Why Michelle Rhee is dangerous to children

I don't know why I read David Brooks' New York Times column. He is that kind of faux intellectual who mistakes travel for observation, and reading for learning, and no matter what he discusses, his conclusions drive me wild.

Today I read his love letter to "educators" Joel Klein (of New York City's school system) and Michelle Rhee (of Washington, DC). You can tell by Brooks' tone that he really wants President-Elect Obama to pick Michelle Rhee (or "Ms. Merit Pay" as we might call her) as Secretary of Education, though he is nervous about coming out and saying it, lest his dreams not come true.

Read this paragraph: "On the one hand, there are the reformers like Joel Klein and Michelle Rhee, who support merit pay for good teachers, charter schools and tough accountability standards. On the other hand, there are the teachers’ unions and the members of the Ed School establishment, who emphasize greater funding, smaller class sizes and superficial reforms."

Wow. Here's what Brooks is in favor of, the very same system that has worked so well for Wall Street this year, that "market-based solution," that has caused us to spend about $550 billion dollars to save Brooks' Manhattan and Connecticut friends and leave us with no money to save ten million manufacturing jobs.

"Merit Pay" - which brings to education the same "bonus for short term gain" strategy that enabled AIG, Bear Sterns, Citigroup, Lehman Brothers, et al, to somehow misplace $7 trillion. we are already awash in the nonsense of "Scientific Research in Education" which provides studies that prove that if you do this this month the results on a perfectly matched test will improve next month (so what if the kid drops out five years later and hates reading for his lifetime?).

"Tough Accountability" - which means we offer educators incentives to teach to the test, to fake student results, to lie about what is going on in their schools, to limit what the forms of inquiry and education which are happening on in their schools. This is the same incentive system which encouraged Wall Street bond raters to claim everything was "AAA" and local real estate appraisers to claim that every house was worth double its value the previous year.



Michelle Rhee is also a graduate of the worst bit of in-nation colonialism currently being practiced, the Teach for America program. The basic assumption behind TFA is that teaching is so easy, any rich kid can do it with six weeks of preparation, but the basic philosophy is that if only poor kids had rich white kids to model themselves after, they'd be fine. No need to change education, no sir, changing education would (to use Brooks's words) be "superficial. Let's insist that the kids change instead - change into, well, yes, people just like David Brooks - white, male, wealthy, and comfortable at a cocktail party on Fifth Avenue.

And Rhee believes in compliance. It has not mattered whether schools "work" or not in DC, what matters is that her administrators follow her rules.

Yup, that's the "reform we need." That's all much less superficial than, say, funding education as if it was a national priority, or paying beginning and experienced teachers in a way which suggests the value of all the education they need to be good at their jobs (thus upping status and helping recruiting and retention - would we have gotten more out of our money if teachers had been paid like bankers and brokers this decade, and vise-versa?), or bringing global technology into our schools, or decreasing class size to allow for greater individualization, or providing better support for parents so they could spend more time with their children, or even rethinking when we teach what we teach (consider Scandinavia and literacy).

Yes, Mr. Brooks, superficial indeed.

Now I don't really know Michelle Rhee. But I do know that the depths of the challenges faced by the District of Columbia cannot be solved by schools alone, nor by the application of "market-based solutions" to a fundamental function of our society. And I know what Michelle Rhee has come to represent - another generation lost while conservatives try to prove that government doesn't - and shouldn't - work.

And I think our children, and our future, are too important for this kind of nonsense.

- Ira Socol

for reasons I can't quite explain, Roger Cohen's name was in this blog post rather than David Brooks's. While this post isn't really fair to David Brooks either, blaming another - unrelated, New York Times columnist, was surely bizarre and very wrong. I apologize to all.

Christmas Shopping Part 3 - Big Gifts

Perhaps you are doing "better than most" this holiday season... there's a bit of money in the bank - and if you invest it now you'll just lose it, so you think you might splurge...

If not we've had cheap and cheapest lists, but if yes...

(1) The Pulse SmartPen ($149/₤130 for 1gb, $199/₤155 for 2gb, plus $20/₤15 for a pack of special paper). The Smartpen does many things, "the Pulse captures what you write and what you hear simultaneously and synchronizes the writing and audio, so when you tap a particular word, you can hear what was being said when you wrote it. " It has it's limitations, but as an organizational tool for those who struggle with that, but prefer the pen to any keyboard, this is a great tool.

(2) WYNN from Freedom Scientific or Read-and-Write from Text-Help. Pricey solutions, but a friend of mine recently purchased WYNN for their son and they are reporting dramatic changes in school. Whether to purchase WYNN ($375 or $995/₤253 or ₤671 depending on whether you include the scanning function or not - and the scanning function is essential if your school is not supporting this) or Read-and-Write ($475 or $520/₤320 or ₤350 depending on whether Windows or Mac versions or the more expensive but fully portable mobile USB key version) is a choice best left to individual circumstances. I love both. WYNN is a simpler to use full literacy suite which is highly supportive of literacy needs at every age level. It is a sophisticated text-to-speech system with full interactiveness, writing supports (including predictive spelling) and easy conversions to Word, mp3, etc. Read-and-Write works as a desktop add in, building similar (and more) supports into other software you are using. But both are life changers for people who struggle with reading, and so maybe they are not very expensive after all.

(3) A Tablet PC. Maybe HP's TouchSmart with the multi-touch I wish my older one had. Tablets really allow a wide range of input possibilities, from keyboards to speech recognition, tapping on the screen or writing, sound or video recording, and, with options like an inexpensive USB keyboard, they'd allow multiple students to use differing input systems while working together. It's their own Interactive White Board linked to their own computer. Costly, yes ($1200 to $1600/₤1000 or ₤1300), but if you can afford it, liberating.

(4) A Blackberry. Or, all right, an iPhone - though I still can't understand a phone without voice dialing. Or, yes, another web-enabled "smart" phone. These are not just cool, they organize your life and help you skate past issues. They keep you connected and on task. They allow you to convert speech to text and text to speech. They allow you write with effective predictive spelling (QWERTY keyboards, or QWERTY-light, no more than 2 letters to a key, are important, it speeds up prediction dramatically). I won't even try to deal in prices here, you can, in the US, get the phones cheaply with expensive plans, in Europe you'll pay more for the phones, maybe less for the plans. Whatever. These devices are models of media flexibility and the possibilities of personalized information access.

(5) The Flip. Barely over the $100 mark these days (under $130/₤80 in this holiday shopping season) the Flip offers a fabulously easy way to record the world, and recording the world is a great way to discover it, and to learn about framing and knowledge assembly. Combine it with a portable hard drive like the MyBook (typically $170/₤130 for 1tb) to store all this video learning.

One more idea - how about a used computer and a year's worth of broadband access for a neighborhood (or community) family which has neither. Just a thought.

So, those are my Christmas Gift ideas. You can spend not a thing, or you can pick up that Tablet PC and load WYNN on it. But either way (or in between), you can give access this holiday, making it an Accessible Christmas, a Universal Hannukah, a Barrier Free Kwanza, an Equality Solstice, or whatever it is you and yours celebrate.

This doesn't seem like a holiday season to waste money on junk, but it does seem like a time to invest in opportunity.

Don't let this season pressure you - it is supposed to be a time of joy and light and sharing when we see too little of the sun and otherwise might hide inside. When it becomes something else, it means we're losing our balance. Think of small gifts which meet important needs, of shared meals where everyone helps, of time with your children, your parents, your neighbors, of works of charity big or small. I have, of course, childhood gift memories, but more powerful - after all these years - is the memory of sitting on the floor before the tree on Christmas Eve with my siblings fixing and extending the paper chain which always wrapped around it. A simple act everyone could participate in, no matter age or ability. You can not do better than giving that kind of memory to your kids.

- Ira Socol

Lon Thornburg is presenting another range of Assistive Technology Christmas gifts, and you should take a look. So far, Silicone Keyboard. Talking Photo Frame. MP3 Player Jump Drive. Lon will also be collecting other ideas at his AT Blog Carnival for a December 15th post.

My previous lists are Free or Very Inexpensive, and Under $100.

Disability Awareness Week

I have learned to hate Disability Awareness Week. I learned to hate it by standing and watching activities in American high schools and on US university campuses - watch notions of disability be reified. Watching the issues of "disability" turned into parlor games.

Wheelchair races. Writing while looking in mirrors. Trying to walk around wearing Vaseline smeared eyeglasses.

National Feel Sorry for the Crips and Retards Week.

No thanks.

Anyway, it may or may not be Disability Awareness Week where you are. It's a moving target, in February, March, April, October, November, December. What set me off today was an email from Teachers TV (which I love) referring to their Disability Awareness Week scheduled to coincide with "the United Nations International Day of the Disabled Person on Wednesday" 3 December 2008.

Now, I can't argue with the UN's recommendations for the day:

• Involve: Observance of the Day provides opportunities for participation by all interested communities - governmental, non-governmental and the private sector - to focus upon catalytic and innovative measures to further implement international norms and standards related to persons with disabilities. Schools, universities and similar institutions can make particular contributions with regard to promoting greater interest and awareness among interested parties of the social, cultural, economic, civil and political rights of persons with disabilities.
• Organize: Hold forums, public discussions and information campaigns in support of the Day focusing on disability issues and trends and ways and means by which persons with disabilities and their families are pursuing independent life styles, sustainable livelihoods and financial security.
• Celebrate: Plan and organize performances everywhere to showcase - and celebrate - the contributions by persons with disabilities to the societies in which they live and convene exchanges and dialogues focusing on the rich and varied skills, interests and aspirations of persons with disabilities.
• Take Action: A major focus of the Day is practical action to further implement international norms and standards concerning persons with disabilities and to further their participation in social life and development on the basis of equality. The media have especially important contributions to make in support of the observance of the Day - and throughout the year - regarding appropriate presentation of progress and obstacles implementing disability-sensitive policies, programmes and projects and to promote public awareness of the contributions by persons with disabilities.

These are all great things to do. But if you are working on some kind of event of this sort, I'd like to list my "please don'ts."


Please don't make it all about sympathy. The "cry for the cripple" movie isn't necessary. Neither are any of the savant films - from Rain Man to A Beautiful Mind (these are great films, just not appropriate). People with "disabilities" are "othered" enough, without setting them ['us"] up as either always pathetic or always brilliant and courageous.

Please don't play those games - the blindfolds, the wheelchairs, the mirrors, the foggy glasses, the wraps that limit hand use. Here's the thing - if you accept your notions of "disability" one of the things you accept is a state of permanence. Wheeling around in a wheelchair might be fun, trying to write while seeing backwards might be fun, but neither is "disabling" and neither suggests anything about the experience of "disability." Using the bathroom without using your legs - in a non- accessible rest room, and knowing this will happen to you again and again and again - that's disabling. Being humiliated by school assignments and even peers because of your reading, and having no solution for it - that's disabling. Getting fired because your boss won't bother to text message you even though it's the best way for you - as a deaf person - to get his messages - that's disabling. Now, recreate those experiences, and I'm all for you.

Please don't define disabilities according to your definitions - I know, it's easier for you if "we" can be easily categorized. But we can't be. So here's a trick - don't bring advocacy group speakers, and please, don't bring speakers from parent advocacy groups - nothing says "dependence" more clearly than "call mom," and please ! please! avoid the folks from your campus disability services office - their job will be to tell you the "happy stories." Instead, ask students, whatever students are willing to get up and describe their lives in your school. You'll get contradictory pictures, certainly, but you won't get nonsense.

Please don't say "mild disabilities" or "severe disabilities" - that is not yours to say. Is a complete inability to read better or worse than an inability to walk? And who does the ranking? If anything like this is in your vocabulary, I suggest you get it out, right now.

My thoughts? I like stories. I like stories which describe the struggles without pretending that everyone with a disability is always a nice guy. I like stories because stories pull you in, let you see the world through the characters eyes, in ways parlor games never will.

Stories can be presented as "One Book, One Community" kinds of things, or in Book Groups, or Movie Nights - whatever - as long as there isn't any pretense that there's a single "correct" answer. The characters in Borderliners, Rory O'Shea, Curious Incident, even Drool Room might elicit sympathy, but maybe they ought to elicit frustration as well. The ways that they struggle with the world are not solved by everyone deciding to "be nice."

Here are some (including my own shameless self-promotion)...



(Please do, add your recommendations in the comments)

You can also collect so much on line - yes, videos from Teachers TV, yes blogs, and blogs, and blogs, and blogs. (random picks, go find your own). But look for voices (again), not advocates. Advocates have something to sell you, voices have something to tell you.

Of course if you really want to celebrate - celebrate by demanding universal design - from doorways to rest rooms - from housing to seating - from every computer to every office - from locker rooms to that counter at the coffee shop, from every syllabus to every exam. If you want to think about how to use the social media we know to take the action we need, you might start with Ewan McIntosh's blog post today.

Because, when it comes down to it, awareness is nice - but not having to be constantly, consciously aware, that would be progress. Real progress.

- Ira Socol

Sync

When is a car assistive technology?

Well, first, when you need to get someplace that you can't walk to. I live 90 miles from my campus. There is no mass transit, nothing like mass transit. No planes or trains. I can't reasonably walk. Google Maps says it would take "1 day and 3 hours" by foot. So the car becomes an "assistive technology" if you like that term. Or a "tool," if you prefer Universal Design and Toolbelt Theory.

But what if your car was a multi-function tool? If it allowed you to do many things at once? What if it actually became a more universally designed environment than your, say, classroom?

I recently wrote this paragraph as part of a paper: "I drive 90 miles (145 km) from my home to the campus. The “radio” in my car links to my phone. It also accepts a flash drive. I can talk on my phone without touching it. I can send text messages and emails by speaking them. I can listen to my text messages. If I say, “USB,” the “radio” will begin playing books or academic papers that I have downloaded at home, converted to mp3 sound files through free web sites, and slid onto the flash drive, or it may begin to play audiobooks read by wonderful narrators which I have downloaded from LibriVox. And while I am not fully fluent in the abbreviated spellings of text messaging, my car’s radio seems to know it all."

This was near the end of a very long 12,000+ word paper regarding misconceptions of socio-cultural theory and literacy.

I was discussing the shift in the form and fixedness of our texts. But I was also discussing Sync, a system which comes on Ford vehicles these days. Sync may be the best single new Microsoft application since Word was introduced. It represents not just vast improvements in driving safety (hands on the wheel, eyes on the road), but a sense of the future of media flexing to your needs at each moment.



For those of you who follow my Toolbelt Theory, you know that I believe - absolutely - that no one medium, no one technology, no one method, strategy, or assistive technology, will get you through life. Text-challenged or not, we all might choose different ways to access messages and emails and books depending on whether we are (a) in our office, (b) walking down the street, (c) sitting in a classroom, (d) flying across the Atlantic, (e) lying in bed, or (f) driving down the road. Likewise we will access music differently, video differently, perhaps a dictionary differently. You'll also likely use your phone differently. These are the "environment" issues in the TEST (Task, Environment, Skills, Tools) arrangement of Joy Zabala's SETT protocol. And they matter. They matter a great deal.

Sync understands this. It is a system crafted to the needs of its unique environment, and yet it still flexes according to the users skills and tool knowledge. It can adapt to any bluetooth phone. You can use various combinations of voice, buttons on the steering wheel, or buttons on the radio itself (perhaps with the assistance of the passenger riding shotgun). It is not "single voice" dependent - accepting voices as they come. It allows you to use the media player of your choice, or just a flash drive - it is not "format dependent" like an iPod or most AT hardware.

Is it perfect? Of course not. They really, really need to get the "read text message" system working with every phone on every network - especially Blackberrys (this, unfortunately, seems way too typical of Microsoft). They have one of the most confusing, ridiculous websites I've ever seen. But, this is a software based system, and updates have come and will come, so the features and functions will only improve.

Is this a reason to run out and buy a new car? No, of course not. But it is a reason to look at one car choice over another. Ford and Microsoft have assembled communications technology in a way which can really help people function - all kinds of people in all kinds of ways. It is a model for the future, and a lesson in media flexibility.

- Ira Socol

Sync is a very low cost option on all US and Canadian Ford models. I wouldn't buy the GPS option, you can get voice enabled GPS much cheaper than Ford offers it. The basic Sync is all you need.

The Four - or Six - Freedoms

My dad used to tell me about "The Four Freedoms" - Franklin Roosevelt's goal for a post-World War world and his reason to fight.

Freedom of Speech and Expression.
Freedom of Religion.
Freedom from Fear.
Freedom from Want.

"The Russians," my dad would say, "took the last two seriously. Everybody ate and invading armies were kept away [not that fear was wiped out]. The Americans worried about only the first two - and even then - not if you wanted to say you were a communist. The Europeans," he argued, "tried to do it all." This is part of what made my dad a classic "Social Democrat," me too.

I think we, especially we in America - even as we celebrate the iconic Thanksgiving holiday - often forget the whole of what FDR was suggesting. These were not independent ideas, these Four Freedoms. They are interlinked parts of what makes a society whole. A person who is hungry lacks the essential ability to be free in other ways. A person in fear lacks the same. A well fed person who cannot speak her mind is a prisoner.

"For there is nothing mysterious about the foundations of a healthy and strong democracy. The basic things expected by our people of their political and economic systems are simple." Roosevelt said, "They are:

"Equality of opportunity for youth and for others.
Jobs for those who can work.
Security for those who need it.
The ending of special privilege for the few.
The preservation of civil liberties for all."

We live in a world where too much fear, and too much want, are accepted. We also live in a world where expression of one's loves, thoughts, and intentions, are too quickly curtailed because they do not conform to some majority viewpoint. And we live in a world in which - in too many places - from Basra to American towns - systems of belief are imposed by those who believe that their religion is "the right one." And in every one of those cases, diminishing one freedom, diminishes them all.

But there are other freedoms, implied in Roosevelt's great address but not explicitly named, and I would like to name them.

Inherent in the Four Freedoms is freedom of opportunity. Not "Freedom of Opportunity" the way US Republicans would describe it - the right to be as rich and irresponsible as you want. But Freedom of Opportunity as the right to use your potential in a way that is yours. The right to make the most of yourself and be comfortable in your society. That implies freedom of human movement. It implies freedom live one's culture without intruding on others or being intruded on by others. And it implies two other things:

Freedom to Learn - this seems so essential. People must have, as a right, access to the tools and information they need for their own education - at every stage of their life. And the must have, again, as a right, access to environments which support their educational needs.

The Universal Declaration of Human Rights puts it this way, "Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit." and, "Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace."

I'll put it another: Education must meet the student, and the student's needs. It must be accessible in every way - physically, by proximity or transportation, technologically, emotionally, intellectually, and strategically. Students have a right to have their learning needs treated as at least as important as the school's needs or the teacher's needs. They have a right to learn in the way that is most effective for them. And a right to develop at their own rate. They have a right not to be labelled, and a right not to be abandoned.

Without that "Freedom to Learn" many of the other freedoms will remain permanently out of reach.

Freedom to be Other than "Normal" - Humans must have an inherent right to be who they are. To not be forced to undergo unwanted "cures" for societally-imagined "disorders." To not be drugged for anyone else's convenience. To not be forced to waste vast amounts of time working on skills which are not just impossible, but are avoidable. Humans have a right to be "disabled" if that is ok with them. The human race need not be entirely white, English-speaking, Protestant, conventionally literate, walking, driving, passive learning, long - single-strand - attentional, "emotionally balanced" for best consumption, and with an IQ of 100 (+/- 10).

"We" have a right to be a wheelchair user, and still move through our society. A right to be dyslexic, and still have information and communication available to us. A right to be deaf, without being forced to have implants in our brain. A right to have "an IQ of 70" and still be treated with respect - or the right to have "an IQ of 140" and not be bored to death and humiliated by school. A right to see differently, attend differently, learn differently without being separated from our peers and denied other basic rights and privileges. A right to be different and to not be treated as either a "nothing" or as an infant.

And (why I have my Toolbelt Theory), humans have a right to know which tools exist which might help them lead full lives, and the right to access those tools, and the right to choose their own tools, based on their own needs and preferences.

It is Thanksgiving (here in America) in a tough time (around the globe), and we might be tempted to lower our aspirations. But this Thanksgiving I'll remember that Franklin Roosevelt stood up - yes - he stood up, which wasn't easy - at a time when much of the world was shrouded in horror, and articulated a vision of a world, of a global society, that was worth fighting for. Let us do the same.

- Ira Socol

Most of FDR's speech in RealAudio (31 minutes)
Last part of FDR's speech - The Four Freedoms - in RealAudio (4 minutes)

The first four images are Norman Rockwell's paintings of The Four Freedoms. The fifth is by William Ayton for the the United Nations. The sixth is from the Center on Human Policy, and is a T-shirt that Adam introduced me to.

Alert! Please Vote! I'm trying to make the case to President Obama regarding investing in educational technology and universal design as part of the economic stimulus. It's not just great for schools, but "broadbanding" our schools and making them ICT-accessible would provide jobs and opportunities in every corner of the United States. Go to ObamaCTO and vote for Universal Technology for Schools (make it "3 votes" - you're allowed to do that), and keep this issue on the front burner.

Christmas Shopping, Part 2 - Under $100

Christmas Shopping, Part 1

Suppose you can spend a bit more than the "under $40 (or free)" gifts I suggested in the first Holiday Gifts post, what kind of "gifts of access" could you bring down the chimney?

(1) Great headsets: These matter. They support Speech Recognition, and if comfortable, help with text-to-speech. I love this one (priced here) from LTB, but other choices abound, such as this Plantronics behind the head model, this one from Logitech, or this very cool one from Creative. Pick what's comfortable, what's cool, whatever, but get a noise cancelling mic, and be sure it is a USB headset, that's always best for Speech Recognition. Anyway, $40 to $90 in the United States.

(2) The Gift of Jott and/or SpinVox: A friend of mine said, "Of course Jott is worth paying for." And if it helps, then, why not? For $3.95 per month, or, well, you can go up to $12.95/month or buy minute packs, you give the gift of speech-to-text conversion and safety on the road, the ability to remind yourself of things or take notes - and much, much more. SpinVox, which does "the opposite" - converts your voicemail into text. I pay $5.00 per month on Alltel.

(3) A Canon LiDE scanner with OmniPageLE: Convert any text into readable digital text with these cheap ($50 to $100) "backpackable" scanners which don't even need to be plugged into an electrical outlet (powered by USB alone). They come with a great "light" version of OmniPage that is one of the best optical character recognition (OCR) systems available.

(4) The "Personal Version" of NaturalReader: NaturalReader is a fabulous free product, but for $50 you get to add instant mp3 conversion, reading within Word and PowerPoint, and two AT+T Natural Voices. If voice quality and ease of use matters, it's only $50.

(5) A ScanR subscription: ScanR converts photographed documents (or whiteboards) from your 2 megapixel or better mobile phone camera, into readable digital text. You can use it a few times a month for free, but for $3 or ₤2.50 a month you can use it all you want.


(6) Alternative Mice: Fix those dexterity or stamina issues. How about 3M's Renaissance Mouse for $55. Or a Logitech Trackball ($50 to $70). Or the wireless Mouse Pen ($56). Or the BIGtrack Ball ($79 or $99).

(7) Alternative Keyboards: So many choices to make computer users more comfortable (and don't forget the free Click-N-Type On-screen version, a perfect match with the Renaissance Mouse), but for $50 you can have a Dvorak keyboard. For ₤25 (UK only) you can have an ABC keyboard. For $60 you can have a Microsoft Wireless Ergonomic Keyboard with built-in magnifier.

(8) Skype Subscription: Keep people in touch, and think about combining Skype with hands-free control in Windows Vista. You could help un-isolate a person. Add a webcam and let people see for themselves.

(9) Under $100 mp3 Players: Sure iPods are cool, they're also expensive. How about a Sansa Fuze for $80? Or a Zen Stone for $40. Either will hold a lot of books, which, if you want to buy, you can buy if you can't find everything you want for free.

(10) An unlimited texting plan for a mobile phone: For $60 to $100 a year you can give the gift of texting, and all it can accomplish in alternative communication.

but you could also buy five copies of The Drool Room and pass them out to friends.

- Ira Socol

Note: Lon Thornburg is collecting Christmas AT Gift Ideas at his AT Blog Carnival - for last minute shopping (December 15) release.

Five Lessons for Educators from a Bad Week on Capitol Hill

As I watched the United States Congress and the "Big 3" Automakers this past week I began to realize how much this looked like "school at its worst."

So, with that in mind - five lessons from this past week in Washington, D.C.

(1) When you treat people differently for no apparent reason, people will see it as unfair.

If American automakers came to "see the teacher" about a problem, they had at least some reason to suspect that they'd be treated the same way the last group of "student supplicants" were. After all, they'd just watched others - others who had arguably "screwed up" far worse than they had - been handed everything they had asked for, and more (in this case US $25 billion per company with no strings attached). But instead they found that the rules had changed without anyone being told. These "students" were told that it was all their fault, and they were told that they would be held accountable for what that last group of students had failed to do after the "teacher" had helped those guys. And they were sent home to complete some "extra homework" before the "teacher" would talk to them again.

The result? People in Michigan, Ohio, Indiana, etc are furious. They see themselves as having been treated unfairly. Whatever the merits of the "teacher's" case here, the only thing that comes across is arbitrariness and discrimination. Johnny Citibank and Tommy AIG are still flying their corporate jets, still shelling out millions and millions in sports sponsorships, still getting their big salaries while doing virtually nothing to alter business practices. Frankie Ford and Gerry GM? They've been punished.

I see this happening almost every day in school "discipline" or academic "discipline." Student A gets extra time but doesn't use it well, so Student B is punished. The student with the influential parent gets more chances than the student without. Student A was "the last straw" - so Student B, who did the same or maybe less, gets treated much more severely.

And kids get very angry, for very good reasons.

(2) Appearances matter. So does hypocrisy.

When Johnny Citibank came to "school" to ask for help his mom drove him (he flew on his corporate jet), and his mom gave the teacher a ride on the way (the congress members flew along, that is how they travel). Nothing was said of this. But when Frankie Ford rode to school with his mom (flew on his corporate jet), the teacher used this fact to "prove" that Frankie is lazy and spoiled. Frankie is angry at being treated this way, so is his family, so are his friends.

Though those in power usually think those below them are idiots (read what many US university faculty have to say about their students any day on sites like Inside Higher Ed), those students are typically very keen observers. They know that "appearances matter" more for some than for others. And when they know that, they have either stopped listening to you, or have lost all respect for you, or both.

(3) Humiliation is not pleasant.

If you say people are stupid, you will not make them your friends. So, when Frankie Ford went to "school" this week he was told he was an idiot and a terrible person. He was told that over and over. But that wasn't enough for "the teacher." All of Frankie's friends (customers) and family (workers) were told that they were idiots and terrible people as well. (Over 8 million Americans bought "Big 3" vehicles in 2007, over 6 million will buy those in 2008, and Congress told every one that they were "stupid" - who else would buy a car "nobody wants.")

Ever see this in a school? Ever hear a teacher or some other adult belittle a whole class? a whole school? Yes, of course you have. And I always want to tell students that when that occurs, they should just leave - but I can't - because that's not an option for them.

(4) Do a little damn "homework" before holding a conference.

When Frankie Ford and Gerry GM went to "school" to talk, they were pretty unprepared. This is surprising, and it is not surprising. Consider, for example, how many times the US financial "bail out" plan has changed since August. People know they are in trouble and that they need "more time" (money), but they don't quite yet know how to use that time (money).

In this situation it is really up to the "teacher" to help define these things because they hold the power. So the "teacher" might have said, "We can give you $15 billion now in loans, but we're the first secured party, and we'll talk about this in January when we all know more." This is the same as saying, "OK, I know you can't figure out how to catch up on all this late work right now, why don't you just worry about assignment X, get it done, and then we'll talk again." But instead, this "teacher" just started yelling, and added another vague homework assignment, the equivalent of, "You just have to get it all done, so right now go home and write a plan to tell me how you'll get it done." (An assignment I saw just last month.)

The key here is that the "teacher" needs to be the one entering these kinds of meeting with the plan(s), not the student. Unless the student has already been given actual power and control ("I'll do these three out of five assignments and my grade will just be based on those.").

(5) Don't depend on old and mythic information.

Gerry GM and Frankie Ford faced a blizzard of misinformation and myth at "school" this week. They were berated for every decision they had made since 1973 and given no credit for anything they have done "right" recently. In fact, the "teacher" seemed to know little more about Gerry and Frankie than the "over coffee" rumors they had heard in the "Teachers' Lounge." And they were constantly compared to other "students" who, of course, have advantages which Gerry and Frankie can't possibly match.

So yes, Frankie can apologize for the 1974 Maverick and Gerry can apologize for the Pontiac Aztek and your student can apologize for setting fire to his desk in eighth grade, but what's the point? If no one acknowledges efforts to do things well, if only the past and the mistakes are remembered, why would any "student" bother?

"Teachers" need to know the whole story, or they need to ask and allow "students" to tell it, without pre-judgment. They need to rely on current facts, not old tales.

The US Congress is, essentially, a worthless group. They have been spineless for eight years, and now they are just clueless and abusive. But at least they offered us a critical lesson this past week: We educators should never let ourselves be like those guys.

- Ira Socol

Christmas Shopping

Yes, we're in the middle of a "global financial meltdown." Yes, things look grim. But Christmas is coming (or your Solstice-related holiday of choice), and you do want something under the tree, in the stocking, by the menorah.

So let's keep it inexpensive, but, let's make it meaningful.

Have a friend with special access needs for information and communication? Why not give them an AccessApps drive. For less than $10/₤5/€6 you can buy a 2gb Flash Drive and load it with this brilliant software suite from Scotland's RSC. The download and install is as simple as it gets, and the drive offers a full suite of programs - including the full OpenOffice suite - that will run on any Windows computer. (full list of included programs)

Is there a teacher on your list? There might be a book that will change their thoughts on "disability." You could do worse (I would of course say) than The Drool Room (by Ira David Socol)- $16/₤13/€14 - It's also available as an accessible pdf from lulu.com. (Audiobook in progress) The Drool Room tracks a dylexic, adhd student through school and beyond, and looks closely at the dynamics of the classroom from this "outsider" perspective.

Or, Peter Høeg’s Borderliners ($12/₤10/€11). Borderliners is a stunning look at good intentions in education, and at how those intentions are received by children "on the borderline."

Or Mark Haddon's The Curious Incident of the Dog in the Night-time. ($12/₤10/€11) Haddon's book is a must read, a fascinating portrait of life on the Autism Spectrum.

If they'd prefer a film (we don't all like to read, after all), there's Taare Zameen Par, a wonderful Indian film about a dyslexic boy (pricey, at $35 the only place I found with it in stock).

If that teacher would rather have a book about classroom practice, Liz Kolb's Toys to Tools: Connecting Student Cell Phones to Education ($35) is a great choice.

You could also spend almost nothing, and give your teacher a CD with the pdfs of great reading from FutureLab, like Learner Engagement, or Designing for Social Justice: people, technology, learning, or Perspectives on early years and digital technologies, or What if...? Re-imagining learning spaces, or any of their other wonderful reports.

Or simply re-construct a friend or family member's browser as a gift. Install Firefox with Click-Speak or FireVox. Add dictionaries, dictionary switchers, translators, mappers. Set up their bookmark bar for fabulous sites like Ghotit and Google Maps, Gutenberg and the UVA ebook library and the Literature Network, SpokenText and VozMe. Or make it bigger, move on to setting up Skype for them, or installing the free Natural Reader, WordTalk, PowerTalk, Microsoft Reader.

And don't forget those school kids - Google Earth, GraphCalc, Firefox Dictionaries to support language learning, Google Notebook, Google Calendar (which will text their phones when appointments or due dates are coming), Google Docs, Lotus Symphony for those kids sitting with Microsoft Works on their home computers.

Or give the gift of setting up a mobile phone to take advantage of Jott or Dial2Do, AbbyMe, ChaCha or 4info.

There are surely a thousand other choices, but you get the idea. Don't spend a fortune this holiday season - make it an "Access Christmas" instead. Contribute to making the world a more open place, where we all the right to reach for the communications and information we need.

- Ira Socol

Guest Post: Fear vs. Educational Possibility

I was going to open this post with a quote from Allen Ginsberg, but then I realized, it isn't my generation that worries me.

I recently got to see Jeff Keltner, one of Google Apps' for Education evangelists, present on the advantages of cloud computing and Google Apps for universities. I learned a few things—Google Apps is free to education and non-profits, Docs Spreadsheets now have an automatic form input, Google Moderator is like a pre-meeting Today's Meet—but I was ultimately disappointed. Not by Mr. Keltner, but by some faculty members who chose to dominate the question period.

Google Apps is used by Arizona State University, Trinity College Dublin, and dozens of other universities and colleges. So it's obviously legal and the lawyers make sure it's FERPA-compliant, and we can worry about other things, right?

Wrong.

In the half-hour Q&A, only one question was asked about the educational affordances of the Google services (no, it doesn't support LaTeX or MathML). Every other question was about the EULA. That might be unfortunate anywhere, but we weren't assembling as the faculty of the nuclear physics, this is a top-rated College of Education.

Remember, of course, that institutional users are covered by the institutional agreement, not the consumer EULA, and don't see advertisements.

No one asked about resources or communities for teachers and professors. No one asked about examples of how to use the tools in classrooms. No one even asked "Why? What would we gain?" Instead, everyone wants to play lawyer and internet privacy expert.

Why? Those don't seem like exceedingly fun jobs. No one in this room, not even me, knows exactly what privacy measures are in place down in the IT department. We don't understand the interplay of FERPA and the US PATRIOT ACT. We don't know if we hired anyone to install the local e-mail system or built it from scratch.

The Law, though, is the perfect excuse for fear. The Law says we can't. We'll get in trouble with The Law.

Too often too many members of the faculty are so afraid of losing control—even of something they don't actually control, like e-mail—that they'll call on the big, mean Law to protect what's "theirs." They are paralyzed by that fear; they can't move.

And if they can't even give up control of their e-mail servers, how will they ever give up any control to a learner-centered classroom?


- Sent by a friend who'd rather remain Anonymous

Just a note on Google Apps. For free (zero money) your school (primary, secondary, higher ed) can have a self-branded (.edu), institutionally controlled, email and interactive document system - a system which encourages collaboration, accountability, accessibility, and maybe even creativity. How much is your school paying for an email system? Whate else might you do with that money?

Armistice Day and SocioCulturally Defined Literacy

A New York Times Op-Ed piece got me thinking this morning...

So I began with this quote from one of the great bits of American literature:

Whereasthe Congressof the united states byaconcurrentresolution-adoptedon the4thdayofmarch lastauthorizedthe Secretaryofwar to cause to be brought to theunitedstatesthe body of an Americanwhowasamemberoftheamerican expeditionaryforceineuropewholosthislifeduringtheworldwarandwhoseidentity hasnotbeenestablished for burial inthememorialamphitheatreofthenational cemeteryatarlingtonvirginia.

In the tarpaper morgue at Chalons-sur-Marne in the reek of chloride of lime and the dead, they picked out the pine box that held all that was left of

enie menie minie moe plenty other pine boxes stacked up there containing what they'd scraped up of Richard Roe

and other person or person unknown. Only one can go. How did they pick John Doe?

Make sure he ain't a dinge, boys.

make sure he ain't a guinea or a kike,

how can you tell a guy's a hunredpercent when all you've got's a gunnysack full of bones, bronze buttons stamped with the screaming eagle and a pair of roll puttees?

. . . and the gagging chloride and the puky dirtstench of the yearold dead...

The day withal was too meaningful and tragic for applause. Silence, tears, songs and prayer, muffled drums and soft music were the instrumentalities today of national approbation.

from The Body of an American, from John DosPassos 1919 (The USA Trilogy).

How do we express the horrors of war? How do we transmit those memories to generations long in the future?



Thanks to Paul Hamilton



Stanley Kubrik's Paths of Glory

and a reinterpretation...



All Quiet on the Western Front



by Erich Maria Remarque.

"We were eighteen and had begun to love life and the world; and we had to shoot it to pieces. The first bomb, the first explosion, burst in our hearts. We are cut off from activity, from striving, from progress. We believe in such things no longer, we believe in the war."

T.S. Eliot's The Wasteland.

The river bears no empty bottles, sandwich papers,
Silk handkerchiefs, cardboard boxes, cigarette ends
Or other testimony of summer nights. The nymphs are departed.
And their friends, the loitering heirs of City directors;
Departed, have left no addresses.

and, of course...



"It’s a reminder that not all “victors” experience wars in the same way, and that their citizens can have almost as much difficulty as those of the vanquished states in coping with the collective trauma of conflict." Alexander Watson says in today's Times...

and perhaps also a reminder of the many forms of literacy used by humans, the culturally-defined nature of literacy, and the many ways in which we might bring these experiences to our students.

- Ira Socol