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Why Corporations Want Control of Public Education
After reading an essay by Alfie Kohn, entitled, “Turning Learning Into Business”, from his book, “What Does It Mean To Be Well Educated?” I got curious if the essay he had written might possibly have been exaggerated. I started my own research to verify what he had written. The results I found out were straight out of the movie “Pelican Brief.”
Our story starts in 2017, with an Internet site called Executive Paywatch, which reported that the CEO’s of the Standards & Poor (S&P) 500 index made $13.98 Million dollars of compensation. S&P are known for their marketing intelligence. The information they gather benefits their clients who are willing to pay for it.
[FLASH BACK] In 1992, I took an in depth course in becoming an Info-Broker. The type of clients I worked for needed information that was current, like today, and would benefit their company tomorrow morning. I found out that information could be bought, sold or traded. I remembered that employees from the RAND corporation were also taking the same course. They were learning how to gather information for their clients too! High profiling clients that were heading for the Olympics in Spain. Safety and security for those clients was paramount, and they required information that was current to the hour.
[BACK TO STORY] What about S&P clients, who are they? They range from corporations to schools. Regarding schools, the S&P was the first to tabulate, organize, and package education information from test scores that were eventually sold back to states who were interested in what was happening in their own schools. Who could benefit from knowing student scores? Maybe your parent company to start with. Guess who is the parent company of S & P? McGraw-Hill, the same company that makes school textbooks. Interesting huh?
Seponnet: https://bit.ly/2DO7CRm
Standardized testing is a machine that collects valuable data that can be organized into information. This is why corporations are not interested in the Arts, because the Arts can’t be standardized. If they can’t be formed into standardized data they are worthless. The Arts are subjective, whereas math, science and English are objective and can be tabulated. So explains the push to downsize and remove the Arts and promote math, science and English scores.
While schools play into the illusion of which school is the best, the real gold is being mined in the classroom as schools compete with each other. Who supports the efforts of these testing and reporting companies? Business Week has printed the top business schools, as well as the top STEM schools in the nation. Business week writers gather their evidence from test scores. By the way, did I forget to tell you who is the parent company of Business Week? If you guessed McGraw-Hill you’re getting ahead. But hang on, the plot takes some interesting turns.
Oh yes, the more I dug, the more shadows seemed to appear behind dark corridors. I could envision Dan Brown writing a novel concerning a global conspiracy to control schools. To control the minds of students and their futures. Of course, to make such a novel you would probably need the Church and several key corporate head characters, who were all Masons, all sitting around key educational school boards around the country. All being controlled by one silent and cryptic person. Then you would have a good novel right? Well,–that’s another story.
Some business corporations have intertwined so skillfully into education that the public only perceives a mask representing education. We have already discovered a couple of the corporations who already control the $20 billion to $30 billion dollar a year textbook and standardized testing industry, and this doesn’t even count the online, apps, and other electronic media that has surfaced like an enemy sub off the coast.
Picture from Hypertextbook.com https://hypertextbook.com/eworld/choice/
For example, Apple computers; Lest we forget they make and sell computers–and schools are their best customers. Another company that seems safe is Proctor and Gamble. Did you know they have their own G&P School where they send their products in the form of lesson plans to teachers all across the country? Sounds nice until you realize they are paving the way for future customers by presenting their product in a very clever and hidden bias.
Gateway to College Students take their Math final exam at Lake Washington Technical College, Kirkland WA
So where does this leave us? The majority of schools throughout the United States have mission statements that generally cover these three basic common goals for the 21st Century: (1) To develop creative thinkers; (2) to develop productive global citizens and leaders; and (3) to develop lifelong learners.
If big business controls the curriculum and standardized testing how can we develop creative thinkers. If we want students to become productive global citizens and leaders students must be taught how to ask the right questions–not how to answer the correct multiple choice question. Finally, if we want lifelong learners, education must be stimulating not stagnant.
The only way to change this, I believe, is to allow teachers to teach. I remember several years ago, I met with a school board made up of businessmen. One was a podiatrist. I remember discussing with him a biodegradable suture thread I had read about and strongly suggested he consider using it. He told me that it had some benefits but couldn’t be used in every case. I strongly suggested it could. He replied, “I’ve been a surgeon for 25 years and I think I know my business better than you.” I retorted, ” I’ve been in my field for 30 years, and I think I know my business as good as you do yours.” He responded, “Good come back. I get it!” Corporations really don’t understand what is going on in the classroom. That’s why professional educators are hired, but it is the silent business partner who seems to have a say into what is important to teach and how it is to be taught. Teaching to the standardized test was not developed by educators.
Wikipedia Image: creative connections
No standardized test would complete without a scantron sheet and a #2 pencil. It’s the “Scantron” company that makes the millions of scantrons students from elementary to university use. Their parent company is M&F Worldwide whose Scantron Division provides data management solutions and related services, including testing and assessment solutions, patient information collection and tracking, and survey services to educational, commercial, healthcare, and governmental entities.. The parent company of M&F Worldwide is MacAndrews and Forbes. Finally, MacAndrews and Forbes is owned wholly by the billionaire investor Ronald Perelman. It’s amazing where these trails end up.
For the past 20 years, the corporate business world has put down educators and told the world they can produce a better student. In those 20 years, the government and corporate world has invested $60 billion dollars into technology and Internet infrastructure. State laws have been influenced to incorporating standardized testing and assessments, the business world has had more influence and input into school curriculum development. However, the results published by PISA (Programme International Student Assessment) has shown that in those same years the ROI in grades for 15 year old students has remained average or below average in the United States. Out of 71 countries the U.S. ranks 19th in science, 30th in math, and 27th in reading.
This past weekend, Superbowl LIII, sponsors invested $5.25 million dollars for a 30-second spot. Was that money down the drain? Of course not. Yes, it does seem like a David and Golliath scenario, and I am only one voice, but I’ll say it anyway, “It’s time to return the class over to those trained to teach, and remove business out of classroom.”
Address the Real Issues
Awhile back, Education Week (online) posted in the Curriculum Matters, an article titled, “Study: Give Weak Teachers Good Lesson Plans, Not Professional Development.” The study in question was done on 360 teachers in three Virginia school districts. Not once in the article, did the authors of the study ever define what, in their research, the characteristics of a ‘weak’ teacher was. Only, the so-called weak teacher benefited from purchasing good lesson plans. Final analysis: invest in giving weaker teachers lesson plans, but don’t spend time or money teaching how to develop a good one. Duh!
It was really no surprise to find the authors of Mathalicious backing up the study. Of course, it’s money in their pockets. You can read the article http://bit.ly/29FAdqb. In fact, I suggest that every publisher who is having trouble selling their lesson plans grab this article, it might bring in a few more dollars into their pockets.
I’m being cynical of course! I will agree, as most teachers do out there, that many of the professional development tortures that are endured are never totally created for the teacher. The majority of teachers feel that their PD courses are useless, never really addressing their issues. Why? Rarely does anyone ask teachers what they need!
The authors talked about moving average-performing teachers, but never defined what average-performing meant, to 80th percentile—It sounds impressive but doesn’t mean a thing if it ain’t got that swing.
Weak teachers don’t need store-bought lesson plans. They need mentors. They need to be taught, yes even teachers need to be taught, how to put a well-developed lesson plan that teaches to the objectives. Oops, I didn’t say test. Darn right! All lessons should have objectives, we should tell the student ahead of time what he is going to learn, learn how to teach students how to ask questions, how to analyze feedback, and how to create an assessment to find out if the objective was learned! The test will take care of itself if objectives are met.
I’m tired of hearing Ph.Duh’s who have either (1) never been in a classroom, or (2) haven’t been in one for years, dream up their studies so that they can publish their article, keep their jobs, and have something to talk about at some roundtable lunch meeting. The simple fact is weak teachers need mentoring, a safe environment to question and get feedback, resources, and the time to develop strong lesson objects. Any Questions?
The Answer Is Within The Question
Back in the 1990’s, I took a course on becoming an info-broker. It was a week-long course where I was introduced to data research, database design, and data retrieval. About this same time, the Internet was evolving with Websites and new technology tools like browsers to surf the Net for information. It was also during this time Vice President Gore created the phrase, “Information highway.” However, the course I took had nothing to do with links to Websites or University libraries. It was about being able to access unpublished information via the Internet using SQL and FTP commands. Unlike published information, unpublished information had value as a commodity, which could be bought, sold, and traded for the right price.
In order to access databases of this caliber, one had to have the following three things: First an account and password to access these global information databases; Secondly, a bank account pre-established to pay for the information once retrieved. Pricing varied from a few dollars per hour to one particular database that cost $1,800 dollars for every 15 minutes; Thirdly, the knowledge and skills needed to maneuver in a database to retrieve the information desired as quickly as possible. What I also took out of this course was the importance of two other key elements: Learning how to ask the right question, and knowing where to get the best answer.
Asking the right question was not about asking a typical journalist question (who, what, when, where, why, and how.) But learning how to ask open-ended questions, prioritizing them, and then mapping out a path within a database’s labyrinth maze structure.
I recently just finished a great little book by Dan Rothstein and Luz Santana called, “Make Just One Change: Teach Students to ask Their Own Questions. This book mentor’s teachers on how to develop the skill in asking the right question. I highly recommend it for those who are interested in getting students engaged and developing a classroom culture whose motivation is self-lit. This is a small book but powerful.
Teaching students how to ask questions and then having them answer their own questions does lead to student lesson engagement. Because the questions are developed by the students who are motivated to explore and discover their own answers. Consequently, doing it this way has another benefit, they retain more information than through a lectures or worksheets.
As for where to look, that takes us into research. Google has become the 21st Century equivalent to the 20th Century photocopying phrase, “I want to make a Xerox.” Boy did 3M, Minolta, and other photocopying companies hate that phrase. Today, you hear, “Google it,” for getting information. Actually, there are 65 large databases on the Net. Even though not as popular as Google many of the databases have links to information that might cut down on research time.
In any case, no matter which database is used by students they still need to know three basic things:
- First, the structure of the database and how information is stored;
- Secondly, logic tools on how to reduce the number of hits and get the best information quickly. Noted that I said the ‘best’ information, not the ‘right’ information. In school, on a test, there is generally the one right answer whether that answer must be spelled out or blocked out on a multiple-choice question; and
- Thirdly, the sources of the information. Understanding where the information came from and the timeframe are crucial to data integrity.
We should also teach students the value of asking the question, “Which database will best serve me?” Followed by, how do I design the best approach to get the information and document it. As for documentation, students should be able to tell you which database they used, where the information was stored, the date of publication and the person(s) responsible. In my case, it was date and time (GMT) that had to be recorded for the unpublished data or information once retrieved.
Every database on the Net has a map along with the logic tools that best serve information retrieval. But, I caution, it still comes down to answering the question, and if the question is not formed correctly, well, as Lewis Carroll put it:
Teaching students how to ask questions and then how to retrieve the information are important skills that all learners will need their entire life. In fact, you might still have a question yourself. You might still be wondering about what was in a database that would cost $1800 dollars\15 minutes to retrieve? If you really want to know, I’ll tell you—for a price. My next blog will tackle strategic ways to help students develop questions through storytelling.
The 90 Degree Shift
Top: Thomas Edison, Alan Turing, Nikolas Tesla Middle: Walt Disney, Mary Cassatt, Marie Curie Bottom: Galileo Galilei, Claude Monet, Albert Einstein
What are the characteristics of an apprentice of Leonardo da Vinci? First, the people above would all qualify as apprentices of Leonardo. All of them grew up in a world of conformity, established beliefs, and standards. All challenged the established beliefs and traditions. Each one was ridiculed, smeared, or shunned. You see, traditions and conformity go hand in hand. Once accepted, anyone who confronts the established validity, framework, or rules is no longer accepted by the masses.
Each above approached his work and then asked a simple question, “What if. . .” It is not just the question(s) they asked it’s the action they all took. They all shifted 90 degrees, and as strange as it seems, their actions caused the rest of the world to eventually accept and benefit from their ideas, visions, and dreams.
My personal 90-degree shift occurred back in 1995. It started with a simple question, “What if my students could collaborate with another school, in another state, on a science project–online?” My school, Don Bosco Technical Institute, in 1995, did not yet have the Internet. But I did on my personal account with AOL. I contacted AOL and asked if we could set up an electronic schoolhouse. I helped to develop the format, and then launched my program, “Space Island’s.” I developed a project that involved a virtual space station orbiting earth. Each participating school would have its own lab onboard to conduct experiments. In 1995, websites were still rare and all communication was done via emails and FTP settings.
By 1996, the program had gone viral with 2.3 million students and teachers in forty nations, ranging from elementary schools to universities. In that same year, the U.S. Congress placed my program into the Library of Congress as a historical event. It was documented as the first successfully launched long distant educational program ever completed online. Today, many universities and educational institutions benefit from online distant learning, and it all began with a question.
In 2005, I had two new questions. “What if educators, who are trained to teach, actually were given the chance to do just that?” Question number two, “What would happen if educators took back the reigns from businesses and politicians that now run education?” In that year, Leonardo’s Apprentice was born.
Leonardo’s Apprentice is about taking a 90 degree shift from the present course we have all been put on by both politicians and big business and giving control back to where it belongs, with the educators. It’s about giving the professional educator the respect and right to plan the strategies of engaging student learning. This is not about creating a new model or template. It is about generating visions, ideas and action that will bring efficacy to future generations. Generations who, in turn, will learn to make their own 90 degree shifts.
The upcoming series will not be a monologue but a dialogue of exchanges. Exchange of ideas, questions, doubts, and most importantly–movement! It will all start by taking the 90 degree shift from conformity and tradition into exploration and discovery. The first dialog will be on, “How To Engage Students.” I look forward to our future discussions and sharing your ideas and visions. Begin by leaving a comment or questions below and registering your email for my future book, “Making A 90 Degree Shift: Learning how to become a Leonardo’s Apprentice Educator.”
Let Pokemon. . .Go!
There is a story of man who was walking through the woods and spotted a target painted on a tree trunk with an arrow straight dab in the middle. He was amazed at the archer’s accuracy. He continued his walk and spotted several more trees with targets and arrows shot dead center. As he continued, he met a man with a bow and arrow and inquired if he was an archer who had made those shots.
“Are you the archer who made those brilliant shots?” the man said.
“Yes, I am.” said the archer.
“I would enjoy seeing you make another shot if you would,” the man replied.
“Sure thing,” said the archer
Stepping back the archer pulled out an arrow from his satchel, attached it to his bow and carefully drew it back as he aimed at an unmarked tree. Firing the arrow it lodge into the tree. The archer then picked up two buckets of paints and brushes and proceeded to paint the target around the arrow.
Finding new ways to motivate and engage students is the big buzz in education today. Many of the articles online are about how social technology can be used to solve these problems. For example, in two recent online articles from Edutopia,(July 22, 2016)“The Educational Potential of Pokemon Go” [http://edut.to/2bfHFPi], and (Aug. 2, 2016), “Pokemon Go…and Global Success Skills) [http://edut.to/2aIhld2] the authors present arguments as to the educational benefits that the Pokemon Go game could have in the Global Community. The readership is encouraged to download the game, play with it, and figure out ways on how to incorporate it into a lesson plan or curriculum. This is what I call, “Painting the target around the arrow.”
Can Pokemon build reading skills? It’s looking for virtual characters, so the answer is no. Will it help students better understand mathematics? Again the answer is no. What about language skills? Not there either. So how does this game build real-life skills? The authors never say how the game will do this. Why? Because Pokemon Go does not address any important learning issues–it’s a game!
Many of today’s educational digital games are no more than electronic flashcards. Pokemon Go offers no learning challenges it’s quite intuitive to learn. As for strategies, the only one I can see is not getting hit by a car while crossing a busy intersection, or falling into an open manhole while scanning for images from the user’s phone.
The authors imply that this game can make students better global citizens? Really? Does it teach about multiculturalism? Foreign languages? Social issues? No! In truth, the game was designed to make money. But there are some people both in education and in the game marketing industries trying desperately to draw their own targets around the arrow of ‘educational outcomes’ to convince teachers that their product or service will motivate and engage student learning.
There is a thread today that sings that education must be fun in order to learn. I like it when learning is fun, but real learning is also hard, it challenges, and demands focus. As educators, we are preparing our students for the real world, not the virtual world. The successes and points in the virtual world pay no dividends in the real world. As teachers in the classroom, our job is to encourage leadership, teach students how to question, how to evaluate failure and how to find alternative options. Our quest is to open the minds of our students to the future where they will be interacting, working, raising a family, making a living, and contributing as a responsible and productive citizen in the Global Community.
In conclusion, games like Pokemon will probably not be here twenty years from now with the evolution of technology and gaming theories. But the language, math, and thinking skills will be required to survive. To modify a line from Gladiator, “What we teach today echoes in eternity!”
I encourage and welcome comments on this and any article posted.
Rethinking Pandora’s Box
Image by HopeOnHope
This morning I was scanning my Periscope App to see if any of the teachers I follow had made any posts, while doing a quick scan I came across a San Bernardino high school student’s post titled, “Our teacher hates kids.” When I logged on, I viewed a live stream of a classroom where a male teacher was attempting to get the class’ attention while the student was streaming live. As the male student streamed he answered other online viewer’s question, drew sexual symbols, and with his camera aimed it at the teacher and drew a swastika.
Teachers today, are caught in a technology dilemma. On the one hand, to incorporate technology as a tool for learning, while at the same time, prohibiting that same technology from creating abuse and an unsafe environment. Periscope and Google Live, are today’s most popular live streaming Apps. There are others. There are all kinds of questions being written on privacy and public trusts issues with these types of technology.
Most teachers allow Smartphones in classroom for a number of reasons. In a math class, students may be allowed to access a calculator app. In an English class, students may use their phones to access a dictionary or thesaurus. In a science class, students might use their Smartphones to access a periodic table, math conversion, or a science term dictionary. It all sounds good and safe, but at the same time, technology, whether we talk about Smartphones, iPads, or iWatches can become a Pandora’s Box unleashing a multitude of problems and issues.
There are programs that will monitor classroom computers and even iPad technology; However, Smartphones present a unique and wildcard problem because they can’t be monitored from one source, and there lies the problem and solution.
There have been dozens of articles on everything from updating the Classroom with technology to Bringing In Your Own Device (BYOD). The pros and cons have been logically presented to the public, but the jury is still out on both the benefits and issues. So allow me to advance a couple of solutions.
If a computer lab is used, such as a desktop lab, or laptop\notebook cart, or iPad set then the teacher can monitor these units from one unit. This would maintain supervision, awareness of student projects, while maintaining a safe working environment. All that would be needed is the purchase of monitoring software and a few hands on lessons.
The BYOD scenario can be controlled, but it requires more student cooperation and teacher monitoring. If students are in a ‘standard classroom of rows of seating, there is no way to monitor student activity. In these cases, having students rearrange their seats in groups of four (fig. 1) reduces the walking and eye observations required by the teacher to monitor everyone’s activity.
Fig. 1 Group Seating
A better setup that works well, is to have students arrange their seats in a ‘Horseshoe’ format (fig 2) where a teacher can monitor all students from one vantage point. The trick is to have the students sit on the inside of the horseshoe, that way the teacher can monitor from his strategic advantage in the center of the horseshoe. In fig. 2, I would turn desks around so that they face out from the horseshoe. Teacher monitors in center.
Fig 2: Horseshoe seating
These are a few of the strategies I used when I did not have a computer lab and was faced with students bringing in their own technology devices. Between the two BYOD formats I feel the horseshoe is the best for monitoring all student activities.
I will post more strategies at LeonardosApprentice.org.
I look forward to any comments or ideas on this topic that you would like to share.
Tools of the Trade
Back in 1988, I took a photography class at Glendale Community College. This was in PDA (pre-digital age). Like my fellow students I brought in my brand new Minolta 35mm camera. Our first assignment was to go around campus and take a composition picture in black & white showing textures. Our teacher went out as well, taking his 1950 Brownie camera to take shots. When we returned we all prepared our film, chose the best negative, developed it, and proudly placed it on a viewing rack. We then voted on the best picture. Okay, you’re jumping ahead, but you’re right! The teacher’s photo won. I still remember his words, “It’s the eye of the photographer, not the camera that takes a good or great picture.” Years later, when I taught a digital video production class I passed on the same phrase to my students. Composition is a communication skill that should not be left to the camera to decide.
My teacher’s quote can also be applied to today’s professional teachers. The technology available for classroom projects, presentations, and experimentation is awesome. But in the end, it is still the teacher not the tool that motivates a child. Today’s teachers are graduating from the best universities coming out with knowledge and insights on how the human brain learns, memorizes, and thinks. Neuroscience research has become part of the university’s curriculum with the newest information and studies on learning impairments, learning styles, cultural integration, and motivation motif’s. And yet, not one class is set aside on the topic on current technology being used in the classroom. Not one class discusses the best methods and procedures on how to implement any of the technology tools available into lesson plans that will engage and motivate young learners.
Some will say, today’s technology is quite intuitive, and there doesn’t need to be any training in it. There is some truth in this. My Canon Rebel digital camera can take good automatic pictures once I set the auto dials, then all I have to do is push a button, and instantly I get to see my taken image. But professional photographers learn how to compose their own shots, manually setting their own speeds and lighting, using raw files instead of tiff files. Pro photographers expand the envelope of their tools to invent and create new ways to communicate visually. There is a difference between a candid shot and a professional shot. But what has all of this to do with teachers?
Teachers who are not trained in how to manipulate the technology given them are limited to only the program instructions and device functions. Student engagement and motivation becomes a reality when teachers are trained properly on what their technology is capable of doing. An iPad device has access to thousands of apps, however, understanding how a child thinks and learns opens up opportunities in not just choosing the right app, but being able to manipulate it into a functional teaching tool. Teachers need to be taught how to choose the right technology and software programs that will meet the student’s learning style. There is no one size fits all here. It is at this point we transform the classroom facilitator into a EduTech professional capable of changing lives, engaging students, motivating them to their highest potentials, and in the end, even keeping the bureaucracy satisfied with higher test scores.
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)
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!
Reference:
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>.
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>.
Point of Perspective
Question: What does a 15th Century oil painting have to do with the development of NASA’s Augmented Reality iPad App?
I’m always interested in the connections that today’s digital devices have with history. Take for example, NASA’s Augmented Reality App (http://bit.ly/GA82dS). Imagine printing a simple image from your inkjet printer. Then placing the printed paper on your desk, and then turning on your NASA app and iPad camera to scan the printed image on the desk (fig. 1). Suddenly, as if by magic, up pops up a model of the Mar’s Rover, with the appearance of taking up space and volume, but no weight!? (fig. 2). Finally, you have the ability to pick up the model and view it from 360 degrees, as well as animate many of its functions (activating its’ antenna, or moving it a few degrees.) (see figures 1-3)
Fig 1. Printed paper being scanned by iPad camera
Fig. 2: NASA app locks on to image and Mar’s Rover pops up.
Fig 3: Rover can be turned and viewed in 360 degrees.
As I viewed the image on my iPad and enjoyed the ability to see a 3D image that I could move and maneuver in the palm of my hand I marveled with the science fiction I was playing with. In the palm of my hand was the result of years of science, technology, engineering and mathematics; and yet, one crucial element in history had been overlooked. In order to appreciate the full visual affect I was enjoying with this Augmented Reality App I wondered if this was the same wonderment experienced by the few people who saw Filippo Brunelleschi’s painting of the Baptistry in Florence, Italy, 600 years ago. Brunelleschi was a man who was an engineer, architect, artisan, mathematician, and inventor.
Prior to Brunelleschi’s work, artist’s painted and drew in a flat plane with figures that had no weight and sometimes seemed to float in space. Perspective wa
s not important. For example, the castle in the painting (Left) looks like some child’s doll house with no depth, no perspective. The three figures behind the churchman also seem to have no order of depth–no perspective.
Brunelleschi’s work would literally change history and how people would view the world because of rediscovered geometry called “linear perspective.” Without linear perspective today’s video games, movies, holographic projections, virtual reality, and apps like Augmented Reality would not exist. Brunelleschi was the first to introduced the geometry that would gave way to these discoveries and inventions. Using a mirror, he was able to understand how all lines converged to one point. Mapping this information out on a canvas he painted the Baptistry building in Florence, Italy. People were encouraged to view the painting by looking through a hole made at the bottom of the canvas and placing a half mirror at a distance (see figure below) that would reflect the artists work and then give view to the real building. The whole experience had a wow affect. This new discovery would change how artists would paint, and even how maps were to be made. In effect, our 21st Century GPS also has its history to this same event in history. Art is another form of recording data and information, and yet it is many times over looked and shoved aside due to bias and ignorance.
Leonardo da Vinci said, “There are three classes of people: those who see. Those who see when they are shown Those who do not see.” It’s important to remember we see and think in images not words. Technology won’t motivate, but Art has the power to motivate and create, and in the end, isn’t that what we, as educators, are striving for, ways to motivate and encourage our students?
The Day the Universe Changed
-
- “To be, or not to be –that is the question:
- Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms
- against a sea of troubles, And by opposing end them.”
- Macbeth, Shakespeare
- Interesting enough when a change occurs it is not the change that causes attention, but the future results because of that change. Back on March 18, 1997, the science and technology committee, assembled by President Clinton, finished their 80 page report (Becker, H.J. et al., 1997) called, “Report to the President on the Use of Technology to Strengthen K-12 Education in the United States.” The report carefully outlined all the issues and problems that would face educators to implement any technology program(s) into their schools. So, I am not sure if it was news press
ure or political agenda, but after the report was made public, President Clinton in 1998, increased resources for educational technology by over 3,000 Percent, including training over 600,000 new teachers to use technology effectively in the classroom. The training was at best at the level of ‘computer literacy.’ The edict was given with no instructions on how to implement technology based programs into the classroom, or by what weight success would be measured. Interesting enough, no one seemed to read the last sentence of the report, which read, “The Panel does not, however, recommend that the deployment of technology within America’s schools be deferred pending the completion of such research.” - With no weights or objectives given to educators from the government other than ‘make it happen,’ the conditions were now set for the Bush Administration on how to find and develop accountability.
- In 2002, President George W. Bush signed the No Child Left Behind Act, and Standardized testing became the benchmark panacea for all Federal programs including STEM. Since then, many of the online STEM software companies have developed either their o
wn benchmarks for STEM or have developed their software programs under NCLB policies. In either case, after 20 years and billions of dollars spent on implementing technology into the classroom arena, the United States report card from PISA² is still showing average readers, and below average test scores in mathematics and the sciences. Back to Hamlet “…or not to be that is the question.” - Therefore, do we answer the question of “to be” by having our children, our future, suffer the slings and arrows of a political agenda that has had twenty years to prove itself, and hasn’t; or, do we now face the reality of blunders and mismanagement and oppose it by developing new entrepreneur solutions ? The apprentice of Leonardo seeks to develop alternative solutions. Acta non verba!
- References
- Becker, H. J., Shaw, D. E., Bransford, J. D., Davidson, J., Hawkins, J., Malcom, S., … Young, J. (1997, March). Report to the President on the use of technology to strengthen K-12 education in the United States [Scholarly project]. In Technreporttopresident. Retrieved July 10, 2013, from http://tacticalthinkers.com/technology/Teacher %20Resources/technreporttopresident.html
- ² Programme for International Student Assessment (PISA) http://www.oecd-ilibrary.org/education/pisa_19963777
