TLI - Philadelphia Principal Chris Lehmann Urges Educators to "Reinvent" Schools

Chris Lehmann, founding principal of the Science Leadership Academy (SLA), a progressive science and technology high school in downtown Philadelphia, has two children, ages 7 and 5. Like millions of parents across America, Mr. Lehmann sends his kids to school each day hoping the education they receive will inspire them, will keep them interested and will turn them into well-rounded individuals.

But Mr. Lehmann, who spoke Feb 10 at the LHRIC's Technology Leadership Institute event titled "Beyond Tools: Thoughtful 21^st Century School Reform," is worried. Why? Because he believes the public school system is failing its students.

In a 2 ½-hour presentation, this former New York City educator suggested ways that schools in our area could implement the same ideas that SLA has successfully integrated since its founding in 2006, making it the nation's first legitimate example of a "School 2.0" design.

The inquiry-driven school, with a one-to-one laptop program, partners with The Franklin Institute, one of the oldest science and technology museums in the world, and focuses on science, technology, mathematics, and entrepreneurship. Admission to SLA is based on a student interview, previous test scores, the recommendation of a teacher or counselor, and the successful completion of a seventh- or eighth-grade project that strongly represents the student's abilities.

Building and Learning

Mr. Lehmann, who was honored by the White House last year as a Champion of Change, suggested that rather than continuously testing students, educators should allow them to "build and learn stuff that matters."

Referring to the popular book, "Fifty Dangerous Things (You Should Let Your Children Do)," by Gever Tulley, Mr. Lehmann said educators might take a few lessons from Mr. Tulley's premise that mastery can minimize danger. Experiments in the book include licking a 9-volt battery, playing with vacuum cleaners and boiling water in a paper cup.

"Tools are important to let kids use," added Mr. Lehmann. At SLA, Mr. Lehmann explained that longer class periods allow for that kind of creativity, because additional laboratory work is encouraged in science classes, while performance-based learning takes place at other, more appropriate times.

Standardized Testing is not Enough

Referencing the educational system's propensity for data-driven decision making, Mr. Lehmann said that in order for the initiative to work, the collected data must be of a high quality. Standardized testing measures, which are used throughout the nation as a policy strategy to establish stronger accountability measures for public education, are "cheap and give us the false illusion of a number," added Mr. Lehmann.

Using the Nebraska STARS (Student-Based, Teacher-led Assessment and Reporting System) as an example, Mr. Lehmann said schools that are under the direction of their state education departments should be using testing either as a pedagogical tool or a policy tool, but never both. The Nebraska initiative requires school districts to develop local assessment plans that are aligned with state (or district) learning standards. It also emphasizes the importance of using multiple assessment measures, rather than relying on a single test.

At SLA, a school-wide rubric is used to assess benchmark projects that are conducted every quarter and that parents can easily understand. Students are graded on the design of their projects, their knowledge of the subject, how they applied that knowledge, the process they took to complete their projects, and on presentation.

Each week students spend a number of hours at various organizations that partner with the school on special mentoring programs. They include The Children's Hospital of Philadelphia, The Franklin Institute, the Drexel Research and Demonstration Lab, and The College of Physicians of Philadelphia, to name a few. In addition, entrepreneurs visit SLA classrooms and law students come from nearby schools to enlighten students. A yearlong Capstone project, completed in the 12^th grade, further enhances the inquiry-driven learning process at SLA, he added.

Meaningful Instruction

In Mr. Lehmann's opinion, the idea of meaningful instruction has lost its value and been replaced with the "delivery of instruction."

"I think we can dream bigger," said Mr. Lehmann, urging educators to create "caring institutions" where instructors teach kids, not subjects. In addition, schools should be inquiry-driven, and by that Mr. Lehmann means that educators can ask students how they think and feel about certain aspects of their education. "To ask those questions and to listen deeply for answers and then to change one's practice based on those answers is the sweet spot," he said.

Project-Based Learning in Action

Creating a school that is "understanding-driven and project-based" is what Mr. Lehmann would like to see for the future of American public education. And while schools throughout the nation say their assessment system is based on project-based learning, many of them rely on the results of a test to validate that theory, he noted.

At SLA, where Advanced Placement courses are unavailable, and where assessments are based on tests and quizzes, class participation, homework, and "real world projects that matter," allow students to own the work they do, he said.

Creating a Vision

Asked about their hopes and visions for the future education of students, some TLI participants pointed to successful summer programs as examples of more creative learning. Others expressed their concern about creating a balance between educating the whole child and the required testing of each student. Mr. Lehmann conceded that summer programs are great ways to get schools started, but he also acknowledged that visions are wonderful, but without structure they tend to be an illusion.

Paramount to that vision, said Mr. Lehmann, the co-author of "What School Leaders Need to Know About Digital Technologies and Social Media," is in SLA's hiring practices. Prospective teacher candidates are asked to provide sample lesson units to an interview panel that includes the principal, current teachers, students, and parents. Described by Mr. Lehmann as "consensus-based hiring," the interviewing of candidates is repeated until a suitable candidate is found and his or her qualifications are agreed upon by all members of the hiring group.

Educators should be building systems and structures that reflect that type of vision, Mr. Lehmann added. "Teachers care about kids, but very few of us know how to care for kids in an educational environment." Every worker at SLA shares in the same vision, said Mr. Lehmann, even the school police officer and the janitors.

Though technology is a necessary part of school these days, Mr. Lehmann said it doesn't have to be talked about as much. Instead, it should be "ubiquitous, necessary and invisible." Rather than focusing on the fact that students are using technology, educators should focus on the work that students are accomplishing because of it. "Technology transforms the ways kids create, research, collaborate, present, and network," said Mr. Lehmann. "Schools have been doing these things for years; now they can do it better."

To create a similar vision in our local school districts, Mr. Lehmann encouraged participants to seek out stakeholders and then ask a series of questions to address their fears about change and what the worst consequences of their best ideas might be. Above all, he cautioned, "Be intentional about your time and about the tools you use, and don't do this by yourselves, because it's really hard and it requires all of us to be learners."

To find out more about SLA, visit www.scienceleadership.org. To visit Mr. Lehmann's blog, "Practical Theory," go to: http://practicaltheory.org/serendipity/

Highlights from NYSCATE Mobile Learning Conference: Androids in Education Breakout Session

This is part two of a multi-part entry summarizing some highlights from NYSCATE's Mobile Learning Conference in March.

Androids in Education was presented by Ryan Mahoney from the Research and Development team at Mohawk Regional Information Center (moric.org.)

The MORIC has been devoted to research on different tablets for the past year. Here are some thinking points from Ryan's presentation.

-We're "Trending Mobile": consumer use and demand of laptops are on the downward trend. By 2014, tablet and mobile use will exceed laptop for internet access.
-Chris Dede's interesting observation: you can own a device that knows who you are, who you like to learn with, and where you are...and these devices are taken away when they go to school.
-a particular ACU professor, during a college course, saw the use of Blackboard increase with use of Ipads over laptops.
-Devices that MORIC evaluated- Kindle Fire, Asus EEE Transformer, Samsung Galaxy; all have different price points and management flaws. iTunes has far and away the most apps at 500,000+. The Samsung Galaxy is the next most-popular of the tablets and also supports Flash.
-These Android devices are not just for content consumption; content creation (multimedia) is now feasible.
-Management: currently, there are a lot of mobile device management vendors in the marketplace; “Airwatch” was mentioned as one of MORIC's favorites. Some management considerations and questions that MORIC used to evaluate these MDMs (mobile device management systems):

-register bulk or individually?
-remote wipe device?
-define max devices per user?
-regulate OS and device types?
-push wi-fi settings?
-restrict SD card usage?
-set compliance rules?
-restrict Native Apps?
-Blacklist Marketplace Apps?
-Silently remove apps? (Samsung devices) (feature specific to AirWatch)
-Secure document locker?
-control document access?
-push bookmarks and web clips?
-silently push locally developed apps?
-view device and network info?
-audit installed apps and content?
-locate device through GPS?
-view call and text message history?

And of course, the major points of worry:

-digital equity
-physical security
-misue of device
-CIPA filtering
-expectation of privacy
-educational records

Follow MORIC's mindshare and research/development efforts around Android devices at moric.org.

Highlights from NYSCATE Mobile Learning Conference, Part One: Kicking off with a Moral Imperative

(Before I share this series of posts, please note that during my participation in this day long conference, I saw all of two laptops, and I had one.)

The opening session: John Landis, Development Executive with Apple, Discusses the Mobility Revolution.

John’s anchor question for the session was not so much about the iPad, at least at first. The idea we’re playing with is why does any mobile device make sense in education? At some point a tongue in cheek (or perhaps not) observation was made that throwing devices to faculty members without changing anything else makes for a “more expensive crappy teacher.” We all responded with a knowing and reserved chuckle.

John’s presentation used some familiar scenarios to illustrate a potent new reality: the fact that we track kids based on “flash card math facts” rather than their enduring understandings of math concepts (concept vs. mechanics); the fact that for some, memorization is a barrier in the classroom, and even the highest esteemed of his fellow (former) Chemistry-professor colleagues refer to a periodic table chart hanging over their desk. The point he was trying to make: memorization, or “facts”, should not be a barrier of achievement.
Think back to before Gutenberg, when only the wealthy or the church had access to written knowledge. Everything changed about the human condition in two decades after that revolution, and perhaps we are at an equally momentous tipping point in our history - the time when mobile internet access will outpace traditional internet access by 2014. In this scenario, the problems stem not from too little information, but too much, and teachers of all levels are being called to shift their value from “information expert” to “concept shepherd.”
John’s perhaps bold assertion - the value of a teacher is no longer to deliver content. Period. Content is “free, ubiquitous, and powerful. Content is no longer locked up in the professor’s head, and it’s not scarce anymore.”

The real value of an educator is about “meaning-making, contextualizing. Making the content make sense to you and your particular frame of reference.”

Hence why mobile devices make perfect sense in education: the iPad, illustrative of all mobile devices, is “content”, not technology. “It’s a piece of glass”. And this particular piece of glass has a unique grip on the market perhaps for the following value propositions:

-Growing library of ebooks: trade, professional, and textbook titles available that are more than just text, but interactive video and audio

-Universal access. The attention to detail so that every user can use the iPad or laptop is evident in the fabric of the machine. I personally did not realize that the iiPad will read to you in 30 languages; the user need simply change the base language pack which will change the voiceover as well. It is the only touch screen device accessible to the blind community, and point to point videoconferencing can be used for sign language interpretation as well via Facetime.

-The “apps”, of course, speak for themselves:
Ex. Shakespeare in Bits – since Shakespeare was really not meant to be read, but watched and listened to, this app visually displays what’s going on in the text and provides contextual feedback.
Ex. Science – The Elements. Completely up to date; not dependent upon “static dead tree resources.”
Ex. Note taking – multiple apps make your notes become multimedia events.
Ex. Art Authority – an app that replaces 13 textbooks. Contains artwork, commentary, and historical relationships.
Ex. eClicker – free app on Ipad that is a “student response system”.
Ex. Content authoring (Garageband, etc.) IMovie
Ex. Free app for Khan Academy.

Despite the attention to the device, and the apps that give that device meaning and purpose, John concluded that this whole discussion about mobile devices is not about technology, but about opportunity. Thinking in those terms makes the device implementation less about the technology, and more of a “moral imperative” that rests on the shoulders of districts who should treat these decisions as ethical, and not technical.

Apple Unveils New iBooks Author Software

A group of local teachers attending an Apple presentation Feb. 17 were excited by the latest software recently unveiled by Apple: an iBooks Author that allows users to create iBook-compatible books from document files.

The program allows authors to create textbooks with simple drag-and-drop mechanisms. Apple's educational sales representative Seanna Downing showed attendees how they could quickly create an iBook with specially designed templates embedded within the program.

Authors can copy and paste text from Word documents that is then automatically divided into appropriate sections, create titles for their book, and add interactive elements such as videos and images. Authors who know JavaScript and HTML code can add even more creativity to their books by developing custom widgets that would enhance a book's interactivity.

"This is the first time we've seen book publishers get on board with what we've been asking them to do for a long time," said Ms. Downing.

Apple Seminar Discusses Hands-on and Technical Aspects of Tablet/Mobile Devices

A presentation outlining the benefits of Apple's iPad in the special needs classroom drew a large group of local educators Feb. 10, many of whom returned a week later to learn more about the technical aspects of managing other Apple mobile devices, all of which are becoming increasingly common in our region's schools.

Hosted by the Model Schools Program, the initial half-day session dealt specifically with the iPad's adaptability to the special education population. William Ziegler, an Apple Distinguished Educator in assistive technology, gave a 90-minute presentation on how the tablet can transform education for students with disabilities.

An additional presentation by Ellen Bergman, superintendent of the Mount Pleasant Blythedale Union Free School District, and Emily Hersh, principal of the Mount Pleasant Blythedale School, provided participants with real-life examples of how this new technology can work in the classroom.

The Feb. 17 presentation by Matt Roe, Apple's senior system engineer, focused specifically on how Apple mobile devices should be configured, deployed, maintained, and updated so that educators and students can get the most benefit from them. The session was specifically geared toward systems and network administrators, librarians and media specialists, help desk coordinators, and technology integrators.

Mr. Roe cited the Rochester City School District as a successful user of Apple products. The district currently has 2,800 iPads in schools across the district. Its One-to-One iPad Program, which is being used in fifth and sixth-grade classrooms, has been particularly successful, he added.

To get the most from Apple's technology, Mr. Roe said staff should be able to create accounts for multiple users, be able to restore, reset and sync devices, create and deploy configuration profiles, manage user access to iTunes, and secure their iOS devices for use in a school building.

The half-day session also included information on Apple's Volume Purchase Program, which allows educational institutions to purchase iOS apps and books in volume and then distribute them to students, teachers, administrators, and employees. Discounts are available to schools, said Mr. Roe, if they purchase 20 or more apps. Mr. Roe suggested that participants register for Apple's series of webinars that explain the workings of the program.

Mr. Roe also talked about a recently rolled-out initiative that allows users to automatically personalize their iPhones and iPads. Users, he said, can customize their personal profiles by adding one-of-a-kind wallpaper to their desktops as well as personalizing applications and settings, all easily recognizable through facial recognition.

For help with any technical issue concerning Apple products, contact Wayne Cobham at wcobham@lhric.org.

Rosetta Stone Unveils New Features to Popular Language Learning Program

Representatives from 10 local school districts turned out Jan. 13 to get a sneak peak at the newest developments to the language learning program, Rosetta Stone, as well as learning best practices and discovering ways to make the most of this innovative software program.

The event, sponsored by the LHRIC's Model Schools Program, was geared toward current customers and those districts interested in implementing the blended software program, which uses a combination of images, text, and sound that helps students learn intuitively instead of learning through drills or translation.

Eight districts currently belong to the LHRIC service that supports Rosetta Stone. They include Carmel, Clarkstown, Nanuet, Onteora, Port Chester, Ramapo, Tarrytown, and White Plains.

In his introductory talk to the group of teachers and administrators, company representative Chris Brotherson reiterated the need for more proficiency in language among Americans in general. According to recent statistics, only nine percent of Americans are bilingual compared to 65 percent of the remainder of the world's population.

As a result, added Mr. Brotherson, schools should be looking at getting children prepared in the early years. "How much of an advantage can these kids have if they speak another language?" asked Mr. Brotherson. Some of the advantages include a greater chance of being admitted to the armed forces and the opportunity to "move ahead of the line" in terms of college admissions.

Company representative Annemarie Brockwell walked participants through the tools that many teachers may not be familiar with, urging them to set up plans and proficiency goals and to build a blended learning environment where expectations are set, benchmarks are established and each student's progress is easy to track.

For teachers who use the software but may not be as familiar with its support tools, Ms. Brockwell showed them how to access the software tutorials. For those instructors anxious to build their own language curriculum using Rosetta Stone Classroom, the software, Ms. Brockwell explained, is an ideal option. That strategy works well in classrooms with a diverse group of students.

Rosetta Stone Classroom is a powerful learning tool that incorporates seamlessly into a teacher's overall language learning curriculum. Features such as speech analysis tools, grammar and spelling components, and predefined course templates complement classroom teaching expertise. It also provides the support teachers need with Rosetta Stone Manager, a built in management tool that delivers real-time reporting capabilities, details on student progress and user-friendly administrative functionalities.

Totale™ is the upcoming evolution of Rosetta Stone, scheduled for release in July 2012. Totale will allow students to converse live with other learners and a native conversation coach, and Rosetta World gives students the chance to play and practice with other learners in the Rosetta Stone online community.

Districts interested in signing up for Rosetta Stone can contact Leslie Accardo at laccardo@lhric.org.

Outspoken Technology Advocate Vouches for Cell Phones in Classroom

As a professional development manager for the New York City Department of Education Office of Instructional Technology, Lisa Nielsen is accustomed to either experiencing technology disruption within her own department or hearing of schools throughout the New York City School District that were forced to shut it down.

To Ms. Nielsen, a former library media specialist, the idea of enhanced learning through technology is second nature, and the notion of keeping it away from students is similar to holding students prisoners of their instructors' old teaching practices.

Speaking at January's TLI presentation titled, "Teaching Generation Text: Using Cell Phones to Enhance Learning," Ms. Nielsen laid out her case for including cell phones in the classroom and encouraged participants to stop looking at technological tools as a distraction.

To enhance the use of technology in schools nationwide, Ms. Nielsen said it's important that educators adapt to the changing educational landscape. To do that, they must be as smart as a "screenager," meaning they should be adept at using mobile devices and screens for teaching purposes, and if not, they need to learn the tools that will get them to that point.

To successfully implement a policy that allows for the integration of cell phones and other devices in the classroom, Ms. Nielsen said schools need to "step out of the past and into the 21^st century world of today's screenagers."

That involves obtaining secure parent/guardian and/or student agreements that are sent home as opt-out notices, developing a responsible use policy that both parents and teachers can understand, teaching students about safety and etiquette, establishing classroom management procedures with students, planning activities with students so that they take ownership of their work, and incorporating the use of technology into student and teacher assessments.

Encouraging educators to create what she referred to as "free-range districts," Ms. Nielsen said such environments allow students to bring their own personal learning devices to school, be they cell phones, iPads or laptops. In such environments, added Ms. Nielsen, students are not blocked from gaining access to websites like Facebook and YouTube. Instead, they are embraced as powerful learning tools.

Ms. Nielsen suggested that educators become familiar with many of the tools that students are already adept in, such as Google SMS texting; Twitter; ChaCha, a website that provides human-powered answers to a variety of questions; Voki, a free service that lets users create customized avatars that can be posted to blogs and websites; and Outsidemywindow, a project that connects people from around the world through photos.

"Obviously none of these suggestions are magic bullets, and you can't just drop technology into a district," said Ms. Nielsen. "There are many reasons for it to fail, but you must put the right building blocks into place for it to succeed."

For more information on Ms. Nielsen's work and her ideas, visit her blog, The Innovative Educator, and check out her book, "Teaching Generation Text."