You know, you don’t really appreciate something until you lose it. I’m feeling that this week in my loss of freedom to just go and browse my way through a store. It’s not that I do it a lot but the important part is that, in another time, I actually could if I wanted to. I just can’t now.
I did have a fulfilling moment last night. A childhood friend of mine had a crashed iPad and I was able to give her some advice and she’s back online now. My price was very affordable compared to what Apple would have charged. I got:
On to some of the great things that crossed my keyboard this week from the blogs of Ontario Edubloggers.
Shelly Vohra offers some candid advice about attempts by the Ministry of Education to promote e-learning or online learning or what you may wish to call it. She echoes some of the observations that have been talked about here and in other places. It is in stark contrast to the comments coming from some of the right-wing news sources in the province. They just don’t have a clue. The sad thing is the number of anonymous comments. I don’t reshare because I don’t believe and yet I can’t resist the urge to read the garbage that they are spewing. Like I indicated previously on this blog, you can’t equate one person with a computer from their employer and an internet connection with a teacher trying to teach a class of students with varying needs and just as many varying computer configurations. That is, of course, if the student is fortunate enough to have a computer and an internet connection.
Shelly points out, with respect to the Minstry’s assumptions that this is a good thing:
- The first is that educators were not consulted in the creation of this ‘resource’
- Secondly, the ‘resource’ doesn’t take into consideration the diversity in our student population
- my third issue with such a ‘resource’ – the issue of equity.
We can’t overlook that this will be a good resource for some and certainly school districts are, or have been directed to, share on their website.
Shelly promises a followup post with some of her ideas.
How The Coronavirus Should Impact Education
Matthew Morris takes on the topic of how all this should affect education. He thinks that we’ll all play out and make the best of things in the short term. He focuses instead on the future.
So, what does happen if and when the balance of the school year is cancelled.
I did have to smile just a bit when he took on society’s perspective of Physical and Health Education. Is it a nice break from the rigours of the classroom or does it have a more important role?
And, where do report cards fit in?
This post is a nice focus on reality.
Illness, Shame and the Educator Martyr Complex
From the ETFO Heart and Art Blog, Michelle Fenn makes some observations based on the current reality and some of the realizations that can come from it.
We all have experienced the various scenarios in Michelle’s post. We have indeed dragged ourselves into work when we should have stayed at home.
We all have those emergency lesson plans that are tucked away for such an occasion and hope that we never need them.
We all know the panic of going to bed well and waking up ill. What will the kids do?
At some point, we’ve all had the experience of going into work when we really shouldn’t. As Michelle notes, we’ve made gains through collective bargaining about how to take care of ourselves. Sadly, there are employers that want to cut into this. There’s a huge difference in workplace activity between dealing with a full timetable of students who might be sick and some other professions that are nowhere near this. I still can’t get over that moronic Twitter message that I read indicating that teachers will get through COVID-19 because the experience of dealing with coughing the spreading a of germs of the classroom will help them.
Ironically, we have an entire province that has shut itself down due to a virus and those that are really worried about the impact of the lack of doing their jobs and the students they’re charged to work with are the teachers.
Exceptional Times: Using a Pandemic to Close the Digital Divide
Tim King follows up on a previous blog post where he addressed the challenges of having insufficient internet access at school for his needs with this post.
Now, he takes the concept of connectivity globally. I found his reference to the Loon project interesting. Note that this video is at least three years old.
And, of course, you’ll need a computer to attach to the network. He cites two sources; one being the unused computers at schools right now and the second being the Computers for Schools project.
I would suggest that all this is a start but won’t get us where we ultimately need to be. My internet service provider uses LTE and Satellite; it’s part of Canada’s rural solution. I had to send a warning to Stephen Hurley earlier this week that our voicEd show might be in danger when I ran a Speedtest and got this.
Stephen recommends at least 2MB for success. Fortunately, it was a bit better for Wednesday morning. Had I needed the speed when I ran the test, I would have been out of luck. Imagine being a student at home relying on synchronous connections with a teacher.
The second part of the equation involves getting computers in the hands of students. One solution is to provide repurposed computers with a Linux environment and have them connect to a network with those specifications. The problem with older computers is that repairs and getting parts can be a challenge when things go wrong. I have a Dell (not exactly a generic machine) with a flashing orange light indicating that it doesn’t recognize the battery that it came with. It’s not likely that I’m going to shell out money for a new battery for this older computer.
On top of all of this, we make reference to this as a solution to those students whose families cannot afford their own technology. So, the poorer get a bandaid solution?
Despite my negative points above, a solution like this needs to be found. Traditionally, we’ve looked to public libraries as an evening solution but when they’re closed, that option is out.
Looking for a solution while living the problem really isn’t the solution. A proactive solution like hospitals have in hand needs to be in place. Smart educators like Tim should be given credit for their thoughts, along with a budget, and come up with a permanent solution should a similar situation ever arise again. And, even if it doesn’t, who wouldn’t want a solution where every student in the province has reliable access to the internet.
From the TESL Blog comes a post from Martina Finnegan that includes one of the best thinking moments for me this past while.
“Skillful teaching is the teaching that is contextually informed” (Brookfield, 2015, p. 20). We teach what we assume students should be learning in their particular situations, and sometimes this requires veering away from a syllabus and taking hold of alternate methods to help students learn what is required for their field
In today’s reality, I think of teachers that are now thrust online to continue their teaching.
I’ve been in conversation with a friend in the States that is teaching his Computer Science courses online. The connection to the student is through video conferencing from his living room to goodness knows where. I do know that one of those locations is in China.
One of my superintendents was a big believer in Management by Walking Around. Great read here. He believed that the best teachers are always walking around, looking at student progress and then let the alternate methods that Martina alludes to kick in. Educators know what the end game is and will do whatever is needed to get there.
I would hope that the best of the best meet Martina’s standards of a “Skillful Teacher”. She’s got some great references for additional reading in the post.
Neighbourhood Mending – 19/31 #SOL20
Melanie White SCREAMS
“This is not my neighbourhood!”
Why is she screaming?
She’s looking at a glossy magazine that describes her neighbourhood. The pictures that she sees in the magazine are drastically different from what she sees when she looks out the front window or around her neighbourhood.
It’s difficult to believe that this is happening in Canada in 2020. Judging by the comments to Melanie’s post, she’s not the only one who sees this and want to take action.
Letter writing to the magazine is a good start. Letter writing to those businesses that advertise in the magazine, cc: the magazine and to social media would even be more effective.
The Beast is back!
When I read the title, I thought it might be about a Degree in the Arts and a Degree in Education like so many teachers in province have and how could that be a post.
But I was wrong.
It’s a wonderful story about a relationship and professionalism that brings in a running kindergarten student and how grade 5 students ended up being more effective than the vice-principal in her role of authority.
Now, I’ve heard (and watched) 6 degrees of separation. I had to do a bit of research to find out just what was meant by 2 degrees. I hope that this is the context that they use in the post because I used it to understand their message.
There are specific spaces around each of us: 1. private space is the immediate space or circle – you. The next circle or microsystem is: 2. close family, friends, and peers in school, workplace, religious affiliation and neighborhood. The next circle would be the mesosystem: 3. to a lesser degree of closeness, extended family, acquaintances, and peers in school, workplace, religious affiliation and neighborhood. Circles 2. and 3. are the combined social space. Next is the exosystem, public space: 4. community, county, state, nation. The final circle, macrosystem, would represent: 5. the world. In Karinthy’s concept of six degrees of separation, a person would be six steps away from any one person in the world. This is the interconnectedness of dependent-origination. We are all connected. One degree of separation would place you solely in the inner most social circle or microsystem. This would lead you to a very select few within that social space closest to you.
When her direct message was ineffective, she turned to the connections of the 2nd degree and they were indeed able to be effective in stopping the running behaviour.
Then, in true Beast fashion, we’re witness to a discussion between Andrea and Kelly about this and their relationship.
In particular, I’m interested in this concept of a “2 degrees pilot”.
And, again, a wonderful collection of thought from Ontario Edubloggers. Please take time to click through and read the original posts.
Then, follow these people on Twitter.
- Shelly Vohra – @raspberryberet3
- Matthew Morris – @callmemrmorris
- Michelle Fenn – @Toadmummy
- Tim King – @tk1ng
- Martina Finnegan – @TESLOntario
- Melanie White – @WhiteRoomRadio
- The Beast – @thebeastedu
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If you read it anywhere else, it’s not the original.