Leonardo's Apprentice

Home » Posts tagged 'LAUSD'

Tag Archives: LAUSD

MAKING THE CONNECTIONS || An Invitation to a Conversation

Back in March 1993, I was given an invitation by Caltech to witness a new development involving the Internet.  I was taken to a computer lab on Caltech’s campus where I heard a brief lecture, and then was shown the first web browser, Mosaic—images and text on the same page.  In 1993, there were only three websites in full operation.  One was located in Switzerland, the second in Chicago, and the third at Caltech in Pasadena, California.

Two years later, I logged onto AOL and aided in developing the Electronic Schoolhouse.  In September 1995, I developed and launched an educational program on the Electronic Schoolhouse called, “Space Island’s.”  At the time, I thought it would be interesting to work with two other schools on a common online project.  The first was a public school located in Sitka, Alaska, and the other, a private school in New Rochelle, New York.  I had no idea what was to come next.

The Space Idualringstationslands project was centering around a virtual space station, where students were given a virtual lab to conduct science, math, and engineering experiments regarding space travel and concepts of living in zero-g.  By March, 1996, I was spending 3- 4 hours every day answering emails from around the world.  The Los Angeles Times newspaper reported that AOL had recorded forty nations, which had become involved with the Space Islands program with an estimated 3.2 million students and teachers working on the project.  This obviously opened up AOL, and I was given a free account, but I still had not realized what I had done yet.  To me, this was a new way to interact with other schools and to create educational projects.

In June of 1996, I received a letter from Senator Newt Gingrich, Speaker of the U.S. House of Representatives, informing me that my program, “Space Islands,” that I had pioneered, was being inducted into the Library of Congress as a historical event.  Historical event?!  It was labeled as the first long distance educational program ever done on the Internet.  It would soon launch, what we call today online e-learning.

It was the global interactions of students and teachers that was most compelling.  For example, students in Kuwait asked a simple question, “Where does the water come from when you are in space?”  This got students in Nebraska looking into the topic of growing corn in hydroponic experiments.  Students from Cambodia wanted to experiment on the same topic but conducting the experiments using rice.  At the University of Helsinki, Finland, university students saw an opportunity with all the nationalities and languages and created the first present tense language interpreter.  The lists went on from engineering concepts to developing the imaginary technology that would be used to build the engineering tools, and using math as an application in creating simulations.

In 2012, I took a Master’s degree in Educational Leadership online.  I enjoyed the courseware but was not impressed by the e-learning technology colleges and universities were using.  Considering the advances we have seen in the past 16 years, in both computer and online technology and engineering, I was surprised to see little advancement in e-learning connections.  Connections between students and facilitators (what universities and colleges call online teachers or instructors,) wasn’t much more than the e-mails and bulletin boards I used back in 1996.

connectionsfinalSo, here we are in the 21st Century where computer technology and software had advanced science fiction into reality with the pantology of historical developments and advancements, condensed literally, to one  2.25″ x4.75″ (5.2cm x 12.7cm) hand-held device capable of receiving and sending information almost anywhere on this planet.  And yet, there was a lack of efficacy in the technological hubris that attenuated educational advancement.  Why?

In those past 16 years, technology and software companies had evolved from manufacturing to sales, from sales to partnerships with educators, to memberships on school district Board of Directors dictating everything from curriculum development to pedagogy structures.  Educational publishers had also joined in, along with many other businesses. Educators had become nothing more than secondary employees and clients to the industries marketing and selling educational books, equipment, and software.

Now, the last paragraph sounds like an anti-tech individual with a pejorative agenda.  Nothing could be further from the truth. I hold two B.S. degrees in Information Technology, and taught at a secondary technology school for two decades.  So, has technology become an aberration to me?  No!  For the past three years, I have had an opportunity to take a step back from the daily teaching and department needs to see what is going on locally in other schools, as well as schools around the world, and I have found two interesting trends forming globally.  The first, centers on using technology as a motivator.  That will never happen.  The second group, tends to put technology in its place as a tool–no more, no less, which seems to be showing positive results.

I have to admit, Apple Corp was a financial genius in marketing to schools.  But, in the end, it wasn’t education and degrees they were hoping to increase–it was market shares and products.  It still is.  All manufacturers of “educational” equipment and software see big $$ to be made from both State and Federal educational programs.  In fact, many of these same companies pushed legislation by courting financially into several political agendas.  Common Core standardization was one of them.  Don’t get me wrong, when it comes to computers, cell phones, tablets, and the Internet I think standardization is very important.  It just doesn’t belong in the classroom where there are different learning styles, behavior issues, and socio economic situations to deal with.

In the next series of writings, I am going to be focusing on schools that are getting measurable results.  No, not higher standardized test scores!  Nor, from new ways to using apps on a cell phone, iPad, or tablet.  When the new Core Curriculum was voted in, the state officials said, “We will set the bar, how you teach it is up to you.”  What they added in smaller print was, “as long as you do it our way.”  This reminded me of Henry Ford who said, “You can buy any car with any color, as long as it is black.”  By the way, as a sidebar, Henry Ford’s industrial manufacturing model would eventually be the impetus to today’s educational programs.  But, that’s another story.

Image: VocWord http://bit.ly/1HHYkT5  Space Islands image from SI group.

Supervision is unanswered question to iPad distribution

I have to confess I’m often amused when I read an article in the newspaper or the Internet about school districts that have given computers to students who then break into ‘secured’ areas or forbidden websites.  The real punch lines comes with the words, “this was unexpected!”   Really?

30 years ago (1983)


Back in 1983, the Commodore International released its newest computer model, the Commodore 64 home computer that cost $595 dollars and had only 64K memory.  This was an 8-bit computer that could be hooked up to a modem (300 baud), and more importantly–programmed.  In 1983, the movie,”War Games,” with actor  Matthew Broderick, playing David Lightman a high school  student, told the story about a young teenage hacker who breaks into a government computer facility and nearly starts WWIII.  In 1985, a real fourteen year old boy from Escondido, California, was under FBI investigation after hacking into the Chase Manhattan Bank computer (Arrington, 2008).  Most security people at the time were surprised that a 8-bit computer could log into a million dollar mainframe computer.  Oh yes, he did use his Commodore 64 computer to do the job.

30 years later (2013)ipad-mini-creative-apple

According to a recent article (Jones, 2013) Bernadette Lucas, director of the Common Core Technology Project for LAUSD, purchased 50,000 iPads, at a cost of $678 each, and handed them out to 47 schools to test them out on program integration and security verifications.  Within a short period, 300 David-Lightman-type students breached security measures designed to prevent students from accessing websites such as Facebook and YouTube, plus in house security.  When the iPads were called in thirty iPads were missing.

“We’re learning from what’s happening,” was Ms. Lucas’ response.  Considering the history of computer hackers that have been well documented since the 1980’s, at what point does information become knowledge.  This becomes a serious question because the district goal to distribute 600,000 iPads to LAUSD students that will be in full force by next fall.

The Real Question

The iPad is a useful tool that can be used in very creative ways.  The key is not about allowing or not allowing students to have access to the technology hardware.   The real issue is supervision.  This is no different than having a teacher in the classroom or on the playground.  Unless LAUSD or any school district can guarantee total supervision, and 600,000 independent users is not in the mix for this security task, then the prudent solution is to keep the units locked up in school.  If school districts become responsible for incidents (cyber bulling, adult sites, or any questionable sites not allowed in school) created outside their school campuses by students using assigned school equipment, I think the solution is quite evident.  Use them only in the classroom because in the end the teacher, the school, and the school district are still responsible for giving out Pandora’s boxes to discoveries and potential future lawsuits to minors!  I welcome your comments!


Arrington, Michael. “MySpace Cofounder Tom Anderson Was a Real Life “WarGames” Hacker in 1980’s.” Weblog post. TechCrunch. N.p., 30 Aug. 2008. Web. Oct. 2013. <http://tcrn.ch/aUNn13&gt;.

Jones, Barbara. “LAUSD’s IPad Problems Frustrate Those Involved in the $1Billon Technology Project.” Huff Post Los Angeles. N.p., 2 Oct. 2013. Web. 7 Oct. 2013. <http://huff.to/16igCYc&gt;.