High-Tech Teaching: Japan

I'm a long-run techno-optimist about a lot of things, including education, but the crucial thing about any technology is how you use it... Lessons Learned from a Chalkboard: Slow and Steady Technology Integration (Bradley Emerling) | Larry Cuban on School Reform and Classroom Practice

Every classroom I visited was equipped with a large green chalkboard. There were few computers, few projectors or smartboards, and no other visible forms of 21st century technology in most of the classrooms. Japanese colleagues and researchers confirmed this was representative of the average K-12 classroom in Japan. In January 2015, the Tokyo Broadcasting System reported approximately 75% of Japanese classrooms still use chalkboards as the primary medium for presentation of lesson content (Sankyuu, 2015).

My first reaction was one of astonishment. How could Japan, a society known for its creation of gadgets and highly specialized technological devices, be so far behind in their use of 21st century technology?

As I continued to record lessons, I began to note the masterful way Japanese teachers utilized this “primitive” instructional medium....

Since I spend a fair amount of time trying to keep up with Japanese robotics developments, I find this amusing...but it really depends on what lesson structure you want. If you can do it on a chalkboard, then computers provide only a very big waste of time and money. (And very much smaller screens.)

The K-12 Teacher and the Computer

On "the deconstruction of the K-12 teacher", we see When the Computer Takes Over for the Teacher - The Atlantic

I think it used to be taboo for teachers to borrow or buy plans written by other professionals, but it seems that times are changing. Just last week, I spoke with a history teacher from Santa Maria, California, who bluntly said, "I don’t ever write my own lesson plans anymore. I just give credit to the person who did." He explained, rather reasonably, that the materials are usually inexpensive or free; are extremely well made; and often include worksheets, videos, assessments, and links to other resources. Just as his administrators request, he can focus on being a facilitator, specializing in individualized instruction.

I’ve started recognizing a common thread to the latest trends in teaching. Flipped learning, blending learning, student-centered learning, project-based learning, and even self-organized learning—they all marginalize the teacher’s expertise. Or, to put it more euphemistically, they all transform the teacher into a more facilitative role....

Note that there's no claim here that the teacher is being marginalized; it's the teacher's expertise. And that might make a fundamental difference in who is qualified to be a teacher, and what pay scales should eventually be. Interesting.

Share & Learn; iPad Usage Research

Science Daily reports on literacy testing of young technology users at Kindergartners who shared iPads in class scored higher on achievement tests -- ScienceDaily

a natural experiment where classrooms in one school had 1:1 iPads; classrooms in a second school had 23 iPads to share, where kids primarily used them in pairs; and classrooms in a third school had no iPads. She looked at the effect that using 1:1 iPads for one academic year (9 months), compared to the other two conditions, had on student literacy (as measured by the STAR Early Literacy Assessment).

Results showed that students in shared iPad classrooms significantly outscored their peers in 1:1 and non-iPad classrooms on the spring achievement test, even after controlling for baseline scores and student demographics. Blackwell found that shared iPad students scored approximately 30 points higher than 1:1 iPad students and non-iPad users.

Sometimes the best teacher is another kid -- and not necessarily an older kid, though it might be. I am reminded of some of what Sugata Mitra said in his TED talk at The child-driven education

In a series of real-life experiments from New Delhi to South Africa to Italy, he gave kids self-supervised access to the web and saw results that could revolutionize how we think about teaching....

Yes, you do need grown-ups sometimes (that's why Mitra's later work has been on his plan to School in the Cloud with the "Self Organized Learning Environment (SOLE) toolkit". Mitra wants to involve professional educators as much as possible...but his most dramatic successes have been with kids together with raw materials, sometimes encouraged by a "granny" who may or may not be physically present and who may or may not be professional at all. I think we need more experiments on "self-supervised" sharing. (With a grown-up in the background. Usually.)

NSF EdTech

Reports on reporting about what we're learning about learning (and, of course, teaching about teaching) at the Huffington Post's 7 Cyberlearning Technologies Transforming Education | Aaron Dubrow

...NSF funds basic cyberlearning research and since 2011 has awarded roughly 170 grants, totaling more than $120 million, to EdTech research projects around the country.

The speakers in the lecture series, all leading cyberlearning scholars, ... represent the forces transforming what education may look like in the future.

1. Classroom as Virtual Phenomenon: RoomQuakes and WallScopes

HelioRoom simulates the orbital motion of the planets in the Solar system on a set of synchronized computer displays situated on the walls of the classroom, with planets "orbiting" around the periphery of the room. ...

... RoomQuake, an earthquake simulation system where the classroom itself becomes an active seismic area. At unpredictable times throughout the unit, rumbles emanating from speakers attached to simulated seismographs signal to the class that an earthquake is occurring....

Students rush to terminals around the classroom, read the data from seismograms .... Over the course of six weeks and dozens of earthquakes, students discover a "fault line" emerging. ...

Tablets adjacent to the walls of classrooms serve as viewports into an imaginary space inside the walls filled with the virtual fauna in Wallcology. ...

2. Games for Good: Learning While You Play

... in the game "Citizen Science," created by Squire and his team, players help restore Lake Mendota, a real lake in Wisconsin that, in the year 2020, has become polluted. As players explore the landscape, they take water samples, interact with a virtual, simulated watershed and talk with stakeholders....

... for a game that might reach even broader audiences, Squire and colleagues created Progenitor X, a zombie-themed tissue engineering game. In Progenitor X, players learn about the relationships between cells, tissues, and organs while trying to survive a zombie invasion. ... As a member of The Progenitor X Defense Force, you are a part of a highly trained squad of scientists who use highly advanced bio-medical technology to locate, seek out, and treat infected humans to contain the threat. ....

"These projects are not only using technologies that only recently became possible. They also build on decades of excellent research on how people learn," said Chris Hoadley, the program officer at NSF who leads the Cyberlearning program. "I believe it's only by advancing technology design and learning research together that we'll be able to imagine the future of learning."...

3. Teaching Tykes to Program: Never Too Young to Control a Robot

... Bers described her latest project, the KIWI robotic kit (subsequently renamed KIBO), which teaches programming through robotics, without screens, tablets, or keyboards. Using KIBO, students scan wooden blocks to give robots simple commands, in the process learning sequencing, one of the most important skills for early age groups. By combining a series of commands, kids make the robot move, dance, sing, sense the environment or light up....

4. Virtual role-play and robo-tutors

... Virtual role-play - where learners engage in simulated encounters with artificially intelligent agents that behave and respond in a culturally accurate manner - has been shown to be effective at teaching cross-cultural communication.

"You learn by playing a role in a simulation of some real life situation"

"We found in our military training that when soldiers use this approach, once they get into a foreign country -- let's say they're sitting down with local leaders -- they feel as if it's a familiar situation to them... Moreover, the software could address the shortage of qualified teachers able to teach Chinese, Arabic and other less popular languages... The first Web-based course was tested last year via Virtual Virginia, a statewide virtual school program, and received overwhelmingly positive ratings from the students....

5. Tools for Real-time Visual Collaboration

... "Computers have been individualistic devices," said Ramani. "But a new class of technology is emerging that allows us to engage in our individual learning process and also in a collaborative process." SkWiki ... allows many participants to collaboratively create digital multimedia projects on the web using many kinds of media types, including text, hand-drawn sketches, and photographs....

6. Fusing data collection, computational modeling and data analysis

Simulation and modeling have come to be regarded as the "third pillar" of science... ... By embedding simulations and sensor data collectors in the classroom, Dorsey and Wilensky are able to aid students in gathering, visualizing and analyzing data from multiple sources. A principal innovation of InquirySpace is the integration of the Concord Consortium's CODAP data exploration software with the modeling environments. This integration enables students to plan extended investigations of models, to do sophisticated analyses of the model runs, and to engage in arguments from evidence. ...

7. Virtual Worlds and Augmented Reality: Increasing ecological understanding

... Two decades ago, with funding from NSF, Dede started investigating head-mounted displays and room-sized virtual environments... At the beginning of the two to four week EcoMUVE curriculum, the students discover that all of the fish in a virtual pond have died. They then work in teams to determine the complex causal relationships that led to the die-off. The experience immerses the students as ecosystem scientists. ... At the end of the investigation, all of the students participate in a mini-scientific conference where they show their findings and the research behind it.

I don't know how well the experiments will scale up, but I would like to note that all of this seems to require ending the teaching-to-the-test that the last few posts have been about. They all seem to require teamwork, but none of them have much to do with traditional lectures. All of them have a learn-by-doing framework, where the computer facilitates the doing -- or even provides the universe for that doing to be done in.

3D Printing

The school's YouTube channel just uploaded a video, at Link 3D Printing at Hamilton Central - YouTube

Thanks to a gift from the Emerald Foundation, 3D printing is now a reality. Please check out this short video (sorry no sound), to see what we have printed so far and to see the assembly of a mechanical hand that can be used with children that may be missing some or all of one of there hands.

For those who haven't been following the 3D printing developments, here from two years ago is Dad Uses 3D Printer To Make His Son A Prosthetic Hand (VIDEO)

Leon McCarthy was born without fingers on his left hand, but with some help from his dad, he can now draw, pick up food and hold a water bottle using a homemade prosthetic.
CBS Evening News reports that instead of paying tens of thousands of dollars for a factory-made prosthetic hand, the 12-year-old's father, Paul McCarthy, printed one.
The Massachusetts dad had spent two years searching for affordable ways to give his son a prosthetic. Finally, he found inspiration on the Internet. He told Fox that he found a YouTube video detailing the work of Ivan Owen, who used a 3D printer to create a prosthetic hand for a 5-year-old in 2011. Following in Owen's footsteps, McCarthy used a 3D printer purchased for his son's school and began working on the hand with his son.
Earlier this summer, NPR reported that McCarthy used online directions from Owen to put the prosthetic hand together and -- with a little trial and error -- created a hand that Leon was able to try.

It's not just humans: 9 Animals Whose Lives Improved Thanks to 3D Printing

the fifth-grade students of May Howard Elementary School in Savannah, Ga., went well beyond your average class work when they designed and built a 3D-printed prosthetic for an injured box turtle appropriately named Stumpy.

(That slide show ends with a 3D printed replacement beak for an injured eagle.) And of course it's not just prosthetics. 3D Printing: Are You Ready for the New Decentralized Industrial Revolution? | WIRED

In the field of medicine, 3D printing of complex living tissues, commonly known as bioprinting, is opening up new avenues for regenerative medicine. ... This cutting edge technology in conjunction with stem cell research is likely to revolutionize the made-to-order organs, cutting across the transplant waiting lists.
The Aerospace industry, an early adopter of this technology, is already designing small to large 3D printed parts saving time, material and costs.
The Automobile world is already witnessing crowd-sourced, open-source 3D printed vehicles driving off of the showroom floors...

And yesterday's news included Scientists develop superfast 3D printed octopus submarine | 3D Printer News & 3D Printing News... And so on, and on and on.

So, is this a good thing to be doing in school? I think so. Will it improve test scores? Um... probably not, which for me is one more reason for not over-emphasizing test scores. Will it measurably help students get Ready For Jobs? (I.e., has the prospective unemployment rate among HCS graduates ten years hence been measurably lowered?) Some will say yes, but I think probably not. Why, then, is it a good thing to be doing in school?
That's not an easy question...but I think that I think that school, to a significant extent, ought to be about feeding dreams. So personally I approve. Yay!

Google Classroom, mobile version

Google Classroom is a big deal, just as a set of utilities to make instruction work a bit better. Now it's an app: Google rolling out Classroom mobile app for students, teachers | ZDNet

The mobile version of Classroom, Lugo explained, is designed to further facilitate communications between teachers and students, namely through the addition of a teacher assignments page and the ability to archive classes.

Students will also be able to attach files (i.e. PDFs) and use the mobile device's built-in camera to attach photos to their assignments, whether they be drawings for an art class, a family tree for social studies, or diagrams and results for science experiments.

"And if they've forgotten their homework, they can ask someone at home to snap a photo, text it and then turn it in with the app," Lugo remarked. "Of course, if the dog has actually eaten it, Classroom can't help you."

My main reaction to this is a memory of correspondence-school courses in elementary school, just over half a century ago while living in Veracruz. Writing under Mom's supervision had advantages, even with the actual teachers being weeks away by snail mail. Google Classroom utilities can't replace teachers -- but they can expand the set of available frameworks for teaching.

Or then again, maybe not.

On Being a Student (Temporarily)

I'm not sure how much effort this blog deserves, at this point; I was letting it die without ever really deciding to do so, but it's possible that saving brief notes or at least clips on educational practice and progress will be useful in future, and I do scan blog posts anyway. So.... Teacher spends two days as a student and is shocked at what she learns - The Washington Post

I have made a terrible mistake.

I waited 14 years to do something that I should have done my first year of teaching: shadow a student for a day. It was so eye-opening that I wish I could go back to every class of students I ever had right now and change a minimum of ten things – the layout, the lesson plan, the checks for understanding. Most of it!

This is the first year I am working in a school but not teaching my own classes; I am the High School Learning Coach, a new position for the school this year. My job is to work with teachers and administrators to improve student learning outcomes.

As part of getting my feet wet, my principal suggested I “be” a student for two days: I was to shadow and complete all the work of a 10th grade student on one day and to do the same for a 12th grade student on another day....

It's an interesting story, and perhaps all teachers should do that... one or two days per year? There's a postscript to it on Wiggins' blog, at A PS to the guest post on shadowing HS students (and the author revealed) | Granted, and...

I was the first teacher in my school – in 1978 – to tape myself. I thought: well, coaches watch game film; why don’t I? Yikes! I was horrified. I had thought of myself as a good teacher and I was praised for being one. But the tape told a different story. My manner was a bit off-putting; I was a tad sarcastic; I was using phrases like “Well, it’s obvious that…” and “So, anyone can see that…” and I was not as skilled as I thought I had been in checking peripheral vision. I had missed 5-6 kids making a timid attempt to enter the discussion. Without my noticing and imploring them in, they fell back to more passive distanced listening...

It occurs to me that every class minute is a minute of "public" behavior by the teacher; perhaps webcams, available for view by parents, should always be on. (Or perhaps every teacher would immediately quit.)

Computers Bad? Sometimes...

I meant to post on this a while ago, after seeing articles like Why you should take notes by hand — not on a laptop - Vox. I often post things about how technology can make things better,[update: fixed typo] but technology is all about providing options and sometimes those options aren't good. Take Notes by Hand for Better Long-Term Comprehension - Association for Psychological Science

The results revealed that while the two types of note-takers performed equally well on questions that involved recalling facts, laptop note-takers performed significantly worse on the conceptual questions.

The notes from laptop users contained more words and more verbatim overlap with the lecture, compared to the notes that were written by hand. Overall, students who took more notes performed better, but so did those who had less verbatim overlap, suggesting that the benefit of having more content is canceled out by “mindless transcription.”

“It may be that longhand note takers engage in more processing than laptop note takers, thus selecting more important information to include in their notes, which enables them to study this content more efficiently,” the researchers write.

Surprisingly, the researchers saw similar results even when they explicitly instructed the students to avoid taking verbatim notes, suggesting that the urge to do so when typing is hard to overcome.

I posted a couple of years ago about Cornell Notes, which is probably as good as any among the handwritten note-taking systems. I wonder if it works to do the Cornell Notes "step three" (writing later summaries) on a computer. Or if a "step four" involving flash cards generated from the notes might help. Could be.

Or then again, maybe not.

Chromebooks in education

Gadgets come and gadgets go. A few years ago I thought netbooks would become standard courseware; then tablets; now chromebooks? From a couple of weeks ago: Chromebooks Are Outselling iPads In Schools - Slashdot

Apple thrilled investors earlier this week when they revealed that they had sold 13 million iPads to schools and claimed 85% of the educational tablet market, but that wasn't the whole story. It turns out that Apple has only sold 5 million iPads to schools since February 2013, or an average of less than a million tablets a quarter over 6 quarters. It turns out that instead of buying iPads, schools are buying Chromebooks. Google reported that a million Chromebooks were sold to schools last quarter, well over half of the 1.8 million units sold in the second quarter. With Android tablets getting better, Apple is losing market share in the consumer tablet market, and now it looks Apple is also losing the educational market to Google.

So, for people who haven't been following this development...I'd already heard people claiming Chromebooks and education: A perfect match | ZDNet

Chromebooks, in general, are good choices for schools. They're lightweight, durable, inexpensive, secure, and fun to use....

He makes a good point about Chromebook having "the most secure operating system," and I knew about Google's own Chrome for Education and Chromebooks for Education Overview - YouTube pages, and "Manage 10 or 10,000 Chromebooks with ease"... Also about collections like Free Technology for Teachers: 30 Ideas for Using Chromebooks in Education. However, I hadn't noticed Private school’s Chromebook program explains why Google’s laptops have captured nearly 20% of the educational market - TechRepublic:

So, the school began throwing things out there to see what would stick. They got some iPads, Android tablets, Lenovo tablets, and Chromebooks. The wow factor was high with the iPads, and the school was convinced they were going to be an iPad school, until the kids started trying to produce content on them. At this point the focus shifted to entirely to the Chromebook and Google Apps, where content was easy to produce and collaboration came naturally.

In public schools, Google In Education: Chromebooks A 'Right Time Technology' For Passaic, New Jersey School District

Google‘s Chromebook — and by extension Chrome OS — is being adopted by our education system at a brisk pace. As of February 2013 more than 2000 districts in the United States have deployed Chromebooks to their students and faculty. I’ve reported on Chromebooks before, but I wanted to take a deeper dive and explore the benefits as perceived by superintendents and IT directors.

And I also hadn't realized how well you can Use your Chromebook offline - Chromebook Help. It really does look good. So maybe we're actually moving towards the One True Technology which won't be forgotten five years from now.

Or on the other hand, maybe not.

Transportation, Technology, Education -- Long Term Trends

This post has nothing to do with any decisions for this year or next, except possibly for the Superintendent search where some people might want to ask candidates for their thoughts about long term trends. The bottom line is that this week's news on transportation technology may make a cost-saving merger more feasible but less necessary, in interesting ways.

First, remember (for those who have followed my previous arguments) that I came to oppose the merger when I learned that it would shift costs (from teaching to transportation) without appreciable overall net savings. There were other issues, major issues, but it was at that point that I stopped thinking "unfortunate necessity" and started thinking "nonsense." I did, however, note that transportation costs per mile might go down, e.g. if natural-gas bus transport options improved. And this week I do see a possible future lower-cost option.

The University of Delaware (where I started out teaching computer science in 1980, back when the ARPAnet was a few sites, and international email waited until midnight to be picked up and sent via 1200-baud modem) now reports on "V2G" (Vehicle-to-Grid) electric vehicle technology; Science Daily says Diesel bus alternative: Electric school buses that power grid could save school districts millions

Choosing a V2G-capable electric bus over a diesel bus would save a school district $6,070 per bus seat, or $230,000 per bus over the vehicle's 14-year lifespan. Even with taking out the medical and climate change costs associated with diesel pollution, school districts could still save $5,700 per seat.

"They could save a large amount of money while also shifting away from the consumption of diesel and enhancing school children's health," the authors write in the paper.

There is still a way to go before such V2G-capable school buses become a reality, however. Electric school buses are uncommon, with the first Trans Tech all-electric school bus tested in California earlier this year.

While electric school buses can be cost-competitive without providing V2G services, the V2G technology would produce substantially larger savings for school districts.

That's pretty cool, and it might work -- and if it had worked already as part of the merger plan, I suspect that the numbers would have looked quite different and we'd have merged, despite the problems it would have caused in other directions. However, this week also has a much more in-the-news transportation technology announcement, in the "Official Google Blog" at Just press go: designing a self-driving vehicle

We’re planning to build about a hundred prototype vehicles, and later this summer, our safety drivers will start testing early versions of these vehicles that have manual controls.

And what will the long-term impact of these be? Until this week, I had mainly thought of driverless cars in the context of urban driving. But now I take seriously TreeHugger's Google unveils its designs for a self-driving car, and it will change our cities and suburbs:

The self-driving car will certainly affect our cities, given that you need far fewer cars when they are shared and they don't need parking, but the real revolution is in the suburbs, which suddenly make a lot more sense. Grandma isn't stuck in the house all day; the kids get driven to school and to soccer practice; mom can work while the car drives to the office. Parking lots and garages disappear as the cars are shared and always on the move....

Tim de Chant says...

Self-driving cars are one of the biggest threats to the future of cities... As people’s commutes are freed up for other tasks, including work, they’ll stretch their daily trips, once again allowing them to live where they want. And as we’ve seen, people want to live where they have more space.

So it may well be that improved transportation will reverse the decline in upstate population.... Or not.

It's hard to predict, especially the future.

Campbell's Law

I'd like this blog to be a repository of possibly-helpful ideas for Hamilton Central's short-term, medium-term, and long-term options... and of course at the moment it's going to focus on the 2014-15 Budget Process and even on the next Upcoming Public Event:

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Please Come To The 5:30PM Jan 29th High School Library Meeting

Bring Ideas

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On the other hand, I do want to go back to putting up posts about interesting articles/books/TED talks that I think are relevant, even if indirectly. This morning I see a Wired Magazine article about the methods by which we evaluate options, specifically about limitations on the value of the sort of quantitative methods that geeks like me get involved with implementing, at Why Quants Don’t Know Everything

all these new systems—metrics, algo­rithms, automated decisionmaking processes—result in humans gaming the system in rational but often unpredictable ways. Sociologist Donald T. Campbell noted this dynamic back in the ’70s, when he articulated what’s come to be known as Campbell’s law: “The more any quantitative social indicator is used for social decision-making,” he wrote, “the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.”
On a managerial level, once the quants come into an industry and disrupt it, they often don’t know when to stop. ...As soon as managers pick a numerical metric as a way to measure whether they’re achieving their desired outcome, everybody starts maximizing that metric rather than doing the rest of their job—just as Campbell’s law predicts.
Policing is a good example, as explained by Harvard sociologist Peter Moskos in his book Cop in the Hood: My Year Policing Baltimore’s Eastern District. Most cops have a pretty good idea of what they should be doing, if their goal is public safety: reducing crime, locking up kingpins, confiscating drugs. It involves foot patrols, deep investigations, and building good relations with the community. But under statistically driven regimes, individual officers have almost no incentive to actually do that stuff. Instead, they’re all too often judged on results—specifically, arrests. ...
The same goes for the rise of “teaching to the test” in public schools, or the perverse incentives placed on snowplow operators, who, paid by the quantity of snow cleared, might simply ignore patches of lethal black ice. Even with the 2012 Obama campaign, it became hard to learn about the candidate’s positions by visiting his website, because it was so optimized for maximizing donations—an easy and obvious numerical target—that all other functions fell by the wayside.

At best, your measurements make a model: as George Box put it, all models are wrong, but some are useful. And as he added: "Since all models are wrong the scientist cannot obtain a 'correct' one by excessive elaboration. On the contrary... overelaboration and overparameterization is often the mark of mediocrity." A little quantification, a little measurement, can be very helpful; more is often worse. (The world would be easier for me to deal with if this weren't so.)


Or then again, maybe not.

2014-15 Budget Process --- Join In!

As the Budget Calendar mentioned, our January 21 BoE meeting (which will supposedly be on Youtube eventually (see below) was largely about the budget, starting with the NYS proposed aid in the 2014-15 EXECUTIVE BUDGET PROPOSAL which had just come out a couple of hours before. It was not happy reading; Aaron commented that he had expected our Gap Elimination Adjustment to come down fairly substantially which would have led to a relatively straightforward budget process. Instead, it came down by 6%, remaining still above $500K, leaving us with a back-of-the-envelope $250K deficit. It's a big problem for many schools... as North Country Public Radio quoted What does Cuomo's budget mean for schools in the North Country?

"...it seems odd that the governor touts increasing aid to education on the one hand and fails to say that he’s taking it out of the pockets of educators with the other hand"

Of course it's not just the GEA; our insurance costs jumped sharply, more than in quite some time; apparently this is a consequence of Obamacare. (It's a surprise to me; I had thought NY to be one of the very few states where our existing mandates would make the ACA look good, except for the "narrow networks" phenomenon which may provide nasty surprises for New Yorkers who spend time in other states and expect to have non-emergency care while they're away.)

And there are mandates for equipment for simultaneous test-taking, and there's an individual property which was reassessed a couple of years ago from $1.3M to $1.7M and the appeal is almost certainly going to result in a settlement back down to $1.2M with our school on the hook for some excess taxes. Ouch.

The applicable tax cap is Whichever Is Less of 2% and the official CPI which is 1.46%, plus a local growth factor of almost exactly 1%, so income is not rising to match outgo unless we vote to override the tax cap.So...

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Please Come To The 5:30PM Jan 29th High School Library Meeting

Bring Ideas

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Ideas? Of course there is always sharing; the actual merger plan did not save money (long-run) because the diseconomy of scale from added transportation cancelled the economy of scale from cutting staff, but sharing doesn't have to involve large-scale transportation costs. Diana discussed doing more (mainly administrative) sharing among the 4 local schools through BOCES, and we can do more athletic sharing (girls' basketball with Madison). This will not save a lot, but every little bit helps.

Shared Admin can go pretty far, there is such a thing as a Shared Superintendent possibility; it's not obvious that this is applicable to our situation. In general, if we consult the New York State Professional Staffing Ratios" (large PDF) (we're on page 244), we might find that some other small schools do it with reduced staff and maybe we can do what they do...or maybe we can do New Things; telepresence robotics is taking off, after all, and getting lots cheaper than being there.

Smart Schools Equipment for telepresence, for distance learning (below), and to satisfy the mandate Diana mentioned for simultaneous test-taking is not just getting cheaper: it may be covered by the "smart schools allocation" at the bottom of the "BUDGET PROPOSAL", which for HCS is $409,770. It's likely that the "allocation" is intended to encourage long-term shift towards options like the Khan Academy, or simply lessons like our own Youtube channel to be used locally or shared. In the long run that's important, but it's possible that some replacement of people cost with machine cost will actually be feasible even in the fairly short term. (It's also possible that the geek writing this is overly optimistic.)

Natural Gas was discussed; my understanding of Diana's remarks is that it will save each year but that this coming year the savings is roughly cancelled by the installation cost. Ken Bausch points out by email that if if that understanding is correct, then it's a normal capital cost which should be funded by a bond issue, just as we do to amortize bus cost; in fact it's far more obvious in the case of the one-time-only natural gas cost. If indeed that's how it goes, and if the link above was correct in projecting $160,000/year savings, then we're more than halfway home right there. If.

Distance Learning is a current topic for Madison; Ferdinand sends a link to MCS bringing new instruction via distance learning through BOCES and in the long run this may be a major winner, but probably not a big issue for the next few budgets. Well, it might be.

Alumni/Community Fundraising was discussed; Amy Hurta as Treasurer reported that she had learned the day before that the Sports Boosters, like the Emerald Foundation, is in fact a tax-exempt 401(c)3 organization listed with the IRS, "and always has been." Send Money! Andrew Coddington says the Emerald Foundation is always looking for alumni donations and tries to keep an alumni list, so Send Names/Addresses! (And Money!) And there's also HCS alumni site which isn't very active--but links to a facebook page.

Sponsorship Stephanie McClintick (via email) brings up the possibility of local company sponsorship of teams and other activities, which is a common development elsewhere; the Albany Times-Union reported a year ago on Schools look to sponsors to help pay for programs - Times Union

Cuts force districts to find alternative funding

which is certainly a familiar story; from this past fall we can add This student planner brought to you by… | The New York World

New York City middle and high school students will be receiving free planners next school year courtesy of corporate sponsors, under a new city Department of Education plan.

There is an organization to support this kind of thing: Sponsorship and Advertising | School Administrators Association of New York State

The Corporate Sponsorship Program helps SAANYS to achieve its mission of continuing to provide programs and services to the school leaders of New York State - leading to greater opportunities for the students within their care. Participating in the program provides companies with many opportunities to interact with school leaders from all over the state.

Of course, there can be problems, and caution is advised; from Utah we hear High school sponsorship contracts raise concerns, but also benefit programs | Deseret News

In this piece, Amy Donaldson examines the regulatory environment surrounding these deals and how local coaches have gotten into legal trouble with respect to such contracts.

It could happen here.

Foreign Students I've written before about the possibility of tuition-paying international students and about some of the reasons why HCS might appeal to some. Astrid brought this up at the meeting and Diana replied that HCS did indeed go through the "accreditation" process with Homeland Security so we are "SEVIS-certified"; indeed we are on page 108 of last June's official list at DHS and we can accept foreign students with "F" visas, although not "M" visas. See SEVP Certification Basics and maybe Everything you need to know about Foreign Students (F-1) studying in Public Schools

• Secondary school attendance is limited to twelve months.
• F-1 secondary school students are required to pay the school the full cost of education by repaying the school system for the full, unsubsidized, per capita cost of providing the education to him or her.
• F-1 students are prohibited from attending public elementary schools or publicly-funded adult education programs.

And Clinton High School went through this in 2004 but may have dropped it, their website doesn't mention it. The idea went nowhere at HCS, beyond conversations with a company which actually offered to provide students and pay $2,000/year to HCS for their education. Not a good offer, in fact much less than is required by the second requirement above. Is the idea hopeless? I don't think so, not at all. Consider the town of Millinocket, Maine, reported in Millinocket using China program money to keep schools going in 2014 — Bangor Daily News...

Seven Chinese students attended Stearns this year, each paying about $24,000 tuition. ...
Millinocket is among several Maine municipalities hoping to offset shrinking school revenues with Chinese students but had recruiting difficulties. An informal poll of state public high schools’ Chinese student enrollments taken in February showed the most students, 12, at Orono High School. Some private schools had close to 100.

What does Millinocket have that we don't? Connections with Chinese high schools, apparently. Hmm... but we do have potential connections through Colgate faculty/students/admin, including the China Study Group. USA Today reported last July on U.S. summer camps increasingly popular overseas

U.S. summer camps are increasingly popular in countries such as China, where rising middle class can send their children to experience American life -- and possibly set the stage for going to college in the USA

The article featured Colgate rather prominently. At the wrong level for our purposes, but still -- it's worth exploring. Do we have such connections? (Carolyn?) Do we have people, preferably parents of current HCS students, who'd be hosts? (Astrid?) Of course this doesn't have to be China, but China is prominent in the F-1 high-school student visa discussions.

That's all I can think of right now. Diana wanted to emphasize that ideas need to be considered in the context of our layers of regulations, mandates, subsidies... When Ferdinand talked about transportation costs, working with local transport to save some of the $90,000/year we give to BOCES, she replied that transportation is among our highest aid-ratio costs so that much of the money we give BOCES comes back to us, and even if we found a cheaper transportation solution it's likely that the budget cost would be higher. We can't count on specific aid ratios for long-term planning, but for right now, let's talk about the next few years' budgets, with focus on next year.

Update: I didn't mention Activism, or at least Letter-Writing; note that the state's disappointing Budget Proposal is not a Final Budget. There will be a post about this, Reasonably Soon Now.

Update2:The BoE meeting is now a (long) video at ▶ Hamilton CSD BOE Meeting 1.21.14

...apologies, the next one will have better sound.

Below is the order [of] events and the times in which each Agenda Item appears:
0-10min: Items 1.0-3.6, Call to order, Preliminary Action, Consent Agenda (Business Operations)
10-11 min: Item 4, Consent Agenda (Old Business)
11-17 min: Item 5, Community Participation Part 1
17-21 min: Items 6-6.4, New Business
21-35 min: Item 6.5, Budget Sports
35-55 min: Item 7, Information and Correspondence
55-1:41 min: Item 8, Community Participation Part 2.

Hooray for open government!

Update 3 Yes, the sound is terrible. If you have LOTS of energy then

• (a) download the video from youtube, lots of e.g. Firefox extensions for that;
• (b) split off the sound track, probably in iMovie or whatever basic video handler you have;
• (c) download Audacity (free) from http://audacity.sourceforge.net/download/
• (d) follow, e.g. http://www.podtopia.net/gettingstarted/removenoise.shtml

No problem. Well, umm, assuming you have several hours...make it a day, this is a long video and there will probably be synchronization issues when you put it back together so you may have to do it one clip at a time. And the result will not be perfect. No, I'm not gonna try, but I'll post the result if somebody else does.

Networks of Imagination

Ken Bausch mentioned this last December; The Global One-Room Schoolhouse: John Seely Brown | DMLcentral

In this video, which contains the highlights of his “Cultivating the Entrepreneurial Learner” keynote at the 2012 Digital Media and Learning conference in San Francisco, he introduces the fascinating notion of “a global one-room schoolhouse through networks of imagination.”

It seems to me that this is quite compatible with Sal Khan's vision (and book) that I've mentioned a few times, but it's an interestingly different point of view. I'm inclined to see it as a mix of Khan with some of Yong Zhao's World Class Learners, but that oversimplifies as usual. I do see him as detecting and approving a trend towards tools like Scoot & Doodle | Get Creative Together, which has just received fairly major support from Pearson among others.

Google+ Hangout App Scoot & Doodle Raises $2.25M Seed, From Valley Angels & Pearson, To Get More Kids Learning Through Play | TechCrunch

Well, maybe not just kids, or just play; I'll add some emphasis in a quote from the GeekDad report on Scoot & Doodle: Makes Google Hangouts a Collaborative Playspace | GeekDad | Wired.com

essentially, it is an app that works with Google+Hangouts and lets you type, draw and engage in a visual and tactile way – as well as through video and voice. In my use of it I have found it to be really stable and offer a fluid and worthwhile experience whether with my kids or with business colleagues. Like many startups there appears to be more potential applications than you can imagine; however, kudos for both the Scoot & Doodle team and Pearson for seeing the potential of this in the education and learning space.

And I certainly approve of the idea that education works off study groups that fit in a Google+ Hangout. That works.

Or then again, maybe not.

Higher EdX gets Bigger...Texas Size

It's higher education, but the more MOOC (massive online etc) technology grows at the upper level, the more available it will be at all levels. Anyway, Texas is in; U. of Texas Plans to Join edX | Inside Higher Ed

The University of Texas is planning today to officially join edX, which offers massive open online courses or MOOCs. Because the Texas announcement involves an entire system, it represents a major expansion of edX, which was founded by two universities (Harvard University and the Massachusetts Institute of Technology) and was later joined by one other (the University of California at Berkeley). Coursera, another major MOOC provider, has been adding universities at a rapid pace. The Texas system plans to focus on general education and introductory-level courses for its MOOC offerings. Bloomberg reported that the University of Texas is paying $5 million to join edX.

So we link to EdX and incidentally to Coursera and we say: Faster please, this is good.
Or then again, maybe not.

Thymio II Education Robot

Hmm..did I mention robotics lately? Your Kid Wants a Thymio II Education Robot - IEEE Spectrum

Yes, there's a trailer hook. So you can stop worrying about that. And those "mechanic fixation" points are Lego compatible. To program Thymio II, you can use a nifty graphical interface, or a simple programming language called Aseba that's similar to Matlab. And oh hey did we mention that this thing is open source from source code to hardware? 'Cause it is.
Seriously, $100 seems very cheap for a platform like this. It's cheap enough that a $1,000 grant could outfit an entire classroom with robots that are colorful, versatile, fun, and can be tackled with a GUI before graduating to writing code.

Of course there are even cheaper systems, like the rubber-band powered Walking paper Robot - YouTube.
Surely every kid should play with robots.
Or then again, maybe not.

On Demography and Jobs and (not being in) Cities

Rural schools have a problem; they're trying to educate kids for jobs that don't generally appear in the rural world at all. This problem is not getting better. Why High-Tech Companies Are Moving to the City - WSJ.com

For as long as many of us can remember, high-tech industries have flourished in the suburban office parks that are so ubiquitous in Silicon Valley, North Carolina's Research Triangle and other "nerdistans." But in recent years, high-tech has been taking a decidedly urban turn.

I've written about this before, in the local context, at Mistakes By TjM: Upstate NY Demographics and School Consolidation

This is a doom-and-gloom post. Well, not really. But partly. It's not obvious that school consolidation would actually contribute to the solution, but there really is a problem. Let's look at it.

And I added a bit at Mistakes By TjM: Consolidation and "Hollowing Out the Middle". But it's worth noting that things are keeping on keeping on, which is what they will do until they don't.

Coursera TED talk--Daphne Koller

Lately I watch TED talks on a tablet, a Nexus 7, in the morning while walking quickly up and down stairs; it's 20 minutes of reasonable exercise for body and mind, and all that. This morning I watched That's Stanford CS prof Daphne Koller's talk on Coursera. Of course Coursera is higher education, but the techniques can certainly be applied to K-12.

• she wants to have lectures by the very best lecturers, broken into 8-12 minute conceptual units with students having to answer a question or two at the end of each unit (sounds like KhanAcademy or TED-Ed, so far).
• She wants personalized lectures, at least in providing optional units
• She also wants to have actual course scheduling, with tests and deadlines
• She wants peer grading, which apparently correlates extraordinarily well with teacher grading except that it's faster (22 minutes??), and it scales for huge courses
• She wants students to (usually) form study groups, both virtual and physical

She notes that personalization in this context can in several ways go farther than a physical classroom can offer, and it's not just choice of options; if 2% of your students share a misconception that causes them to get the same two test questions wrong in the same way, then as a classroom lecturer you'll never know, but as a MOOC (massive open online course) lecturer with 100,000 students, you'll see 2,000 students as one point on a graph and you can cause them to be automatically directed to the same extra units.

She also talks about the 2-sigma difference between (A) students who try to learn just from lectures, versus (B) students given individual tutoring. 98% of group B are "above average", if the average is set by looking at A. She thinks that personalized courses can come closer to B than to A.

I don't see anything there that doesn't work for K-12, except that you need to provide more physical supervision/security. (Well, I've known some small kids I would trust alone or even, maybe, in a group, more than some college-age students, but usually you need to provide more physical supervision/security.

Sleep Learning?

Somehow I don't expect too much of this, but it's a reminder of how broadly we should be thinking about education reform. How to Learn in Your Sleep: Scientific American

It sounds like every student's dream: research published today in Nature Neuroscience shows that we can learn entirely new information while we snooze.

Well, we can learn to associate good/bad smells with sounds. Okay...

Telepresence education

Here's distance learning with style:

So you can sit or stand at home, or in the one-room classroom of your neighborhood, and go wherever the education is, interacting however you need to, flashing your screen instead of raising your hand.
Of course, the interactions will get better with time...it's possible that Franklin never asked "What use is a pneuborn baby?" but we can see changes coming:

So far, this particular robot has only learned to crawl.

Bigger Screens

Since my own image of the School of the Future includes lots of computer screen space (so that kids collaborate with workgroups and tutors who are sitting at the same table, but not in the same state), I'm intrigued by the latest on molybdenum disulphide, a graphene-like (2-dimensional) material with a bandgap so it can be used in circuitry more easily than graphene: One-molecule-thick material has big advantages

Palacios says one potential application of the new material is large-screen displays such as television sets and computer monitors, where a separate transistor controls each pixel of the display. Because the material is just one molecule thick -- unlike the highly purified silicon that is used for conventional transistors and must be millions of atoms thick -- even a very large display would use only an infinitesimal quantity of the raw materials. This could potentially reduce cost and weight and improve energy efficiency.
In the future, it could also enable entirely new kinds of devices. The material could be used, in combination with other 2-D materials, to make light-emitting devices. Instead of producing a point source of light from one bulb, an entire wall could be made to glow, producing softer, less glaring light.

Well, maybe nothing whatever will come of molybdenum disulphide. But new things will happen. The HCS classroom of 2032 should be further from the classroom of 2012 than 2012 is from 1912. Yes, really.