Embracing the Twit(ter) in Education

Wondering if Twitter has any real value in education?  If you are reading this blog, you probably use Twitter already, but here is to just in case.  Twitter has educational value depending on how you decide to use it and if you are willing to invest the time to engage in it.  Twitter is a useful learning tool for teachers, for students, and as a medium through which teachers and students can have shared learning spaces that go beyond the physical walls of the classroom.

Things I find Twitter useful for are:
1. Following people who have similar interests that I can share and receive useful information from.  If you feel there is an information overload from the number of tweets, you can create lists to filter what information you want to see.
2. Having conversations following certain hashtags.  You could talk about education 24/7 on Twitter if you followed all the various education hashtags!
3. Complementing the use of other social media such as blogs, Pinterest, wikis, LinkedIN, Google+, and Facebook.

On a broader level, from analysing the tweets of 45 higher education academics who had over 2000 followers on Twitter, Veletsianos (2011, p.1) found seven different ways academics used Twitter.  Academics who used Twitter:

'1. shared information, resources, and media relating to their professional practice;

 2. shared information about their classroom and their students;

 3.  requested assistance from and offered suggestions to others;

 4. engaged in social commentary;

 5. engaged in digital identity and impression management;

 6. sought to network and make connections with others; and

 7. highlighted their participation in online networks other than Twitter'.

In terms of Twitter as a medium through which teachers and students interact (with each other and potentially a wider audience), there are many strategies that can be adopted.  The following two links highlight 50 ways to use Twitter in the Classroom and  50 ways to use Twitter in the College Classroom.

Now can you say that Twitter has no value in education?


Reference:
Veletsianos, G. (2011). Higher education scholars' participation and practices on Twitter. Journal of Computer Assisted Learning.

Learning Through Music

Albert Einstein said 'If I were not a physicist, I would probably be a musician.  I often think in music.  I live my daydreams in music.  I see my life in terms of music.'  
It is not difficult to see why Einstein would think about being a musician if not a physicist.  There is plenty of overlap between science and music, from playing the music to actually understanding the scientific principles embedded in an instrument and how our ears hear it.  Luckily (but not always depending on your taste!), many people have attempted to be both a scientist and a musician, and looked to blend the two.  Music and/or rhymes can be a fun way to learn things.  I used to play 'Phases of the Moon' in Astronomy talks at schools and kids of all ages loved it and wanted to know if they could watch it at home.  Below are five songs (including Phases of the Moon) that could engage more students in science.  Better still, why not get students to make their own rhymes or songs related to some area in science?  Who knows, it could be a youtube hit or at the very least a bit of fun learning between classmates.

Laws of Motion Rap

Meet the Elements

Phases of the Moon

Scientific Notation

The Elements Song

If you like these songs you can check out more at: 
Physics Songs, 
Rhyme N' Learn, 
Science Song and App List, and
Sing About Science. 
 .

The Pearly Gates of School

School in the early 1900s

The Museum of Wellington City and Sea has a small exhibit dedicated to education in the late 1800s/early 1900s in New Zealand.  The exhibit sets out very clear demarcations between 'In the Classroom' and 'Outside the Classroom'.  Firstly, 'In the Classroom' involved strict discipline, generally enforced through the use of a cane or a strap. Teaching was done by rote, having students recite things word-for-word after the teacher, taking notes with a slate and a scribe.  Class sizes reached up to 90-100 kids in town and city areas, such was the growing demand for education. Secondly, 'Outside the Classroom'  involved childrens' activities such as ludo, snakes and ladders, spinning tops, mechanical wind-up toys, making and using slingshots, playing with dolls, etc.  The exhibit noted that 'Crazes came and went' in relation to the activities that children were involved in.

It is interesting to consider the demarcation of 'In the Classroom' and 'Outside the Classroom', particularly in relation to many contemporary education arguments that focus on such a divide, for example, using moblile phones in schools, using social media in schools, or even using computers in schools. Should such technologies or social media be viewed as just 'Crazes' coming and going and/or as things that belong 'Outside the Classroom'?

New technologies have often been hailed as having the potential to change or even 'revolutionize' classrooms, but have often only been adopted superficially (Cuban, 1986).  Over the last 100 years schools have in many ways stayed the same in the classroom with teacher-centred pedagogy, despite many things changing outside the classroom.  Technologies have been adopted, but the technologies that teachers have adopted (markers replacing chalk, whiteboards replacing blackboards (interactive whiteboards in better off schools!) and paper replacing slates) ‘have been simple, durable, flexible, and responsive to teacher-defined problems in meeting the demands of daily instruction’ (Cuban, 1986, p.58). These 'teacher-defined problems' have mostly been defined in relation to teacher-centred classrooms.


There has been recent optimism about the potential of various technologies and social media in education to enhance more student-centred approaches, but issues of technology infrastructure, cyber bullying and other internet safety issues have been used as a crux for some to avoid engaging in sufficient discussion on the potential of such mediums for education.  “Moral panics are a common reaction to teenagers when they engage in practices not understood by adult culture. There were moral panics over rock and roll, television, jazz and even reading novels in the early 1800s.” (Boyd, 2006).  It is of course important that youngsters engage in appropriate behaviour online and moral panics are understandable.  However, such moral panics should be carefully reflected on and people should look to become more informed on such issues, rather than locking up and throwing away the key.  Importantly, it is not moral panics that should guide decisions made on the use of new technologies/social media in schools.

Not much has changed in a 100 years in the classroom, but there are questions for what will happen in the next 100 years.  Will tablet computers replace paper?  Will interactive whiteboards develop 3D capabilities?  Will schools still exist? If the last 100 years are anything to go by and teacher-led pedagogy continues to dominate, the answer to the previous questions would be yes.  Change will occur but only superficially.  Schools need the demarcation of 'In the Classroom' and 'Outside the Classroom', because otherwise...there would be no school. My hope, however, is that the gatekeepers allow more things 'In the Classroom' than 'Outside the Classroom', especially more student-centred approaches.  





References

Boyd, D. (2006) Identity Production in a Networked Culture: Why Youth Heart MySpace,
http://www.danah.org/papers/AAAS2006.html
Cuban, L. (1986) Teachers and machines: the classroom use of technology since 1920, New York: Teacher College Press.

Letter to a Teacher

The book 'Letter to a Teacher', first published in 1969, was written by eight students from the school of Barbiana.  Barbiana is an all-boys school located in a poor, remote, and mountainous region in Tuscany.  In the book the students describe their school and provide a personal and emotional, but well-supported critique of the Italian compulsory school system, particularly in relation to how the poor are treated.  The book is overflowing with astute insights that provide much food for thought to not just educators, but everyone.  I would highly recommend people to read the book.  I have selected 25 quotes/paragraphs from the book that I found interesting and may provide encouragement to read the book. When the narrator refers to 'you' he is talking to a teacher.  Which number gets you thinking?

1. “You kept them at the search for perfection. A useless perfection, because a boy hears the same things repeated to the point of boredom, but meanwhile he is growing up.  Things stay the same, but he is changing.”
2. “Languages are created by the poor, who then go on renewing them forever. The rich crystallize them in order to put on the spot anybody who speaks in a different way. Or in order to make him fail exams.”
3. “Examinations should be abolished. But if you do give them, at least be fair… What makes you do it? Is it for the good of the students?”
4. “That is the most upsetting aspect of your school: it lives as an end in itself.”
5. “To be a happy student in your schools you have to be a social climber at the age of twelve. But few are climbers at twelve. It follows that most of your young people hate school.  Your cheap invitation to them deserves no other reaction.”
6. “Better an old-fashioned teacher than one who thinks he is modern because he has changed the labels.”
7. “People who get no criticism do not age well.  They lose touch with life and the progression of events.”
8. “You keep telling yourselves how well educated you are. But you have all read the same books. Nobody ever asks you anything different.”
9. “The Cocksure Teacher: Others may have done similar research before us. They must be the kind of people who can't translate their findings into plain language.  We haven't read their findings. Neither have you teachers.
   
   And so none of you has a clear idea of what really goes on inside the schools.
   
   We mentioned this to a teacher visiting our place. He was mortally offended: 'I have been teaching for thirteen years. I have met thousands of children and parents. You see things from the outside. You don't have a deep knowledge of the problems in a school.'
   
   Then it is he who has a deep knowledge - he, who has only known pre-selected boys.  The more of them he knows, the more he goes off the track.”
10. “Schools have a single problem. The children they lose.”
11. “For her, one boy - out of thirty-two - is just a fraction. But for the boy a teacher is much more. He had only one teacher, and she threw him out.”
12. “Children born to others do appear stupid at times. Never our own.”
13. “'I did not chase them away, I just failed them. If their parents don't see to it that they return, that's their worry.' But Gianni's father went to work as a blacksmith at age twelve and did not even finish the fourth year level of schooling.”
14. “So far you have run your class obsessed by the school bell, and with nightmares about the curriculum to be covered by June. You haven't been able to broaden the horizons, to answer the curiosity of your young people or to carry any argument to the very end.”
15. “Let us try to educate our children to a higher ambition. To become sovereigns.”
16. “The fruit of a selective system is a bitter fruit that will never ripen.” 
17. “All you do is keep your eye on the system as it is; but you never really evaluate it.”
18. “Teaching is the kind of profession that attracts many who really don't like it at all. Increase the hours of work and all of them will drop out.”
19. “When university graduates criticize the school and call it sick, they forget that they are products of it.  They fed on this poison up to the age of twenty-five.”
20. “The way pedagogy is taught today, I would skip it altogether - although I'm not quite sure. Perhaps if we go deeper into it, we could decide whether or not it has something to say. We might discover that it says one thing and one thing only. That each boy is different, each historical moment is different, and so is every moment different for each boy, each country, each environment, and each family.
    
    Half a page from the textbook is all that is needed to explain this; the rest we can tear up and throw away.
    
    At the school of Barbiana not a day went by without its pedagogical problem. But we never called it by that name. For us, it always, had the name of a particular boy. Case after case, time after time.”
21. “The theory of the genius is a bourgeois invention. It was born from a compound of racialism and laziness.”
22. “You never asked me questions about such things. On my own, I would never speak out about them. But your young gentlemen could go on asking, with angelic faces, about all sorts of things they already knew. And you would keep encouraging them: 'What a clever question!'  A comedy useless to everyone concerned. Harmful to those bootlickers. Cruel to me, who was unable to be good at that game.”
23. “You were destroying every single ideal I had, with the blackmail power of that diploma you have in your hands.”
24. “Slowly the truth will emerge from beneath the hatred. The work of art is born: a hand held out to your enemy so that he may change.”
25. “A school that is as selective as the kind we have described destroys culture. It deprives the poor of the means of expressing themselves. It deprives the rich of the knowledge of things as they are.”

Five Reasons to Learn

Life List

I was recently at the Death and Diversity Project exhibition in the Museum of Wellington City and Sea.  The project asked people from a range of communities (Jewish, Muslim, Chinese, Columbian, Hindu, Mexican, and Assyrian) in Wellington to share their experiences of death, highlighting many commonalities and differences across cultures.  One of the activities that caught my attention was an activity they had for visitors to the exhibition: to complete a list of five things they would like to achieve from life.

The responses on the lists varied, particularly in relation to age and gender.  However, many related to travelling, to having a good job, to falling in love, to learn from mistakes, to take chances, to help others in need, and to make the world a better place.  One child (aged 6) had simply stated on his life list that he would not be a farmer!

The different lists reminded me of Maslow's hierarchy of needs.  Maslow described five levels of development (psysiological, safety, love, esteem, self-actualization) through which humans' motivation can generally move through.  Maslow never actually expressed his levels in the form of a pyramid, but it is a common representation used.  There are many criticisms of this hierarchy, particularly in relation to its ordering (or that ordering them is even possible) and that it centres on individualism over collectivism.  The hierarchy can offer some indication of different types of motivation, but every individual can be drawing on different elements within the hierarchy (something I would have noted from the different life lists at the exhibition).

Maslow's hierarchy of needs

I think the life list would be a very valuable exercise for any teacher to use with their students.  A teacher could get students to do a general life list and then have them do a second one in relation to a particular subject they are doing, e.g., how does or can doing chemistry support your life list?  An articulation of such motivations could be valuable to both the student and the teacher, offering insights into commonalities and differences across students.  In turn, reflecting on such insights may illuminate issues to be discussed or may be instructive on how different material may be approached in class, e.g., what material is more appropriate to group work or what is more suitable to work with on an individual level?  Students' life lists could be dated and stuck on a classroom wall like the picture below, or, if you like your technology, pictures of the life lists could be taken and put on a Pinterest board.  A life list could be completed at certain intervals to see if and how students' motivations can change throughout their schooling.  Where would such motivations fall on Maslow's hierarchy?  Do students highlight that they want to accept facts? be creative? be problem-solvers? help others? get 'stuff'?  have respect?  An understanding of such motivations and the rationale underpinning them are important elements to effective pedagogy.

Life Lists Board

Maslow's hierarchy of needs image taken from wikipedia.

The Point of Pinterest in Education

When I first started using Pinterest I posted on some of the potential uses of it in 'Putting the Pinterest in Education'.  Pinterest has continued to increase in its use and a greater number of ways in which it is being used are emerging.  At the bottom of this post is a recent infographic that highlights 16 ways in which educators use Pinterest (taken from www.onlineuniversities.com).  The 16 ways are discussed in relation to four key areas of curating content, organising ideas, calloborating with others, and students' use of Pinterest.

Despite my original optimism for the potential use of Pinterest I have begun to find certain issues with it, all relating to the four key areas noted above.  Firstly, in terms of curating content, I have issues with finding information quickly on Pinterest.  There is a search function, but search results can still turn up a large number of pins and/or multiples of the same graphic.  Attempts to find relevant pins can be quite time-consuming, especially considering the large size of some of the graphics and then having to scroll down through them.  In certain instances search results do not show up any relevant pins at all.  Also, as an educational researcher, I would like to use Pinterest more in terms of my research work to share links to useful research articles under particular boards.  However, I feel many journal websites (and other websites too) have not aligned themselves with Pinterest, as there is no picture to pin.  Even a small graphic with the journal title and/or number would suffice.  I appreciate this is not directly an issue with Pinterest, but indirectly it is for me in using Pinterest.

Secondly, in terms of organising ideas, there is no great structure under which to organise ideas on Pinterest.  Sure enough there are boards that can be organised alphabetically, but once someone moves over a certain number of pins on a board, they may find it difficult to quickly locate what they are looking for within that board.  A visitor to such a board may also find it difficult to locate what they are looking for.  I do not think boards encompass the complexity of organisation that certain classroom ideas/content may necessitate.

Thirdly, in terms of collaborating with others, Pinterest in isolation is only useful for collaboration in finding other pins of interest and following people who linked such pins.  Such interaction would not equate with much meaningful collaboration.  However, Pinterest could certainly have its uses for greater collaboration when combined with other mediums such as Twitter, blogging, e-mail, etc.  Finally, in relation to students' use of Pinterest, I believe Pinterest could be a nice change of pace for a classroom project, but anything of critical mass may run into issues previously mentioned.

Finally, another issue of Pinterest that has been noted relates to potential copyright infringements.  I think deleting a Pinterest account can be a drastic step.  The important thing is to be aware of what you are pinning.  Plagiarism should be avoided in any use of social media.  Use Google's Advanced Search to find images that are free to use or share.

Pin image above taken from here.

Education Quotes

Here are 10 of my favourite quotes on education.  What are some of your favourites?

Albert Einstein – “One had to cram all this stuff into one's mind for the examinations, whether one liked it or not. This coercion had such a deterring effect on me that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year.”

David O. McKay - “True education does not consist merely in the acquiring of a few facts of science, history, literature, or art, but in the development of character.” 

Herbert M. Shelton - “It is always a much easier task to educate uneducated people than to re-educate the mis-educated.” 

Herbert Spencer – “The great aim of education is not knowledge but action.”

Mark Twain – “I have never let my schooling interfere with my education.”

Nelson Mandela – “Education is the most powerful weapon which you can use to change the world.” 

Richard Dawkins - “Science replaces private prejudice with public, verifiable evidence.”

Sharon Salzberg - “We need the courage to learn from our past and not live in it.” 

Thomas Jefferson – “There is nothing more unequal than the equal treatment of unequal people.” 

William Butler Yeats – “Education is not the filling of a pail, but the lighting of a fire.”