That book…

Here’s a little piece of news about the book that I wrote with Mal Lee last year, The Interactive Whiteboard Revolution: teaching with IWBs.  We’ve just been informed by the publishers, ACER Press, that the original print run is now completely sold out and they are going into a second print run. Apparently there are even back orders, and the book has been one of the best selling books in their catalog this year. Who’da thunk it?

It’s true that Interactive Whiteboards can be a controversial topic. There are plenty of people who see them as a useful technology for teaching and learning, but there are also plenty of others that don’t (and are quite vocal about it!)

One of the things I think we tried really hard to do in the book was to consider this controversy and take a sensible and level-headed approach to what IWBs do and don’t do well.  I certainly don’t think I wrote it as an IWB fan-boy and I hope we managed to present a reasoned, common-sense, brand-agnostic argument for how IWB technology can succeed in making the teaching and learning process a little better, while continually reinforcing our belief that no teaching technology can make much of a difference unless it being used in ways that are based on sound, effective pedagogy.  IWBs on their own will not help your students learn – a truth that you would think seems so obvious –  but you only have to look at the advertising from most IWB makers to realise that this idea of it being a silver bullet is still being pushed quite heavily.

There’s no denying that there is still a lot of silly hype about IWBs, and I’ve seen plenty of cringeworthy examples of ways to use them. There have been moments where I’ve almost felt a little embarrassed that, of all the edtech topics I could have chosen to write a book about, it had to be about interactive whiteboards. The last thing I want is be thought of as “the IWB guy”.  In fact, I’ve been asked to give the keynote address at this years Interactive Teaching and Learning Conference, and I’ve called my presentation “Are IWBs carrying our classrooms into the 21st Century, or chaining us to the past?”  I believe we will only use IWBs well if we take a critical approach to their use and continue to ask ourselves the hard questions about how they fit into our teaching practice.  If we don’t do this, they can all too easily become gimmicky and pointless.

Having said all that, I’m pleased to say that the book has been getting some excellent reviews from people who see it as providing reasoned, sensible advice about a topic that is frequently hyped beyond reason and sense.  That’s been really quite affirming.  It’s also been affirming to get emails and twitter message from many of the people who’ve read it saying they found it useful and helpful.  My sincere appreciation for that!

Perhaps the best thing to come from the book has been the ongoing discussion about IWB technology that is happening over at www.iwbrevolution.com.  We originally set that site up as a way of providing a place for community to develop for people who read the book, who perhaps wanted to continue the conversation, ask questions, clarify things, or just generally tell us we were idiots and had it all wrong.  It’s actually grown FAR beyond our original expectations, and there are now over 1400 members from all over the world sharing ideas over there.  I’m actually far more proud of the ongoing intelligent discussion we’ve created there than the book itself.

If you have been one of those people who has read it, thank you!   And if you haven’t but would like to, you can get it here.

Lifelong Learners?

I got interested in computers and their potential uses in teaching and learning way back in 1982 when I was at Art School/Teachers’ College. I met a guy named Colin who worked in the media center at the art school who had taught himself how to program in AppleBasic on the original Apple IIe machines. He was doing all sort of really interesting stuff with these machines, writing his own programs for randomised poetry, creating graphics, creating maths problems, etc. Colin and I became good friends and I asked him to teach me how to program too. It was INSTANTLY obvious to me that computers and technology generally could be used to support, assist, extend and just generally make learning a whole lot more interesting, and even as a preservice teacher in the early 80s I was always trying to come up with interesting ways that computers could be used to make school more interesting.

Like most colleges at the time, the college I attended didn’t offer any computer-based courses. I went and had a chat to the Dean and asked why. I still remember the conversation… he didn’t know why, he just assumed that a computer was used for administrative stuff, keeping lists of students and managing who paid fees, etc, but hadn’t really thought about their use in education. After some fast talking, I managed to convince him to let me vary my course units for the next semester to do an off-site computer programming course and have it count towards my regular course credits. And so once a week for the semester I traveled across town to a different college to do a three hour programming course.

The following year, I managed to convince the Dean that such a course should be a standard offering for everyone planning to be a teacher. To cut a long story short, the college did start to offer a course called “The Computer and the Art Educator” held offsite at another nearby university, and counting towards our regular course credits. This course used primitive graphics tablets, graphic software and programming skills to explore how computers could extend themselves into classroom use. It was 1983. I was rather pleased that I was able to play a part in helping other people see what appeared so obvious to me.

Funnily enough, there were many of my college friends who could not see the point of computers at all, and would argue with me that they had nothing to do with what happens in a classroom. They just weren’t interested in learning about something that didn’t interest them.

Since that time, I’ve worked with a lot of teachers to help them see how much better learning can be with the wise use of technology. I’ve tried every approach I can think of, and at the end of the day, I still don’t know why some people just “get it” and some just don’t. To me, it’s so darn obvious! Having taught in a technology rich environment for over 20 years now, I have seen over and over how the use of technology can motivate, engage and inspire students to learn better and to be better. I’ve seen kids just “switch on” when they learn with computers. More than that, I’ve seen how the use of technology for learning can actually change a teacher’s practice and pedagogy for the better. I’ve seen the effects of increased student motivation and engagement, and I’ve experienced the evolution of my own teaching to take a more student focused, more choice-driven, more differentiated approach to my teaching.

Ok, so having said all that, it drives me crazy when I see other teachers who simply don’t “get it”. I’ve experienced the frustration of working with supposedly-intelligent adults who appear to be unable to move beyond the ability to cut-and-paste. I even had one colleague at a previous school admit that she had been avoiding technology for years, and I found out that she did not even know how to use basic mouse functions. How do you even function in a school these days without these skills! The frustrating thing about these situations, for me, is that part of my role in this particular school was doing technology support for the staff and despite every effort to provide support for these sorts of people, they always managed to avoid any help that was offered to them. No matter what model of technology support we tried they managed to avoid taking advantage of it.

They remind me of the people in this video clip… as soon as the external forces stop, they stop too and then seem incapable of moving forward for themselves.

So that’s at one end of the spectrum. At the other is people like you and I who probably just need a bit of guidance to get started and then we assume some responsibility for our own learning. We accept that if we want to learn something new, then taking on the task of learning it is actually up to us, not someone else.  Any assistance we get from others is seen as a bonus, not a requirement.

I will go so far as to say that those teachers who actively avoid learning about (and teaching with) technology are abdicating their basic responsibility as teachers because they are failing to model and live out the basic quality that every teacher should have – curiosity and a sense of lifelong learning.

Every school’s prospectus I’ve ever seen talks about how they aim to produce students who are “independent, lifelong learners”, but so many teachers continue to display an embarrassingly low level of responsibility for their own ongoing learning, and are therefore poor models of what they expect from their students. I find it frustrating that so many teachers willingly accept that there are certain unavoidable parts of their job, and yet they steadfastly resist adopting the use of digital technologies and act as though they are free to pick and choose what parts of their job they are willing to enact. Why is the embracing of technology for learning still seen as so optional by so many?

The answer is probably that they don’t yet see the benefits. They haven’t seen the kids’ eyes light up when they do something truly interesting with computers or technology. They still see it as another optional add-on to their already busy day. They see technology as something that has to be “bolted on” to what they are already doing, instead of something that can help them do what they already do even better. They might have experienced failure in the past because of something that went wrong, something that didn’t work, and they don’t want to look foolish again. Perhaps they just think that if they can hold out for a few more years, this will all go away, or they might make it to retirement. (although I think age has very little to do with it)

Of course, this is not true of all teachers, and there are many, many excellent educators that embody and model all of the traits of lifelong learning that they expect from their students. A lot of teachers are very good at this, but there are still far too many that don’t.  And frankly, I think that’s unacceptable.

Image: ‘I am still learning
http://www.flickr.com/photos/47244805@N00/303567279

Dirty Rotten Scoundrels

If there’s one thing I hate it’s when people assume I’m an idiot and try to rip me off.

So when I got home today I opened the mailbox (yes, the real one!) to find this letter from a company called the Domain Renewal Group.  Their letter – which looked very much like an invoice –  was addressed to me as the owner of the domain betchablog.com and kindly informed me that this domain was due for renewal soon and that I should pay this as soon as possible.  The wording on the letter said that “the domain name registration is due to expire in the next few months“… and that… “Failure to renew your domain name by the expiration date may result in a loss of your online identity.”

All of that is true.  Betchablog.com IS coming up for renewal, and I DO need to renew it. The problem is that Domain Renewal Group are NOT my domain registrar, and they never have been.  I happen to have all of my various domains registered with GoDaddy, and I’ve never even heard of this other mob.

A closer reading of the letter reveals that all of the statements in their letter are technically correct, but written in such as way as to be misleading and underhanded in their deceptiveness.  The letter reads just like a regular renewal notice, but is in fact a transfer and renewal notice.  By signing it and sending it back with payment it would authorise them not just to renew the domain, but to take the domain away from the current registrar and move it their overpriced services.  How overpriced?  Well, I just took a look at GoDaddy’s site and it seems the going rate for a new .com domain is USD$10.69.  Their price for a domain transfer with 12 months renewal is only USD$6.99.  For the same thing, the Domain Renewal Group were about to charge unsuspecting or careless domain owners AUD$45 (about USD$41.50).

The thing is, there are many organisations where the bills are often paid by a different department to the ones that register the domains, that wouldn’t even question such an invoice when it arrived. The wording is sneaky enough, and the format looks enough like an invoice, that many people would just pay it without even questioning it.  I find this notion of trying to trick people into doing things they don’t mean to do is an appalling business practice.

There happened to be a Toronto-based phone number on the form so I rang it using Skype. The guy who answered asked what he could help me with, so I told him that I was very unimpressed with this deceptive and misleading way of doing business.   He sounded both surprised that someone would bother to call just to complain, but judging from his tone this was not the first time he’d had a complaint about it.  His response was a careless, “Like, whatever”, but he incorrectly assumed that there is nothing I can do about it other than complain.

He forgets that we live in an age where everyone is a publisher. He stupidly neglects to consider that the very customer base they are trying to mislead – those domain owners who own blogs and websites – are the exact same people who own their very own “personal printing presses” in the forms of blogs.  If you’re going to pull this scam-like crap on people, how stupid do you have to be to do it to people who can publicly tell the world about it?

My advice?  NEVER do business with the Domain Renewal Group.  Tell your friends never to do business with the Domain Renewal Group. And if I did have any domains registered with them I would be immediately transferring them elsewhere.