Mobile Devices, Volunteerism, and Social Change (or Saving the World on an iPhone)

There are still quite a few people who have an outdated view of how the Internet is impacting society. It just isn’t as black and white as some suggest. While some studies are indicating that Internet use is deteriorating family time and other face-to-face social interactions, that isn’t the full story. The other side of that story is that people are using mobile technologies to be more active in trying effect positive change in the physical world, in connecting with others in meaningful ways. Toward that end, Linton Weeks wrote an excellent article at npr.org on The Extraordinaries: Will Microvolunteering Work? Weeks writes, “Shazzam! Charity meets brevity. Crowdsourcing for the common good. Turning ADD into AID.”

This article highlights the side of mobile technologies and the digital culture that is actually grounding us even more in the physical world around us, not to mention the physical world half a planet away. The fact is that many of us have, in the words of John Muir (although I’m admittedly re-purposing the quote) lived “on the world but not in the world” for quite some time. The full quote is, ““Most people are on the world, not in it – having no conscious sympathy or relationship to anything about them – undiffused, separate, and rigidly alone like marbles of polished stone, touching but separate”” Even when we are AWK, wandering the physical sidewalks, we often walk right past the hurting and the problems all around us. While I’m the last person to propose that mobile technologies or any other invention will improve what I consider to be a fundamentally flawed human nature, it is fascinating to see how some are making use of these mobile devices to get back into the world, reach out, help out, speak up, get up, chip in, and live in their local communities…even if it is just via a text message or a quick cell phone photo sent to public works in order to fix a pothole. Or, thanks to services like kiva.org, donorschoose, and globalgiving; we get a very different picture of what is taking place when we see that person sitting on the subway typing on a two inch keypad, seemingly oblivious to the people around. Who knows, that person might be the in the middle of giving a no interest loan to a needy and aspiring low income entrepreneur on the other side of the world.

Thanks to Linton Weeks for reporting on a wonderful and fascinating side to this new digital world.

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When Educators Marry the Spirit of the Age

The American playwright and Pulitzer Prize winner, William Inge, once wrote, “Whoever marries the spirit of this age will find himself a widower in the next.”

When it comes to the digital world, there is much that is, “the spirit of the age.” As a student of digital culture, I recognize the fact that I am often studying digital sand castles. Each technology and educational trend will soon be washed away, assimilated into, or used as a foundational idea for the next. Or maybe another metaphor works better. It is like I am a student of digital clouds. The clouds come and go, take new shapes each day, and sometimes disappear in what seems like minutes or hours. So it is with the digital world. At times, I’ve become caught up with this study of digital clouds so much that, upon remembering the fluid nature of it, I fall into small moments of despair. What is the point? All of this is fleeting? Cloud shapes are nice, but there comes a time when we crave something solid, something stable.

Solid and stable ideas are not popular today. Sand castle and cloud metaphors for truth, life, reality, and the digital world are much more in vogue. However, the more I look at the digital world and each time I reach those tiny moments of despair, I find comfort in discovering that not all in the digital world is shifting sands or clouds. People are at the heart of digital culture. Studying people in the digital world often leads to revisiting the fundamental truths and yearnings of humanity.

1) Humans are social creatures. From our beginnings, it was evident that it was not good for us to be alone.

2) Humans are constantly seeking new ways to connect with others…and at the same time seeking new ways for self-autonomy.

3) We are drawn to things that give us pleasure and avoid that which is painful…and yet there are other things at play in the human experience that sometimes leads us to disregard reject the pleasure/pain principle.

4) We yearn for unfailing love an acceptance.

5) We are continually seeking to build the next Tower of Babel. And when we manage to do so, it very often amplifies the worst in us.

6) We seem to be born with a craving for something that will last forever.

7) As a general rule, we are drawn to things that are similar to us, and we create personal worlds that reinforce our existing beliefs and ideas about the world.

There are many others that we can list, items that some would consider both positive and negative. But as I think about the digital world, these are the types of truths that I find myself rediscovering and revisiting. It is not as much about technology or digital environments as it is about digital spaces full of people with yearnings and traits that go far beyond the spirit of the age. I suggest that this is an important perspective for the educator and educational technologist of this age. When educators ignore this, and marry the spirit of the age, education becomes a lever for pedaling the next technology or product. We turn our schools into advertising agencies; “educational research” becomes synonymous with market research; and lesson or courses become commercials for programs, products, fads, and fashions.

We study, live in, prepare for, educate amid, and seek to serve as active citizens in the digital world; but we do so aware that much may wash away with the next tide. And so we ground our thoughts and ideas on those truths which stands firm across high and low tides…truths about humanity, the world, and (if you are able to tolerate such a notion in this day and age) divine reality.

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Five Types of Educational Technology Experts – An Autobiography

You have probably met each of the following people and you might even be one or more of them. I know that I am. In fact, I didn’t have to look beyond myself in order to create this list. Depending upon the moment, I am every one of these people. I hope you enjoy this as little more than a playful reflection on life in the digital world.

One Size Fits All - This is the person who gets attached to one or a few specific technologies and then becomes an unpaid sales person for these technologies. This person is most easily identified by the fact that he sees his favorite technologies as the solution to almost every problem. Common one-size-fits-all individuals include blogophiles, wikiheads, podcastigators, digital storytologists, voicethreaditicans, Google eathlings, moodlers, and edutweeters. It is amazingly entertaining to see the extremes that the one-size-fits-aller will go to frame his technology as the solution to everything from low math scores to classroom management problems.

Trendy Technologist – This is the person who is addicted to the current technology, current ed tech buzz word, or the latest educational technology celebrity. This is not to be confused with the gadget junkie or the person who just wants to experiment with the latest technologies. Instead, the trendy technologist seeks to be an advocate for the latest technologies as things that are inherently good for teaching and learning. Or, they constantly quote the latest educational technology buzz words or ed tech celebrity names. If you challenge them with a simple question like, “How does this improve student learning?”, you might just provoke them into repeatedly chanting “Cool Tools Rule!”, ranting about 21st century skills, or engaging in a rapid-fire quoting of a dozen ed tech celebrities. While knowledgeable, they have become more focused upon staying on the cutting edge of the field than being on the cutting edge of improved student learning.

Antique Technologist – In contrast to the trendy technologist, this is the person stuck in the 1980s or 1990s. They speak with passion about 10-20 year old technologies as if they just hit the shelves. They are the people who swear by the superiority of the overhead projector or critique current technologies based upon how they performed years ago. A common critique might be about how PowerPoint destroys the classroom, even though they are entirely unaware that PowerPoint has changed multiple times over the years, that it can be used in hundreds of different ways, or that it can be a tool for all sorts of non-linear learning experiences.

Technocrat – This is the person who is a computer programmer, network administrator, or all around technical whiz; and somehow thinks that this makes him a skilled educator. This is likely cultivated by the fact that he has seen endless teachers unable to deal with the simplest (in his view) of technological problems. As as result, the technocrat begins to think that he should make the call on what educational technologies should be adopted, who should have access to what, and how technology should or shouldn’t be used in the classroom. Interestingly enough, many school leaders submit to the technocrats. In some instances, these technocrats become more influential in curriculum and instruction decisions than curriculum specialists, instructional designers, or classroom teachers.

Expert by Recognition - This is the educational technologist who develops an inflated view of his or her expertise because of recognition. This sometimes comes from taking on the self-anointed title of blogger, getting invited to lead some in-services or workshops, having a big following on Twitter, or having a couple of YouTube videos that go viral. Unfortunately, they may have mistaken celebrity and expertise.

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A Mission-Driven Approach to Distance Learning Leadership

Here is a copy of my presentation for the Distance Learning Administration Conference 2009.

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Boiling Frogs, Family Time, and Internet Usage

frogWhich of the following best describes your view of the Internet?

1) It is basically a good thing.
2) It is basically a bad thing.
3) It is neutral…neither good nor bad.
4) It all depends upon how you use it.

OR

5) It is, in the words of Neil Postman, a Faustian bargain…a mixed bag, and it is often hard to determine whether it is good or bad until after the fact.

If you read this blog long enough, you’ll find that I’m a #5. And I’ll be honest that I read #5 into pretty much everything. I’m skeptical of complaints that the digital world is making us the dumbest generation ever, and I’m equally skeptical that it is the solution to all of our problems. It is a mixed bag. To illustrate the point, allow me to direct our attention to a report published this week by the USC Annenberg School Center for the Digital Future, Family Time Decreases with Internet Use. Here is a quote from the first line of the article:

“More and more of America’s Internet-connected households report erosion of face-to-face family time, increased feelings of being ignored by family members using the Web, and growing concerns that children are spending too much time online.”

I’m pretty sure that this was not the intended outcome for most families and Internet users. I doubt that the typical husband or wife sat down at the computer one day and declared, “I would like to spend less time with my family and more time browsing the web for random information.” Yet, that is what took places in some of our homes. I’m sure that you’ve heard the story of a researcher who explained how to boil a live frog. From the great digital author Wi Ki Pedia,

“The premise is that if a frog is placed in boiling water, it will jump out, but if it is placed in cold water that is slowly heated, it will not perceive the danger and will be cooked to death. The story is often used as a metaphor for the inability of people to react to important changes that occur gradually.”

It doesn’t really work, but it is a nice story that helps us to think about a phenomenon that is real. It is called “creeping normalcy.” It is the idea that a group or individual learns to tolerate or even embrace something if it is introduced gradually. If one had tried to introduce the same thing right up front, it would have been rejected. Is this part of what has taken place in some of our families? Imagine a modern day household that has been changed by increased Internet use. The husband is sitting in the living room, scanning the last few hours of tweets. The wife is in the next room doing some late night work online. One kid is on yet another computer, touching base with friends on Facebook. The other kid is playing a video game with a dozen people around the world. Keep the camera rolling for a few hours, days, weeks, and we see a similar evening cycle. Is that really something that most families would have embraced overnight?

So, is the Internet 1) good, 2) bad, 3) neutral, 4) all depends upon how you use it, or 5) a mixed bag? The most common answer that I get to this question is #4. However, doesn’t #4 assume that we first recognize the good and bad and then make a careful conscious choice about how to use it? Is it really that simple to recognize the good and bad? Is that really how family time decreases with Internet usage?

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Teaching in the Digital Age

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Twitter Weekly Updates for 2009-06-13

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