classroom as we can with what we have. The attacks make us insecure, and gives us feelings of unworthiness, sadness. Joy in the eyes of a child helps to take away the pain, or the discovery that some foundation, some credible agency understands how you feel makes for a quiet smile.

I like it that Richard Cullatta resigned and was not shy in his parting shots. The article is one that most people will never see or understand. But we in tribal. rural, distant, urban, and poor, the communities of those without the access, resources, savvy grant writers, technology trained teachers, and community support know exactly what he is talking about.

In his final public remarks as director of the Office of Educational Technology for the U.S. Department of Education, Richard Cullatta had a few requests.

Please don’t scan in the same old worksheets.

Please don’t record boring lectures and put them online.

Please don’t forget the needs of low-income and minority students, many of whom don’t have easy access to digital devices, speedy Internet service and advanced classes in computer science.

*I would add please don’t forget that there are many students with reading difficulty  who think problem solving is a pain.

Culatta delivered his plea last week at National Education Week, an annual conference that was held this year at New York University’s Steinhardt School of Culture, Education, and Human Development. The outgoing federal leader spoke on a panel about teaching coding in schools, and he used most of his time in the spotlight to talk about equality. We must ensure that the rapid march of innovation does not leave certain groups of people behind, Culatta said.

He said    ‘Women and minorities are underrepresented in computer science courses in high school and college. For instance, girls make up 56 percent of all test-takers in Advanced Placement courses, but just 18 percent of students taking computer science tests, Culatta said. It doesn’t get much better in college, where women make up about 57 percent of all undergraduates, but just 14 percent of them major in computer science. ‘

“And the inequality is even more stunning for people of color. In 12 states, zero students of color took the computer science Advanced Placement exam, Culatta said. And a mere 10 percent of people majoring in computer science are black.

“That’s an incredible problem that we need to solve,” Culatta said.

There are a lot of us who are not computer science teachers. But we have had support from the Supercomputing Conference which had an education section and we learned what we could in that precious space. For a while we also learned in the conference and at Shodor.org.  Then I had a remarkable experience in the Atlas Institute , learning with Dr. Alex Repenning. We were learning scalable game design. He knows how to teach teachers who are NOT computer science teachers.  ”

Sadly in the infrastructure of boards, and meetings , and groups who decide what goes on in education and who present in education we are an invisible force if present at all in the education  groups.

ADVOCACY

 

IMG_0078I learned as many others did at NASA, with the National Geographic Education Institute and alliances, with Earthwatch and the Jason Project. We teachers got to meet  Bob Ballard, Bill Nye, and a number of astronauts and scientists .

 

I had the power of the George Lucas Educational Foundation. When people were talking about Star Wars , they did not know that Edutopia is and has been a force in education for all.

We teachers also had the power of the NEA and its advocacies for diversity. McAuliffe, selected from more than 11,000 applicants to participate in NASA’s The Teacher in Space Project, had made plans to provide lessons from the shuttle on the benefits of space travel. Christa McAuliffe was a gifted social science teacher who was dedicated to her students and to the teaching profession.

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Many of the projects in coding are absolutely wonderful. I loved weaving the Star Wars coding with reading of the books, and sharing science fiction, and NASA photographs and  art and the movies in a mashup that few children could not be attracted to.

I am pretty savvy, so I did not even break a sweat. I walked into a lab and sat down with children I had never seen. We had a great time coding. We did not limit our time to an hour. We did various things in about 4 hours, and the kids wanted to stay longer.

*I am not in a classroom because I am a very experienced in technology and was asked to leave or give up technology during NCLB. So I left and became a consultant.

 

And then there is Cyberlearning.   But, but.. without regular access how do we develop the skills, and deep learning. How sad it must be to understand the Internet of  Things and to not have a learning landscape that is even good access.

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Some of the teachers need their job so badly that they just go with the flow no matter how terrible it is. It is taken for granted that the experts in the silos of higher ed know the answers. Well, some of those experts are very isolated from the people who really teach.

 

 

The Ugly Truth .. Education and the Digital Chasm

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You often wonder , if you are a professional, if the reporters who work in Washington know the ugly truth about education and the digital divide. You wait for someone to say things. But they don’t. Education in the Nation’s Capital is a horrible chasm. There are charter schools, some good , some bad. There are private and parochial schools. But the ugly truth about DC Schools has come out finally. Perhaps it took the death of NCLB to make people think?

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I am a teacher. I worked overseas in DODDS Schools. I thought, well I will go help Washington DC .. a decade or more ago. That did not work for me.The job was bigger than me in the school that I worked in. I went back , across the river to Arlington , Va. schools.There were many reasons.

Who runs DC Schools? The Congress has oversight.. and Rhee has come and gone and left people of her like mind here to carry on her legacy. Does the Mayor know education? Is big data fooling her and others?

In the Washington Post .

In D.C. schools, the racial gap is a chasm, not a crack

Opinion writer January 1

“The final page has been turned on D.C. Public Schools’ 2015 calendar. But 2016 begins with the same uncompromising problem: the school system’s huge racial achievement gap.” He writes.

“Schools Chancellor Kaya Henderson called the results of last year’s standardized tests “sobering.” ”

How about painful? How about awful? How about inadequate? How about heartbreaking to parents?

How about .. sigh.. not serving the kids who need education the most.

Colbert goes on to say “The tests, known as the Partnership for Assessment of Readiness for College and Careers exams, or PARCC,showed that just 25 percent of D.C. students in the third through eighth grades met or exceeded expectations on new standardized tests in English.

Only 24 percent met a new math benchmark.”

And that was the good news.

Were it not for white test-takers in this majority-minority school system, the results would have been even worse.

 Overall English and math proficiency rates reached 25 percent and 24 percent, respectively, only because white students, who make up 12 percent of the school system, scored proficiency rates of 79 percent in English and 70 percent in math.

And that was the good news.

Were it not for white test-takers in this majority-minority school system, the results would have been even worse.

No matter which initiative I was prepared to help schools and teachers with I was told testing, is the most important thing and that there was NO time for inserting anything new.

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Overall English and math proficiency rates reached 25 percent and 24 percent, respectively, only because white students, who make up 12 percent of the school system, scored proficiency rates of 79 percent in English and 70 percent in math.

 

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Should we talk about STEM?  Science, Technology, Engineering and Math?

No, because the reading skills of most of the students are a main difficulty. Testing tethered technology except in a few schools.

Even the director of the projects for geography at National Geographic said to me, ” Our teachers have to worry about the tests, we don’t have time for ESRI Connects..

In 2014, There were some unsettling data points: Proficiency rates among students learning English as a second language declined in both subjects and in both traditional and charter schools. Latino students’ reading proficiency rates also dropped in both sectors, while the traditional school system saw reading proficiency fall among its economically disadvantaged students.

The Facts from Wikipedia

District of Columbia Public Schools (DCPS) consists of 111[1][2] of the 238 public elementary and secondary schools and learning centers located in Washington, D.C. These schools have a grade span of prekindergarten to twelfth grade and, as of 2000, a kindergarten entrance age of 5 years old.[3] School is compulsory for DCPS students between the ages of 5 and 18.[4] DCPS schools typically start the last Monday in August. The school day is generally approximately six hours.[citation needed]

The ethnic breakdown of students enrolled in 2012 was 72% Black, 14% Hispanic (of any race), 10% non-Hispanic White, and 4% of other races. The District itself has a population that is 42% non-Hispanic White, 51% Black and 10% Hispanic (of any race).[5] Gentrification and demographic changes in many DC neighborhoods has increased the White and Hispanic populations in the city, while reducing the Black population. In 2008, DCPS was 84.4% Black, 9.4% Hispanic (of any race), 4.6% non-Hispanic White, and 1.6% of other races.[6]

Facilities reform legislation in DC has led to many school openings and closings.

Can you see where this is going?

Think of all the museums, the learning institutes, the teaching initiatives like. Connect Ed  … do you really think those programs were enacted?

https://www.whitehouse.gov/issues/education/k-12/connected

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Every kid in a park? Did the schools respond to this program? I did go on a program with teachers from the National Geographic Alliance. We toured DC parks.

What do you think?Washington is full of parks and places to learn.Many of the students have never been to a lot of these places. There are wonderful teacher workshops.

When I was observing education in Russia,  I learned that there are after school initiatives that are a part of the school program.

CODING ?

Did the students code? I hope there were classes that did.

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A few groups of people who did coding and who do more every Saturday, but they are not allowed to work in the schools. Again, the basic skills levels and testing  may create a problem. One thing I was able to do was to work all day, and several Saturdays with groups that worked with Dr. Jesse Bemley. Dr.Bemley works with the support of Office of the Chief Technology Officer (OCTO) is the central technology organization of the District of Columbia Government. OCTO develops, implements, and maintains the District’s technology infrastructure; develops and implements major enterprise applications; establishes and oversees technology policies and standards for the District; provides technology services and support for District agencies, and develops technology solutions to improve services to businesses, residents and visitors in all areas of District government.

Dr. Bemley reaches out to the students. and provides supercomputer connectivity in a basement.

Bemley is  helping with those students to close the equity gap.

There should be more opportunities using technology to enhance the curriculum for students.

Culatta identified five opportunities to close the equity gap with technology. They include:

Opportunity #1: Equitable access to high-quality digital learning materials

The Learning Registry, which Culatta called “the human genome project” for open educational resources, is an online information network designed to organize and vet academic content for educators. It can be tapped into through various websites, such asfree.ed.gov, the Illinois shared learning resources site, or MyDigitalChalkboard from California.

Opportunity #2: Equitable access to expertise

“Too many of our students are disadvantaged purely based on the ZIP code they live in,” he said, referring to a community that had a math teacher opening for five years because it couldn’t attract anyone to the town for that job. Ed tech can fill the gap, he said.

Meanwhile, in Sunnyside, Ariz., a high school bioengineering class was able to capture the genomes of all indigenous plant life in their region, by using technology to work with a local university.

Opportunity #3: Personalized learning

“One of the least equitable things we do is to treat all students the same,” he said. Adjusting the pace and path of learning can be transformationall, he said.

Some schools are personalizing a student’s learning to the extent that his or her schedule changes each day based on what was achieved the day before, he said.

Opportunity #4 – Support planning for higher education

“There are very few tools to help [students] make that transition,” said Culatta, who touted the January Datapalooza sponsored by the White House and the Education Department, in which open data was provided to developers who created and showcased products to help with post-secondary education planning.

Opportunity #5 – Supporting accessibility

To illustrate this opportunity, Culatta showed a video of a student who is being treated for lymphoma, and attends school remotely via a robot. Students at David Posnack Jewish Day School in Davie, Fla., raised money to buy a robot for Kyle, and produced a video explaining the experience.

http://”//www.youtube.com/embed/Dd-LMvkpjsM”

Tech Equity: A Civil Rights Issue

Culatta pointed out that equity in technology was part of a recent “Dear Colleague” letterfrom the Office for Civil Rights. This was the first guidance on the issue of resource equity released during the Obama administration, and it included references to equal access to laptops, tablets, the Internet, and instructional materials.

“We consider the number of devices, the type, and their age,” Culatta said.

He called technology an accelerator that can change the world.

 

 

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Ahmed Mohamed is one student!!Why Not Support for Science and Math for All Minority Students?

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The story about the young student in Texas who made a clock lets us know that there is also a deficient in the knowledge of science within the teaching force.

What We Know About the Delivery of Science and Math for Minority Students

Bonnie Bracey-Sutton – September 19, 2015

We are not doing enough!!! Many of the initiatives that are coming from Industry are too short, too limited and do not bridge the gap. Teachers themselves may not have sufficient subject knowledge or appropriate skills because of poor quality, or lack of, teacher training.Preparing teachers with the right skills:  Teachers should be equipped with knowledge and teaching skills that can provide relevant guidance to promote effective practice and support improvement.There may be more community support for READING science than actually doing science.

Technology is an ever changing learning landscape and if one has only a little of the knowledge needed to be secure in the delivery of information, there is a problem.

SOCIAL JUSTICE AND DIGITAL EQUITY- SIG DE NOTES FOR NOVEMBER

First,  read the report from Pew on the state of science and math for minorities.
. The report was not a surprise to seasoned educators , legislators, and researchers who work with the minority groups. We have similar reports for each group.

http://www.pewresearch.org/fact-tank/2015/09/15/the-race-gap-in-science-knowledge/

Not much interest has been shown in the Pew Report that tells us
here is a significant gap in knowledge about scientific concepts along racial and ethnic lines in the U.S., according to a new Pew Research Center report released last week.

The Report states that ”When asked a series of 12 science-related questions, whites, on average, fared better than blacks or Hispanics. While the average number of questions whites answer correctly is 8.4, for Hispanics that number is lower – 7.1 – and drops to 5.9 for blacks. (There were not enough Asian respondents in the sample to be broken out into a separate analysis.)”

“Our latest findings are consistent with previous Pew Research surveys and with data from the General Social Survey (GSS) conducted by the National Opinion Research Center. These differences tend to span multiple scientific disciplines, from life and earth sciences to physics and energy-related questions.”

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In the two separate weeks before and during the report we have learned much about the needs of Hispanic learners.  http://www.edexcelencia.org/research/2015-factbook

Those of us in education know that there is a terrible gap in learning math and science and seemingly the technology has advanced the gap. While many are seeking the Internet of Things. IoT, there are rural, distant, urban and tribal students who cannot advance to the level necessary to do basic use because of factors that impede their learning. Access is a problem as noted by the FCC. Tool access and ownership are a problem, as well as the support needed to successfully use the tool or tools. Well trained teachers? We know that the best of teachers are not necessarily teaching in the areas of difficulty.Inequitable distribution of well-trained teachers is a problem and even in the groups doing broadening engagement there are few minorities involved as mentors.

 The right to education that stimulates active learning and inspires imaginations can only be a reality when the transformative power of education is fully realized, however too many children and young people – especially the disadvantaged – are leaving school without learning anything of value . 

Many of them just leave school. The dropout problem is a reality in education .

There is consistent evidence that teachers are the most important school-based factor in determining learning outcomes, second only to what children bring to school. There remains a marked deficit in both teacher numbers and teaching quality, which has an extreme impact on learning outcomes for children.

The Pew Report shares some of the problems which are not unknown in the learning communities of these children of America.

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Most American Indian children attend public schools where disparities occur both at the k-12th educational level, and at post-secondary levels. During the 2010-11 school year, there were 378,000 AI/AN (alone) students in the U.S. public school system, comprising 0.7% of the total public school population (Aud, Hussar, Johnson, et al., 2012). In comparison, during this same time period, there were 49,152 students in Bureau of Indian Education Schools (Bureau of Indian Education, 2011). The high school dropout rate for Native American students is alarming and in previous years has reflected a rate as high as 50% (Herring, 1992). More recent research indicates that American Indian enrollment, retention, and graduation rates are lower than any other ethnic group (Harrington & Harrington, 2012). While estimates show some improvement for American Indians/Alaskan Natives having earned a high school diploma or equivalent, the figures still speak to their trailing behind their Euro-American counterparts by 12% (NIA, 2011). An awareness of the constant tension for American Indians children’s experience in public schools must be acknowledged in order to address it. There is more. You can find it here.

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Lots of group are doing broadening engagement to try to reach the students. Some groups even work within the community.  But schools are another story. There are school boards, administrators, supervisors, and experts and technology teachers.. Regular teachers are at the bottom of of the pyramid. In the event at Microsoft, the presenter from DC suggested that teachers did not have TIME to be technology literate.

We know that time, exposure, knowhow and practice are important to the excellent use of technology. We know that mobile technology makes a difference but if you do your work on a phone there are restrictions. We know that many students can’t do Make Fairs because of the cost. I don’t care if the students do STEAM, Maker Faire or Hands on Science. There are many ways to make a difference in student lives. The initiatives of the White House have been wonderful. The problem is in getting the schools to adopt them and make them an important part of minority student learning.

Internet of Things? Some Are Waiting for Access to the Internet , the Tools and Well Trained Teachers

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I always smile when a reporter says, in education we have too many tools , too much of the Internet and we should cut back and enjoy our real lives. Now the report is that STEM initiatives are harmful and of course we are excluding the arts.

Most of what minorities claim in technology has to do with the arts.

What we are they talking about?

Superhero kid. Girl power concept

Our minority students have to be Super students to be successful.

I doubt that most minority community schools have truly embedded STEM into their learning landscapes.That is where I work , and these are my constituents.

If we had sufficient STEM and Computational resources and training available, why is Silicon Valley having so much trouble hiring minority workers? We who are minorities know. There are researchers who know , but it is probably news to many reporters that there are people still waiting to be on the internet ( get access) , waiting to have teachers who are schooled in using the Internet in school and who don’t have the tools. Some think that mobile devices equalize. I think a mobile device is better than nothing.

Jesse Jackson is taking on the President, saying that he is responsible for the lack of diversity. Read my lips.

We have an education problem.

NCLB decimated the layer of science learning for more than a decade simply because it was not tested. Math , the real math that scientists use? Not taught . The skills that students need to be active in STEM and working in Silicon Valley were simply not taught in many cases because of the emphasis on testing in many schools, particularly those with challenging  minority enrollments,poverty as a problem and a weak teacher base. We know that the best of teachers are not often based in the places of most need.Every Job in America, Mapped

Here is a map to show where the jobs are in America. ( Present Jobs)

http://jobs.aol.com/articles/2015/08/11/every-job-in-america-mapped/?SiteID=cbaolcompromotion_aug_11Map of Jobs in America

We know that the present jobs are not the jobs of the future. Years after the invention of the Internet there are people still out of the loop for the use of technology. What jobs are they being prepared for? A week of code will not do it. Actually , workshops are a tease, and unless instruction is sustained, posters and contests don’t do much for those who are limited in access (or who have no access).

Explore it.

It is different in different places.The elements are similar. Here is the research.

 A Vignette

Using data from the National Center for Education Statistics, the US Census Bureau and Intel’s own internal numbers, Intel  determined the market availability of men, women, African American, Hispanic, and Native American candidates, and how its workforce measured up to those numbers. According to the company’s report, it did fairly well: for instance, Intel has 19.4 percent female representation where market availability is at 22.7 percent; 3.3 percent of its workforce is African American where there is 4.5 percent availability of candidates in the market.

In other words, the main limiting factor on the presence of diverse groups in Intel’s workforce is not Intel’s policies but availability of candidates with the right skills in the workforce as a whole.

Intel is not alone.

Remember my discussion about running to catch up? We are still asking for access , well trained teachers and tools. We are not all on the Internet and the Internet of Things is becoming a discussion point.

There is a lot of research to share the difficulties that those who are not on the Internet are having.

For many of us, a life without Internet might be hard to imagine. Yet, 15 percent of U.S. adults say they never go online, according to a new study from the Pew Research Center.

The survey, published in late July, found that the offline population has been shrinking significantly since 2000, when Pew began collecting data on Internet use. Back then, 48 percent of American adults weren’t online. However, in the past couple years, the size of this group hasn’t changed too much.

In the graph below, you can see that the downward trend has flattened recently:

“We’ve seen slow but steady adoption progress among a lot of demographic groups that have historically used the Internet in low numbers, such as older adults, or those with low income and education levels,” Aaron Smith, Pew’s associate director of research, told the Huffington Post in an email. “With that said, there are definitely still disparities around this issue and Internet usage overall really hasn’t changed measurably in the last two years.”

In fact, the latest Pew survey reveals that Internet non-adoption is still largely consistent with a series of factors such as age, education, household income and race and ethnicity. The chart below breaks down the demographics of non-users based on these different metrics:

Who's Not Online?

Seniors make up the majority of Internet hold-outs by age group: About 39 percent of adults 65 and older aren’t online, compared with only 3 percent of 18- to 29-year-olds. In addition, people who lack a high school education, or whose household income is less than $30,000 per year, are also more likely to stay offline.

The Pew survey also indicated that digital gaps among different racial groups are narrowing. Back in 2000, the Internet population was more homogenous than today: 72 percent of Asian-Americans were online, compared to 53 percent of White people, 46 percent of Hispanics and 38 percent of African-Americans. Over the past 15 years, African-Americans have have seen the fastest growth, with Internet usage rates now approaching that of whites.

SOURCE: http://www.huffingtonpost.com/entry/internet-access-americans_55c8b719e4b0923c12bd69fe

I have personal experience with helping with STEM, Broadening Engagement in Supercomputing and Coding, as well as ESRI.

I most recently trained with ESRI to be able to participate in helping education communities to use EdConnect.

It is an initiative that the President backs.

child Head

EDUCATION

“If we want America to lead in the 21st century, nothing is more important than giving everyone the best education possible — from the day they start preschool to the day they start their career.”

—President Barack Obama

http://www.esri.com/connected

I trained to be a mentor and disseminator of the program. It’s free.I was told that there is not time to learn it ( there is an online course) that teachers have testing to deal with and so there is no time. A dear friend of mine told me that the computers are needed for testing and so that during most testing times, computers are not available. * Sadly , in low performing schools, there is the pre testing, the preparation for testing , and then the testing. You know it is an important problem because of the cheating problems. One principal actually killed herself based on concerns about testing.

Are you listening?

So people are talking about the Internet of things. We are not even at the Internet. So sad.

Minority students are makers. We always have been. We are good in the arts. Making the future is harder. People who have what they need rarely consider what minority students in poor schools are having to do to make a future.

NASA used to be our engine of opportunity. The press does not report on NASA as in the past, and schools don’t give permission. They have outstanding programs. Some of us have been trained in several NASA programs. It is where lots of us learned astronomy, physics, and astrophysics. Programs are outstanding, I love NASA Quest, the Challenger Center see these resources, Fly By Math, and Hubble Astronomy, IE Amazing Space.

But wait, there is more. Geography!! We talk about the world without studying it in most cases.Do we really want to throw away the fabulous resources of the National Geographic in STEM? Or not use the vast resources of the National Geographic Society? STEAM included?

How do you become an engineer if you don’t get an introduction? Just saying. We have a problem in education.

childStudy: Most K-12 schools lack engineering-centered education

Can you hear me? STEM is still needed.

Internet of Things? Well it is here. Let’s hope that some synergy happens.