Chasing the Dragon's Tale

To some degree, those of us in the world of Information Technology (IT) work in a world of "If..Then." "IF" a particular situation presents itself, "THEN" the following associated action (or actions) follow. A simple process or workflow could include any number of situations or circumstances and the result might be several "If...Then" processes. Processing yesterday's events on the campus of Virginia Tech has many of us asking why's and what if's. I include myself in that group today with far more questions to ask than I have actions to process. It has been hard today to focus on seemingly trivial tasks with all of the the "if's" from Monday still looming in my thoughts.

Katrina startled many IT people into a data protection and redundant web presence mode. I am sure that April 16, 2007 will have many of us reviewing campus communication strategies and looking at the systems' overload experiences that occurred during and following the events on the VT campus. Until then, I am still processing my own personal set of If...Then's.

Posted by Paul Chenoweth at 02:11 PM | Permalink | Comments (0) | TrackBacks (0)

If you are tiring of long lists of search results from search engines like Google, Yahoo, Technorati, etc., you might find TagSlides more suitable to your taste. By entering a search word or string of words into TagSlides, you may view the home pages of the results in a slideshow format. The site requires that you have Flash Player and may ask you to update Java Run Time...but it is an interesting piece of work that is still in development.

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The vandalism incident on WikiPedia that slandered John Seigenthaler was just that...malicious vandalism. There are those who would say that such activity completely negates the open encyclopedia technology that runs the WikiPedia data/information collection system...after all, just about anyone may add or alter the content. There are others who use the incident to promote the concept of a digital signature identifier, which essentially would eliminate annonymous posting. It is interesting discussion. I doubt that the first ammendment writers could have anticipated the enormous power (and freedom) of electronic publishing and wonder if a deeper level of accountability would have been included had their been a window through which they could have seen the future. I hestitate to propose any 'trimmimg of the fat' from the constitution, but would prefer a grassrooots-driven emphasis on ethics in technology. Which leads me to the folowing Sun Washington Bureau article by Evan Lehmann and re-printed on the lowellsun.com (MA) site:

Continue reading "When Technology, Historical Authorship, and Politics Colide" »

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The British eGovMonitor.com site reports E-safety breaches in schools including "teacher and pupil needs for more up to date advice on issues such as the viewing of violent or pornographic online material or the risks of bullying via chat rooms, email or websites."

"The report also recommended that all schools and colleges should appoint one member of staff to act as a designated internet or e-safety co-ordinator. This person would have responsibility for ensuring schools’ policies and systems prioritise e-safety."

The cynical part of me envisioned a staff member wearing a trench coat and flashing an e-badge at some poor student seated in a computer lab... (I must be watching too much Law & Order). Then, I thought of all the schools who are struggling to get any sort of technology initiative moving and felt sorry for the poor soul who would have this added to an already underfunded salary position. But wait! Surely there is an unfunded fedral mandate called NCLB (No Coordinator Left Behind)...enough, enough. I did mention my cynicism, didn't I?

The full 114 page PDF report is available here.

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The concept of generously donating used to computers to developing countries may have a flip side according to the article, " Digital Divide Becomes a Digital Dump."

The Theory
Exporting computers taken out of service from advanced nations to developing countries is a growth business. If the hardware still works or is worth being repaired, both sides can benefit from the transaction. Manufacturers and consumers in rich countries get rid of their old computers and even make some money. The new users in Africa, Asia and Latin America, in turn, acquire urgently needed hard and software at a low price.

The Practice
In practice, this business is often no more than a convenient form of waste disposal for rich countries. According to a study by the environmental organisation Basel Action Network (BAN), a large proportion of the exported equipment is worthless scrap, which ends up on informal rubbish dumps in poor countries in spite of being harmful to people and the environment.

Continue reading "Digital Divide becomes a Digital Dump" »

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Preface all of this with the understanding of my disdain for the abuse of use that PowerPoint receives as an educational technology tool. Seventh and eighth graders teaching their teacher how to improve presentations using PowerPoint gives me hope that there is an appropriate use of PowerPoint after all.

"About 10 students signed up for the after-school mentoring program, the brainchild of technology teacher Todd Kisicki, who believes the program can help bring teachers up to speed on how to use ever-changing technology."

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More news from the WSIS that I have been processing: Zenit News Agency - The World Seen From Rome. I thought it was interesting to hear the Vatican weigh in on the Digital Divide, it is not a group that I generally perceive to be particularly savy in technology terms...I may be wrong:

In his address delivered today at the U.N. World Summit on the Information Society, Archbishop John Foley described the summit as a unique opportunity to "direct the 'information society' toward a constructive development," and "to avoid taking the wrong steps."

"What we are considering are not only 'digital opportunities,' but also 'digital dilemmas,'" he stated."This process gives us the opportunity to connect and assist those living in the poorest and most isolated regions of the world, and to offer a voice to those who in the past have often been unheard and forgotten," he added. "On the contrary, if this process creates only new opportunities for those who already enjoy a good living standard and excellent communications possibilities, then our work will have been a failure," he said.

And MOST interesting to me is his reference to the Digital Network of the Church in Latin America (Red Informatica de Iglesia en America Latina – RIIAL):

As an example of the Holy See's commitment in this field, the American prelate mentioned the establishment of the Digital Network of the Church in Latin America, RIIAL, a project of the Pontifical Council for Social Communications and the Latin American bishops' council.

This network, Archbishop Foley said, "has made accessible to the most remote villages of the Amazon jungle, and of the Andes Mountains, not only current information, but also cultural treasures found before only in a few libraries."

'pretty impressive initiative! I want to hear more.

Posted by Paul Chenoweth at 05:05 PM | Permalink | Comments (0) | TrackBacks (0)

My Google News feed has spewed forth more reports from the World Summit on the Information Society (WSIS) than I could read in a lifetime (well, maybe not THAT many) but I have some catching up to do. A Cincinnati.com Enquirer editorial, Laptop to bridge 'digital divide', includes a reference to the question of most concern from the summit, recently concluded in Tunis: who will control the internet?

As for the summit's main topic, the delegates established an Internet Governance Forum, but it is a toothless group with no supervisory power or technical control. The United States retains that, at least for now. This is probably for the good. It is the "World Wide" Web and should not "belong" to any one nation or people. But it wouldn't help to put the Internet in the hands of a scandal-ridden international body rife with ideological agendas in conflict with the ideal of a free, open Internet.

It's worth noting that host nation Tunisia is one of the most notorious nations for Internet censorship, and some reporters attending the summit were attacked and beaten by government forces. It's also notable that Cuba, Iran and some African dictatorships used the summit to criticize the United States for allowing too much freedom of speech on the Internet. We shouldn't put this resource into the hands of those who would control it to suppress dissent or manipulate it for narrow political aims.

Continue reading "Who should control the internet?" »

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It must have been a slow news day for KSL in Salt Lake City. By requiring that students have Internet access for college assignments, KSL News reports that Education (is) Creating A Digital Divide. The general premise of the story is that students who do not have access to the Internet away from campus are at a disadvantage, compared to students who have access in their dorms, apartments, or homes.

Some say that is leaving students like Chaz Motor, who doesn’t have internet access away from school, at a disadvantage. ”It’s definitely kind of a pain having to run up here to do internet work,” he says.

I don't want to be too hard on Mr. Motor or KSL, but I believe that there is a distinct difference between being inconvenienced and disadvantaged. I would also recommend that KSL turn the hype meter down a notch on their article headlines...it did get my attention, but the report is a bit weak on substance.

Broadband Internet access at home is on the rise...but there are advantages and disadvantages and questions regarding how beneficial it is to be overly attached to a computer monitor. There is room for discussion on college campuses for how much Internet access each course requires...and making that information available prior to registering for a class might make a difference in a student's options.

Continue reading "Students without 7/24 Internet access - Oh,the tragedy - gasp" »

Posted by Paul Chenoweth at 09:35 AM | Permalink | Comments (0) | TrackBacks (0)

For those of us who are glued to computers as a part of our job, we probably don't hesitate to use email to communicate with associates, family, friends, etc. For that reason, I thought that an article on how more teachers are employing email is significant: " The new ‘teacher’s pet’ is the computer".

“Parents and teachers are e-mailing more and more often,” according to Pat Sine, director of the University of Delaware’s Office of Educational Technology. “And when teachers make an effort to communicate via e-mail, parents [who don’t already have e-mail] make an effort to get an e-mail address, many of them using e-mail at their place of employment.”

Some issues don’t lend themselves to e-mail communication, such as major disputes or discipline issues, said Mark Holodick, principal of Concord High School. But for day-to-day communication, e-mail has become the communication tool of choice, he said.

There is room for debate on whether electronic messaging will be the death knell of interpersonal communications, but the idea that teachers and parents have recognized the challenges of direct, syncronous communication and have embraced email as one solution is a good thing.

I found the implication that 'teachers having email accounts' encourages parents 'who do not already have email accounts' to get email accounts to be interesting. Educators do not always take the lead in moving technology from the classroom back to the real world...the general trend is just the opposite. Although I consider the lag in diffusion of email into the education community to be a sign that we're still behind in the chase for technology, the idea that teachers are taking a leadership role in pushing technology back to the community is a noteworthy trend.

I do wonder how long it will be before a poke becomes more common than a handshake or a hug.

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The current atmosphere among education blogs is understandably different from the usual bantering. I have chosen a sampling of topics from several of my favorite ed-blogs as a screen shot comparison from the rest of the blogosphere:

Titles such as wainright, drippings man, and cobler aren't exactly filling the online job postings these days, however, more contemporary titles are, according to The Daytona Beach News today. Since none of us are really working/laboring today...and undoubtedly, many have job titles that do not come close to describing what the actual job is...why not, today, try to put a realistic name on whatever it is that you do.

Personally, I'm leaning toward something like techno-teer-ologist...something between a geek,a mouseketeer, and a perennial student. Don't work too hard at coming up with a title, it is Labor Day after all.

Confession: This is just a post to see if changes in my templates will produce RSS feeds the way that I intended them to appear...but if you feel like getting all creative over the change your job title thing, then knock yourself out...I'll laugh with you.

Posted by Paul Chenoweth at 12:25 PM | Permalink | Comments (1) | TrackBacks (0)

If ever there was a Saturday Night Live skit looking for a place to happen, then here it is: Burger Chain Goes Green...it has nothing to do with the color of the burger (I hope), but a move to 'wind' power...(I'll resist the obvious flatulence implications).

What I do want to know, how does the company know that the electricity coming through the lines is the higher priced 'green' stuff they are paying for and not that less expensive, dirty, old electricity? The Emperor's New Clothes Power? Maybe if you peek inside a wall outlet?

Personally, I am prepared to accept a more limited definition of 'green'...perhaps in reference to a color, instead of something that implies 'environmentally friendly'. Any idea of how badly 'green burger' translates into other languages??

Posted by Paul Chenoweth at 07:50 AM | Permalink | Comments (0) | TrackBacks (0)

With all of the snarking going on about NCLB, standardized testing, and the politics of education, I thought this little gem of an article, "Boston's Newman School Uses City as Classroom to Develop a 'Whole' Student" raises some solid points that are noteworthy, yet ever-so-subliminally aloof:

Nestled in the heart of Boston's residential Back Bay, Newman students are not obsessed with standardized test scores or competitive college admissions.

They participate in a program focused on the whole student. The results: test scores and college admissions follow naturally from this approach...."While truly rooted in the Western intellectual tradition, Newman understands the needs of contemporary students to be computer literate and aware of an increasingly close-knit global community," says Headmaster J.Harry Lynch.

Newman is not simply a school, but instead is an engaged and engaging intellectual community, and a vital component of a city boasting a wealth of cultural, business, scientific, educational, and historical resources. (my emphasis)

I applaud Newman for their immersion in the rich culture of Boston, if you've got it, use it! There are lessons that most any respectable sized city can learn from Newman's approach...but it does raise some interesting questions for small, Tennessee, incorporated communities the size of, let's say Cottage Grove, Saulsbury, and Silerton (all under 100 according to the 2003 census) Well shoot, a couple of big-ole yellow school buses for each town and the whole town can be off to the big city to view the kinds of things that even the city folk seem to find over-rated.

Continue reading "Imagine this: Good test scores follow well rounded education" »

Posted by Paul Chenoweth at 06:56 AM | Permalink | Comments (0) | TrackBacks (0)

Funny that a story about schools taking a day off from technology should coincide with a weekend without my Comcast Internet access...well, it wasn't funny for me. I borrowed a little time from one of my neighbor's open wireless access points for a short time, but the signal was quite weak. Then, there were a couple of trips back to the office to feed my email and blogging addictions... after all, Bill Hobbs was sitting in as guest blogger at Nashville is Talking, and I heard via telephone that my blog had been referenced. I regress. The E-School News story reporting on the technology blackout day held few surprises for me. I was hoping for something profound from either the students or the teachers, but this is all the glory I could find:

"This event really struck a chord with the education community and gave students an opportunity to take a step back and appreciate the positive influence technology has had on their lives, and the lives of their families and peers," SETDA Executive Director Melinda George added. "It is truly a validation that modern technology has become a necessity for students in the 21st century, and unless students continue to have access to technology, it will be much harder for Americans to keep pace in an increasingly competitive global marketplace."

So, we know that having access is important, I can painfully testify to that. But now that we know that, you suppose I'll get faster service from Comcast if I explain how important it is that I stay globally competitive? Probably not...*sigh*

Posted by Paul Chenoweth at 04:10 PM | Permalink | Comments (0) | TrackBacks (0)

A few years back (cough cough), my eight-grade English teacher gave our class an assignment to write our own epitaphs. As a 13 year-old, that felt more than a little creepy, but now I see that cemeteries are taking that assignment a step further.

The software, called Memory Medallion, is a personalized e-pitaph that visitors can access using handheld PDA's. Cemetery employees will allow guests to borrow PDAs, which can access a 600-word obituary and picture of the deceased by touching the PDA’s adapter to a dime-sized memory chip on their headstone.

Terrific! Parting shots!! A final podcast of sorts from the grave...'sounds like great fodder for a Saturday Night Live skit! Oh yes, and there is a generational gap reference in the article as well:

"While the cemetery industry is moving forward on this technology, one major roadblock stands in the way. The technology gap between PDA-wielding young professionals and their grandparents is much larger than age suggests."

So, if I take my eight grade epitaph and record it over something by Blood, Sweat, & Tears... Will the RIAA come after me?

Posted by Paul Chenoweth at 02:28 PM | Permalink | Comments (0) | TrackBacks (1)

Ask most people who are even concerned about the Digital Divide, and you will most likely hear a litany of humanitarian reasons 'why it is important for the world to have high speed Internet access?' From today's The Guardian Unlimited article, Porn and piracy: the downside of digital revolution, it seems that there is a darker side to the answer that may be driving user motivation for wanting access:

"Quoting a recent survey, the IPPR (Institute for Public Policy Research) says that over 50% of respondents cited downloading music or adult content as their motivation for signing up to broadband (my emphasis). Music downloading remains tainted with illegality while the act of viewing pornography speaks for itself, says the report.

This raises questions as to whether policymakers ought to be celebrating this technology to the extent that they have done.

The report also questions the strength of the link between broadband and education. A study by British sociologist Neil Selwyn has found that educational use of the internet is "far lower" than the government thinks and a lot of online learning tends to focus on IT skills."

I would love to see the survey instrument and the complete survey results. It appears that the survey population is from UK, an established industrialized country. I would question if the same results would be returned in developing or undeveloped societies where health services and educational opportunities are not as readily available. Any thoughts on this?

Posted by Paul Chenoweth at 05:50 AM | Permalink | Comments (1) | TrackBacks (0)

Czech Business Weekly interviewed Jan Muehfeit, Microsoft's vice president for Europe, the Middle East, and Africa and published some of the interview here: Technology without boundaries. There are several comparisons made between the US and Europe/Asia...and some of the quotes from the article are worth further exploration:

In China and India, every year, half a million software engineers graduate, and 25 percent of India’s gross domestic product comes from information technology and software [production]. As India’s vice minister for IT said, India missed out on the industrial revolution but will not miss out on the digital one.

In other European countries, memorization-based learning has not been reformed in the last 50 years. Life and business is about making mistakes, and making mistakes in these educational systems does not teach kids how to start again. (a particular reference to attitudes toward bankruptcy)

There are about 100,000 IT jobs in the Czech Republic, and about half are connected with Microsoft software.

I believe the open-source approach is nonsense.

If there is no protection of intellectual property, an invention made in Europe will be immediately [co-opted] by India and China, where Europe cannot compete in terms of production volume and price.

In the U.S., 40 percent of students are foreign; in Europe it is 1 percent. The blending of cultures is something Europe lacks.

Posted by Paul Chenoweth at 06:40 AM | Permalink | Comments (0) | TrackBacks (0)

It is hard to disagree with any article that proclaims that too much time at a computer is a bad thing. The article, NewsandSentinel.com: Experts: Too much time on computer harmful, makes excellent points regarding the ills associated with computer games as well as strong points on the physical problems that are associated with over use, particularly in the formative years.

Professor Cynthia Kelley, chairman of the Educational Division at West Virginia University at Parkersburg is quoted in the article:

"When students are allowed to use computers to do projects they can become more collaborative and want to share information. It also gives the children an air of confidence that they may not have with paper and pencil.

It can be a great tool, but we don't seem to see a higher level of achievement at this time of children who are coming into school already computer literate. It gives them tools to use, but as far as the higher level thinking, at this point it doesn't seem to be there."

Given the positives that Dr. Kelley identifies, I wonder if there is room for some finger pointing in directions other than that of parent and student problems. Can we honestly say that we have educators who are prepared to challenge those students who are already computer literate (and some who are truly skilled) and move them into areas where computer use can be channelled in the direction of higher levels of thinking and learning? I sincerely hope that the answer to my rhetorical question is not: "Yes, our teachers are proficient at PowerPoint"...turning the negatives of gaming and abuse into positives will not be easy. This presents new challenges to teachers and to parents. I would hope that our teachers are skilled, prepared, and technically sophisticated to lead the way in making computer experiences positive and productive.

Posted by Paul Chenoweth at 07:29 AM | Permalink | Comments (0) | TrackBacks (1)

Can open source close the digital divide? - ZDNet.com Interesting question, but unfortunately, it implies that software somehow plays a role in resolving the 'have' and 'have-nots' Digital Divide formula that includes infrastructure, access to computers, training in the use of computers, and affordability. I would suggest that the question might read better if it asked, "is Open Source the solution to allow users the freedom they need to share software, without breaking the law?" I am convinced that the copyright holders of the major software applications floating around have no intention of granting a free-for-all policy of distribution, even in developing nations...Open Source, then, becomes a beneficial, ethical solution...and perhaps applies 'supply and demand' pressure on the current proprietary models.

There is a Digital Divide in the proprietary software market...those who own software legally, and those who have obtained the software illegally. Providing free, Open Source applications to the world will help to close the legal-illegal gap...the Digital Divide in its traditional definition, however, will not suddenly close if Open Source dons a cape and flies to the rescue.

Posted by Paul Chenoweth at 10:50 AM | Permalink | Comments (0) | TrackBacks (1)

The Cincinnati Post is running an article on recent America's Promise survey results from American teenagers:American Dream alive but elusive. There is optimism in much of the report. There is also a touch of cynicism regarding the interpretation of the survey results:

In terms of education and job skills, only 37 percent said they most needed "technology skills" in order to succeed, as compared to 64 percent who rated "financial skills." Survey evaluators interpreted this result as indicating that American youngsters feel technologically proficient. A more likely interpretation is that they don't know how poorly their technology skills lag behind children in other countries.

A bottom-line finding which America's Promise labeled a "dream gap" showed that while 95 percent of children had goals they want to achieve in life, 42 percent doubt that they'll be able to achieve the goals. Unless American kids get help from adults, this pessimism may be all too realistic.

Continue reading "American dream, youth & technology" »

Posted by Paul Chenoweth at 09:53 AM | Permalink | Comments (0) | TrackBacks (0)

It is probably a good thing that Colleges begin testing students' Internet IQ.

"They're real comfortable instant-messaging, downloading MP3 files. They're less comfortable using technology in ways that require real critical thinking...Some of the institutions involved are considering using the test on incoming students to see if they need remedial classes," says Teresa Egan of the Educational Testing Service.

I really want to see the test before jumping in on this...but I do have a few generational concerns. Will the educators in these same institutions be tested to see how they compare with the student body? Will there be some sort of IIQ (Internet Informatics Quotient) that will be expected of the entire university community (can't you see it now in the promotional material)? And what if...the hunters become the hunted (i.e. the student IIQ begins to exceed that of those who propose to teach them)? Is this the juncture when students become more accountable for the actual learning of an entire learning community (including the instructor)? Will prospective faculty be expected to exhibit an IIQ of a particular level? And, the ultimate discomforting question: How would I do on such a test compared to incoming students?..(it is, afterall, all about me! *grin*)

Posted by Paul Chenoweth at 08:33 PM | Permalink | Comments (0) | TrackBacks (1)

The flexibility of offering online classes for Kindergarten (really?) thru 8th grade has some self proclained success, however, Online learning generates educational controversy

"What you won't get is any socialization. I think that's especially difficult for kids because they're social beings and when they leave school they enter the social world," said Richard Grove, superintendent of the Saucon Valley School District."

Kindergarten and early grades depending upon online courses is both scary and mindboggling...perhaps as a supplement to the classroom experience, but not as a replacement, good grief! And I'd like to hear new arguments besides 'socialization' for upper level grades...I'll need some convincing that the kinds of 'socialization' going on in many high school institutions is something that we should embrace or endorse. I am not suggesting that we lock our teens into closets...but there must be more convincing, educationally-based arguments besides 'socialization' in the debate over the use/success of online courses.

Posted by Paul Chenoweth at 06:30 AM | Permalink | Comments (0) | TrackBacks (0)

...ah yes, the (little remembered) stubborn chorus from Meredith Wilson's The Music Man. Professor Harold Hill has come to town, not with instruments and band uniforms, but with laptops for seventh and eighth graders. Oh yes, we've got Trouble...right here in River City! That starts with "T" and rhymes with "C" and stands for Computers!! OK, enough already...

A wave of the Dragon's Tail to Doug Petch for bringing the Iowa initiative to my attention with his scoop of the Sioux City Journal Online: Initiative aimed at expanding laptop computers in Iowa schools. Iowa is just another state willing to invest (a whopping half million dollars...forget what I said about "nothing half way") in an experiment to measure the success of having laptops in the hands of students...no results yet, but a "learning technology commission" to study the programs is included in the price tag *gasp*. At the bottom of the article is what I perceive to be the untold story:

The Iowa State Education Association opposed the plan.

"Technology is great, but we think there are some higher priorities than that," said Brad Hudson, a lobbyist for the union that represents most public schoolteachers.

"We doubt that 30 computers in a classroom are going to make a class any better if there isn't a highly trained person in the classroom (my emphasis)," he said.

Unfortunately, I believe Mr. Hudson may have hit the nail on the head...where are the highly trained individuals in the classrooms who know how to integrate the technology available via laptops into the learning environment? If getting those individuals into the classroom is one of Mr. Hudson's higher priorities, then I am behind him. If that highly trained individual is not the teacher...then perhaps that highly trained person comes in the package of one of those 13 and 14 year olds seated in front of the teacher, but let's not consider that partnership...yet.

The trials in Maine, Michigan, Massachusetts (and a few other non-"M" states) are not over and the results are not in. Doug Petch leans toward the optimistic view that laptops are good for students...I do not completely disagree, I just want the "good for what?" part better defined...and I would prefer that it be defined by a highly trained educator rather than a computer vendor or lawmaker...or...perhaps Professor Hill is available: "Yes, we've got trouble, trouble, trouble..."

Posted by Paul Chenoweth at 09:42 PM | Permalink | Comments (2)

I still remember the cold war era. One country builds a weapon designed for offense...a counterpoint country develops a defense to negate the offensive nature of the other's country's weapon...and that cycle repeated itself over and over. Apparently we are facing a similar cold war scenario in terms of developing defenses to keep offensive materials from being delivered to our children on the Internet.

No restrictions on Net access at McMurray public schools:
“I guess the rationale is based on the nature of our business, which is to educate students in being good citizens, and that includes being good citizens of the information age as well as the rest of society.”
Bevans said the decision was not made lightly, and took no small amount of time and consideration.
“We have deliberately -- with much consultation with parents, teaching staff, administrators, outside agencies, other jurisdictions in the province -- decided not to employ filters,” Bevans said. “We feel as an educational organization it’s our responsibility to educate students in all aspects of life.”

Who should take the front line of defense on inappropriate Internet content? Do we want governments to decide what is acceptable to deliver (or to receive)? Do we expect those who deliver computer technology to provide us with 'cold war' cyclical defense options? Do we want our schools/educators to be the filters? Should the responsibility fall on the shoulders of parents? Is it reasonable to expect that children can or will police themselves?

This is just my opinion, but I don't believe there is any one individual or institution who holds the 'silver bullet' answer, but it is a combination of all the above...with perhaps the exception of governments. I would be interested in following the experiences of the Ft. McMurray schools to see if their initiative perform as expected. What do you think?

Posted by Paul Chenoweth at 01:40 PM | Permalink | TrackBacks (1)

Blogs that have anything to do with education are rarely visited in high numbers on a regular basis. We're not sexy, not very controversial, not filled with cute puppy/kitten pictures, and not particularly interesting except to a few other educators who understand what blogging is all about. Far too many of my faculty associates still look at me funny when I tell them that I blog.

As a close friend of mine said recently when he found out about Chasing the Dragon's Tale, "I told my wife that I wanted to blog...she said, If you do, you'll have to clean it up yourself!" (Thanks, Breakfast Bob)

Which brings me to the point of all this: I envy those who are able to generate hundreds of visitors each day to their blogs. I contribute to that number every day, because I appreciate what it takes to keep things interesting and like to encourage others to keep up their efforts. To those of you who are just getting started with blogging and wonder why there aren't tons of comments, and your sitemeter seems to be stuck at 10...get over it! It is a phase that nearly every blogger that I know has gone through. Be yourself, be consistent, be interesting, have some fun...contribute comments to blogs that interest you. In time, the traffic will grow or like 66% of bloggers, you'll abandon the effort. But traffic isn't everything, I think love and money have the corner on that market.

Posted by Paul Chenoweth at 08:31 AM | Permalink | Comments (2)

Not exactly Labor Day or Memorial Day...but worthy of a "I Love My Geek" T-shirt. Today is World Telecom Day, apparently recognized in parts of the world besides North & South America.

I had already finished my daily allotment of caffeine when this related story landed in my email: PTA minimizing digital divide between rural, urban areas....it is probably NOT what you or I might think. The story has nothing to do with soccer mom's raising money for computers or anything like that. As I said, World Telecom Day is celebrated in other parts of the 'world'...not unlike our hemisphere holding a 'World Series' that excludes much of the rest of the world...(touche')

Posted by Paul Chenoweth at 01:00 PM | Permalink

In the last three weeks, The World is Flat - A Brief History of the Twenty-first century has popped up in conversations at least a half dozen times. Although I have my differences with Thomas Friedman's foreign policy views, I do value Will Richardson's recommendation and comments as an educator. Here is a portion of Will's connected and collaborative reflections of Friedman’s book:

We edubloggers talk and write about this a lot, this idea that the tools of the Read/Write Web necessarily change the relationships and construction of the classroom. When audience moves from one teacher to many readers, when assessment moves measuring correctness to measuring usefulness, when we ask for long lasting contribution of ideas instead of short-lived answers to narrow questions, it requires us to rethink our roles as teachers and to redefine our curricula. Remember, we don't own the content any longer. Our students teach us the tools. They are already connecting and collaborating. To hold on to the vertical classroom is to risk irrelevance...soon.

.. What an appropriate read for my June Trans-Atlantic flight, if nothing else for the irony of the flat world reference in the title in conjunction with the traverse.

Posted by Paul Chenoweth at 01:50 PM | Permalink

This is pretty scary, particularly if you are paranoid about the addictive qualities of blogging: I Link, Therefore I am. A wag of the Dragon's Tale to LindaDblU.

Posted by Paul Chenoweth at 11:21 AM | Permalink

My email box generally includes 2 or 3 phishing scams every day and I have witnessed an ever increasing sophistication to the quality of the delivery... so this article is not a shock: "Brits fail online phishing test."

A week after the publication of an online phishing quiz to educate internet users about fraud, the first results show that over 90 per cent of us are at risk. The Phishing IQ Test mixes actual phishing emails with letters from legitimate online providers. So far nearly 12,000 people have taken the test in the UK, and 92 per cent got at least one answer wrong.

And lest you believe that we are doing all that much better here in the US, the article says, "Over 300,000 people have tried the American version of the test and 96 per cent got at least one answer wrong.".

And for some strange reason you do not know what Phishing is... please check it out here. By the by, I rate individuals who produce phishing schemes just below the scum who produce porn, pharma, and online gambling spam.

Posted by Paul Chenoweth at 05:43 AM | Permalink

It should be no surprise to the free world that