It's Not Really a Small World

(Editor's note: the following post appeared as a guest post on Education Week)

"There is just one moon and one golden sun,
And a smile means friendship to everyone,
Though the mountains divide,And the oceans are wide,
It's a small world after all..."    

- Walt Disney

With all due respect to the dancing dolls in Anaheim, it really isn't a small world.  It is a complex, multifaceted, diverse, and complicated world. Most of us hardly understand it yet the growing availability of the Internet and low-cost devices to connect to all the world's information brings the complexity of this world to your fingertips.  In 1995, just 1% of the world was online. Today, more than 40% of the world is. It took just 20 years to get three billion people online. This global achievement calls for all of us to understand what is happening around the world, why it is happening, and how it impacts us more than ever.

Local Companies, Global Competition

From a commerce perspective, gone are most organizations that do not compete on a global scale. In fact, there is a good chance our students will work for a global organization at some point in their careers. Even Paul Bond Boots, a small rural cowboy boot store in Nogales, Arizona, has a global customer base! With companies like Google, Facebook, Netflix, and others, most companies who are U.S.-based operate 24 hours a day on a global scale. In education, we often talk about how it's critical it is to teach our students the "Four C's": communication, collaboration, critical thinking, and creativity. While I agree these are critical competencies our students should master, what we miss in this discussion is an emphasis on another very important C, global competency.

Even if a graduate never works abroad or in a global organization, we still need to make sure our students are exposed to learning global competency skills. Since its inception, the United States has been comprised of people from all over the world. Whether you just arrived in the U.S. or are fifteenth generation, all of us have one common characteristic: we all have a First Generation story. And it doesn't look like this trend is slowing. The U.S. continues to become more linguistically and culturally diverse. For example, in the next few years, one in four students in our public school system will be Latino. By the year 2045, the U.S. will be a "minority majority" country, meaning there will be more Americans who identify as minorities as a group than whites.

Organizations who will thrive in this global, diverse economy will understand how not only having a diverse workforce will be a competitive advantage, but having a workforce that understands and appreciates people from other cultures and one that can identify and acknowledge different points of view will stay relevant. Companies who focus on awareness and understanding of cultural issues at home and around the world will continue to expand and remain competitive. Having this awareness and understanding will help organizations to design products and services that appeal to a culturally diverse, global audience. 

The Imperative of Global Competency 

So what does a globally competent student look like? Globally competent students can see and understand the interconnectivity and interdependence between what we do here in the United States and the rest of the world.  This means they will understand how problems facing the rest of the world impact us here at home and vice versa. Students who are globally competent have in-depth knowledge and understanding of international issues, an appreciation of people from culturally diverse backgrounds, and the knowledge, skills, and experiences to call themselves global citizens. Most American students, and especially low-income minority students, are behind their peers in other countries in their knowledge and understanding of world issues, world geography, and cultural understanding and experiences. 

We often ask our students, "What do you want to be when you grow up?" I do not believe that is the right question. First, all the labor forecasts predict that most jobs of the future haven't been defined yet. Second, we already have jobs most students wouldn't recognize, like "Bio-Medical Engineer" or "Sustainable Materials Architect." Instead of asking our students what they want to be when they grow up, we should ask them what problem they want to solve. We should ask them to think about what knowledge, skills, and abilities they need to solve that problem. We should ask them to think about where they can get the knowledge, skills, and abilities they will need. We should ask them to think about how the problem they want to solve fits into the context of the world.

We need to create a generation of critically-thinking, collaborative problem solvers. Students who know and understand world issues. Students who understand political and socioeconomic systems on a global scale. Students who recognize and appreciate cultural diversity. If we really want to face and solve the problems of this complex, multifaceted, diverse, and complicated world, we need a generation of students who are strong in all the C's: communication, collaboration, critical thinking, creativity, and global competency.

Abraham Lincoln was a Wimp

"You can not fail if you resolutely determine that you will not."

- Abraham Lincoln

Another critical skill students need to develop is the ability to analyze and assess information.  Information is coming at us at a pace many find overwhelming.  The quantity of global information grows at an astonishing speed.  For example, in just 24 hours, 2 million blog posts are written!  In the same time frame, enough information is consumed by Internet traffic to fill 168 million DVDs.  We send 284 billion emails every day.  It feels like most of those end up in my inbox.  Eric Schmidt has said he thinks it will take us 300 years to index and make all the world’s information searchable.  You can also look at the eruption of video creation.  YouTube, which is becoming an essential tool in the classroom, adds content at a rate that is hard to grasp.  Every minute, 72 hours of video is uploaded on YouTube!  That means that no matter how hard your kids try, and mine is trying very hard,  they will never be able to watch all the videos on YouTube. 

All the data I’ve seen suggests that most of us are, quite frankly, terrible searchers.  We just have to come to grips with that.  Most of us never developed the skills required to truly utilize the information of a digital world.  If you don’t believe me, you can go do an assessment and test your search skills.  However, I can save you time.  Trust me, you are not a good searcher.  If you don’t believe me, here is a quick self evaluation you can do to determine if I’m on the right path.

First, if you type a question mark into the search bar, you are a terrible searcher.  To go further, if you type a whole sentence in the bar, you are wasting a whole bunch of time.  If your search looks like this, “What was the date of Abraham Lincoln’s Gettysburg address?” instead of, “gettysburg date” the earth is spinning rapidly and you are wasting a lot of that spin!

Second, do you know what Command F (on a Mac – I don’t do Windows) does on a webpage?  Would you believe 90% of people have no idea what this time saving, search altering capability does?  Nope, I’m not going to tell you.  Why don’t you go search, “What happens when I type Command F on my Mac when I’m on a webpage?” 

My point is, if we are bad searchers, how are we teaching students to search?  How are we teaching them to make sense of information?  How are we teaching them to vet and dig deep into all the data available to us?  We need to help students build these skills.  Again, not necessarily as a separate subject, but more in what they do every day.  How can we incorporate technology, search and analytical skills to develop new engaging and relevant learning content for our students?

I have a confession to make.  I am a history and political junkie.  It feels good to get that off my chest.  The second part of that confession is that I have turned my kids into junkies.  This is especially true of American history and how politics coats and is engrossed in all our history.

A few Sundays ago, I was partaking in one of my favorite activities.  I was on the couch reading my paper copy of the New York Times (yes, I’ve been getting the paper Sunday times for as long as I can remember.)  I was reading their endorsement of Barak Obama.  I was summarizing the text to my daughter, who was sitting next to me (she was over to watch the Giants game with me – another one of my favorite activities, which makes me worried that so many of them involve my couch).  Her reaction was interesting but probably conventional wisdom, “well, of course they endorsed Obama. It’s a left leaning paper and they will always back the Democrat.”  She was also questioning the value of the endorsement, and if it would sway voters.  What a great opportunity to take a nose dive into history!

I asked, “well, do we know if that’s true?”  Also, have they always been right?  Has their endorsement meant anything?”  And so on, and so on.   We grabbed the laptop and started researching.  It wasn’t long before we were into some interesting material.  After we did the analysis of how many Republicans and Democrats the paper supported since they began this in 1860, and how many times they were right, we branched off into some really thought-provoking information!  We got into the first endorsement the paper ever made.  The New York Times endorsed Abraham Lincoln for President in 1860.  We found the actual text of the endorsement and all of a sudden we were in a time travel machine and found ourselves in the middle of what was happening in the country in October, 1860, more than 150 years ago!

We all learned history in a very linear and stagnate way.  First President Lincoln got elected, then he led the north in the Civil War, he issued the Emancipation Proclamation that freed the slaves, the North won the Civil War, and then he was assassinated in a theater.  When you learn it that way, it feels like one thing lead to another in very logical way.  Nothing could be further from the truth.

Easy access to technology and the web gives us this time travel capability.  The combination helps us get into what was actually occurring at the time.  So we read the endorsement and what did we discover?  That folks in 1860 were making things up as they went, just like we do.  That they had no idea what was going on or what would happen!  Theirs was a messy present and they were looking at a ambiguous future.  Slippery slope theories were in full effect!

For example, in the endorsement, the paper writes:

“…there is a large class of men who have a vague but real apprehension that something terrible is to follow the election of a Republican President.  They fear that the South will be excluded by law from the territories, that slaves will be set free in the District of Columbia, that inter-state Slave trade will be prohibited, and a great variety of legislative encroachments on Southern rights will be perpetrated.”

In other words, there seems to be all these “real” but unfounded and silly worries that things in our country were going to change.  Nonsense says the editorial board at the New York Times.  They go out of their way to put to rest these unrealistic concerns.  The paper goes on:

“…whatever may be the wishes of the Republicans on these topics, they are not likely to have any opportunity to carry them into effect.”

They further go on to describe how the Democrats control congress and they would never let any of these actions take place.  They go as far as concluding that even if the Democrats lost the Senate (fat chance), the House is so strong that it’s the Democrats who are going to run things and make all the decisions.  Wow!  Really?  Boy did they call this one wrong huh?  Not only that, we were able to tie that directly to what’s going on today.  Does it matter who controls the House?  The Senate?  Can we bring about change no matter who’s in power in Congress?  The paper continues to make it’s point:

“It will not be easy…for Mr. Lincoln to do much mischief…He seems to us much more likely to be too good natured and tolerant towards his opponents, then not enough so.  Rail-splitting is not an exciting occupation.  It does not tend to cultivate the hot and angry passions of the heart…we have not the slightest doubt, therefore, that Prof. Lincoln will disappoint utterly the sanguinary expectations (of those that want change)…”

Sound familiar?  In other words, this Lincoln dude is a wimp.  Even if he had the House and the Senate, he’s still not going to do anything!  Don’t worry, nothing is going to happen.  This guy is a rail splitter, and we all know how ”those people” are.  I think they might have missed this call.  Talk about a dis!  We imagined what the board would say if someone suggested that Lincoln would be one of our greatest and most beloved presidents in our history, one we would build monuments to.  How hard would the laughter be?  Sound familiar?

So we dove deeper.  We read more about what was going on at the time.  The paranoia in the south.  The lack of conviction in the North.  We dove into the back and forth.  We used Google earth to look at the country in 1860 and where the strongholds were.  We saw where the battles took place and how many men died in the war.  We saw how the South was set up and where we thought they made some seriously bad calculations.  We learned about how the Navy was used by the north.  We listened to a audio interpretation of the Gettysburg address, in the pace and tone Lincoln would have read it.  We spent all afternoon talking about it.  We asked critical questions like, what would have happened if the south actually listened to the Times (several states in the south panicked after the election and without southern unity, declared their independence on their own.)  We compared it to what is going on today in our nation and in our politics.  How both sides lay out a vision of what’s going to happen to our country if we pick one guy over another.  What we learned is that history is a recording of chaos that only make sense in the aftermath, when all the dust settles.

That’s the power of technology and the web.  We can jump into a time machine and visit the past.  Not only so we can understand what happened, but also so we can learn how it applies to today and our potential future.  We also learned that the New York Times, even 150 years ago, has no idea what it’s talking about. 

It looks like Abraham Lincoln didn’t turn out to be so wimpy huh?

Well hello 21st Century, how long have you been standing there?

“21st century breakdown
I once was lost but never was found
I think I am losing what's left of my mind 
To the 20th century deadline…” 
- Green Day

I’m not a big fan of the phrase, “21^st Century skills” and it’s used quite often in the education world.  For example, you might hear someone say, “We need to teach kids 21^st century skills.”  You will also find, “We will need students to graduate with 21^st century skills.” 

One reason why I don’t like the phrase is because I’m not really sure what century we’re in right now and that’s a little embarrassing.  I also don’t like it because it implies some set of skills students will need in the future.  I contend that students need these skills right now and they need to start building them as soon as they get to school.

You find variations of this list of skills in numerous places.  The Partnership for 21st Century Skills uses names like “learning and innovation” skills or “life and career” skills.  My friend Tony Wagner calls them “survival skills” in The Global Achievement Gap and includes elements like “critical thinking and problem solving,” and “effective oral and written communication” skills.  There isn’t just one correct list, they are all appropriate.  In my talks, I break them down into four themes (which of course include elements of all types of skills).  I call them communication, collaboration, problem solving, and analyzing and assessing information.  I’m not going to cover all four here (that would be a very long post) but I’ll start with the first one, communication.  I will follow up with the other topics in future posts, maybe in the 21^st century!

Communication

How we communicate has evolved over time and in the last 20 years, it has dramatically changed.  In the last five years, it’s just been transformed.  When she started college, my daughter and I had to have a communication meeting.  We were having so many misunderstandings and communication fails that we had to come up with a system to deal with the expectations we had for each other.  This wasn’t an issue when I was in college.   When I had to communicate with my mother, I had one choice with three potential outcomes.  I walked over to the hallway payphone to place a long distance phone call.  The first potential outcome was that she picked up the phone and I talked to her.  The second one was a busy signal, and I just hung up.  The third option was pretty much like the second one.  If she wasn’t home, the phone rang and rang, and eventually I hang up (she didn’t have a máquina). 

My daughter and I had a much more complex system to work through.  If it’s information she thinks I need but does not require immediate attention, she emails me (i.e., here are my classes and tuition is due next month.)  If it’s information she wants to share, wants feedback on, or needs my attention that day, she texts me (i.e., hey when you get a chance, let me know if we are going shopping this weekend, I need stuff.)  If she needs my immediate attention, she calls me and if I don’t answer, she follows up with a text (i.e., I need money in my account, I’m starving!)  And how does she find out where I am in the world at any given moment?  Yes, she checks my Google+, Facebook, or Twitter status.  By the way, for those of you who are “friends” with your kids, have you talked about expectations?  I am sure your daughter has given you the, “mom, please do not post any comments to my status updates” plea.  Have you set your communication expectations with your kid?  Are you going to wait until she posts a status like, “have to take my mother to her doctor’s appointment.  She is getting warts removed from her feet and I have to drive her.”  How we communicate matters and it will continue to be even more important.

I remember thinking about how communication was changing during my senior year in college.  You see, I was from the WordPerfect 5.1 generation.  I saw the new Windows 3.1 being adopted by the underclassmen and I was so thankful to be getting out of there!  I didn’t think I would be capable of managing the new communication expectations that were going to come with those new capabilities.  I was a dot matrix printer communicator, with lots of words and maybe a few tables.  I was an overhead projector presenter, where I would type big WordPerfect words and copy them onto overhead transparency paper.  I would hand draw pie charts with my trusty Sharpie marker.  I didn’t think that would be acceptable in the new Windows 3.1 world.

I assumed students would be required to have professional looking presentations with pictures and sound and other elements I didn’t have the skill set for.  They would be colorful and vibrant.  As this capability grew, I believed the expectations would grow more intense.  By the time my daughter was in high school, I thought she would be expected to have a live interview with the researcher she was writing about in the middle of her presentation.

The truth is we haven’t really raised the bar on communication and haven’t taken in all the technological and social changes that have taken place in.  Every semester, I am asked by a fellow professor (yes, I teach classes at ASU every couple of semesters) who teaches an MBA class at ASU.  Each semester, a group of students are assigned the Google business case and they are required to do a class presentation on it.  I sit in as their guest and help review their presentation and answer questions.  What happens during the presentation stopped surprising me many semesters ago because it happens every time.  This class of MBAs who are supposed to be the future leaders of industry takes the business case, regurgitates it point by point in 20 slides, each with six bullet points.  In other words, they present their WordPerfect made transparency paper on an overhead projector.  Talk about automating bad communication.

Our students need to effectively express themselves.  They need to learn how to write complete complex sentences.  They need to create original thought and learn how to share it in everything from full blown white papers through 140 character tweets.  They need to learn how to get effective feedback in various formats.  They need to learn how to take complex ideas and communicate them to multiple audiences, including considerations for global meaning and cultural differences.  They need to learn to communicate using varies media and develop strategies for how to send out effective targeted communication. 

These skills have to be built into the new learning models we are creating.  We don’t have to teach them as separate lessons.  It is about time that we raise the communication expectations of our students.

District Administration Interview

I haven't been able to post a new blog post in a few weeks due to all the traveling I've been doing and the fact that I was writing posts for other publications.  Here is one of them.  It is a follow up interview to a presentation I did at a District Administration Leadership Summit here in Phoenix.  There is a link to the video of the presentation at the end of this post.  I don't know if the word "invigorating" has ever been used to describe me.  Load mouth yes...invigorating not so much...

Q&A: With Jaime Casap, Senior Education Evangelist, Google

A follow-up to Casap's invigorating September DALI Summit keynote

Publication Date: 

November, 2012

 At the September District Administration Leadership Institute Summit in Phoenix, Ariz., Jaime Casap, chief education evangelist, Google, Inc., in his presentation, got the audience thinking about educational vision and where we need to be with regard to creating a learning environment that brings out the best in every child. We wanted to continue this critical conversation, so we followed up with Casap to find out how districts can jump-start their shift to a technology-pervasive learning environment.

What are three priorities K12 administrators need to make when it comes to technology?

The first would be broadband access. Our education system is preparing students for a world where the internet is ingrained into higher education, business practices, and our daily lives in general. Broadband access lets teachers take advantage of those tools and exposes students to the type of learning and working environment they will encounter in the future.

The second is learning to leverage the power and prevalence of the web to create a learning platform. As educators, we are starting to understand the impact the web can have. Videos, applications, interactive content, and knowledge bases make the world’s information accessible from multiple devices 24/7.  

And the third priority is putting equipment in the hands of teachers and students so they can access the rich content of an ever-expanding web. School administrators need to choose devices that not only give students and faculty access to that content, but that are nearly invisible so that the focus remains on the teaching and learning, not on the technology.

Of all the technologies available for K12, which category do you like the best for schools?

I always look for opportunities to emphasize the potential of the web as a common learning platform. Although some wouldn’t call the web “technology,” I certainly do. There used to be clear lines between technologies. You had hardware, software, applications. More and more, all technology is web-based.

What is one way superintendents and teachers can begin to think differently about facilitating education through technology that would be quick and easy and helpful right out of the gate?

School leaders have to look at technology not just in terms of how it can help transform educational practices and models in the future, but also in how it can help us today. If you can look for just two ways technology can help you do your job better, you will create a pattern of looking for more. Eventually, you will start to see how technology can be a catalyst to transforming education. There are hundreds of way teachers and administrators can quickly use technology and the web to improve their day-to-day work.

Other than DALI and District Administration, which magazines/websites/conferences would you recommend for superintendents and administrators to regularly review/attend?

I think the most important conferences that superintendents and administrators can attend are the local ones in their own backyards. I can’t tell you how many conversations I’ve had with superintendents and principals who ask me for case studies of schools that are doing great things with technology. More often than not, I’m able to introduce them to schools across the street! Getting together with their peers in the same state and talking with each other about what they are doing with technology in education and the web as a learning platform can go a long way!

Watch a video of Jaime Casap's presentation here.

Desks shown to harm student education

“So no matter what you been through, no matter what you into

No matter what you see when you look outside your window

Brown grass or green grass, picket fence or barbed wire

Never ever put them down, you just lift your arms higher

Raise 'em 'til your arms tired let 'em know you here

That you struggling, survivin', that you gon' persevere

Yeah, ain't nobody leavin', nobody goin' home

Even if they turn the lights out, the show is goin' on”  

- Lupe Fiasco 

It seems like there is no shortage of articles that talk about how technology doesn’t improve education.  The focus is usually around the impact of the technology on test scores.  The question these articles answer is this: does the use of technology in the classroom improve test scores?  The methodology they use to answer this question is simple.  They look at any school who has put “technology” into some of their classrooms, they wait a school year, and then they compare last year’s test scores with this year’s test scores.  They look at the scores and conclude that the use of “technology” doesn’t improve test scores, therefore the impact of the technology on education at best is flat.

For some reason I still really can’t understand, the New York Times used this simple erroneous methodology and argument in a bunch of education technology articles last year.  This surprised me.  As a long time subscriber (I’ve been getting the hard copy of the Sunday Times dropped on my doorstep since I can remember…I would shut off cable before I stopped my NYTs if I had to choose), I expect so much more from the nation’s standard of journalism.  I asked myself on more than one occasion, why would the New York Times simply ask the wrong questions? 

Everyone I regard in the education and the education technology space knows that technology doesn’t improve education outcomes.  They all recognize that great education improves education, not technology, or anything else for that matter.

Last year, the New York Times wrote no articles about how school lighting doesn’t improve test scores.  They wrote no articles on how the use of text books, a $8 billion dollar annual expenditure by the way, does not improve test scores.  Can you imagine the New York Times blaming the textbook industry for our nation’s appalling dropout rate?  Without even having to search, I am confident the New York Times did not write a single article on how the use of desks in the classroom do not improve student test scores.   Why is that?  It’s pretty simple actually.  It is clear all these things are just tools we use to enable education.  The use of a computer in a classroom is as powerless as a desk in improving test scores unless it is used in support of a great educational model. 

We don’t talk about desks the way we talk about computers.  We don’t go to desk conferences or develop desk implementation plans.  We don’t have desk professional development plans.  We don’t think about the question of equity when it comes to desks.  We would never say, “we only have budget for 90 desks but have 300 students.  We’re going to have to figure out which students stand all day.”  We don’t question the need of desks in the classroom and I would argue they are more detrimental to education than other tools we use.  For example, we now have enough evidence that shows sitting all day is bad for you.  This is why you are seeing an explosion of stand up desks in offices across the country.  Desks also create this individualized island, designed to fit in rows and face forward, which creates what I call “peer barriers” and limits collaboration with other students.  Finally, the way they are designed, they are perfectly made to fall asleep on.  Where’s the New York Times article on that story?

The reason why you don’t find articles about the impact of desks on test scores is because it’s a ridiculous correlation.  The use of laptops in the classroom, like the desks, have nothing to do with test scores.  Only great education directly effects test scores (let’s leave the argument as to why we shouldn’t even be talking about test scores for another post).  When used as an enabling tool, laptops, the web, smart boards, tablets, and anything else we call “technology” has an enormous impact on education. 

There is plenty of data that supports the use of technology as an enabling tool.  For example, In a study called, “Intertwining Digital Content and One-on-One Laptop Environment in Teaching and Learning: Lessons from the Time to Know Program” (I appreciate how they like to keep the names of these studies as short as possible), (2012 Journal of Research on Technology in Education), the correlation between good education and technology is clear.  The study looked at how one-to-one computing programs effected teaching and learning practices as well as student learning achievements.  The study found consistent and highly positive outcomes in student math and reading achievement.  They also found higher student attendance, and decreased disciplinary actions.

As in other studies, this one showed that a technology enabled learning environment can more effectively promote “social-constructivist educational goals, such as higher-order thinking skills, learning motivation, and teamwork.”  To me, the highlight of this study wasn’t the increase in scores or how the technology helped engage students.  To many of us, that just makes sense.  The highlight of this study is how they emphasized the following: “to achieve this change, a school system must go through major processes.  It requires setting new educational objectives, preparing new curricula, developing digital instructional material aligned with new learning standards, designing a new teaching and learning environment, training teachers, creating a school climate that is conducive to educational technology, and so on.”  In other words, it’s like we used to say in the consulting world I spent six year in, “whatever you do, don’t help your clients automate bad processes, you’re just helping make bad things happen faster.” 

The other key component you find in good education technology studies is the duration of the study.  Researchers are starting to recognize that the real benefits and any significant change start to appear over a length of time.  In other words, even when you fix everything in the education model, it takes a few years to start seeing dramatic shifts in improvement.  A six month study isn’t good enough.   

We shouldn’t be teaching technology, we should be using technology to teach.  If we are using technology correctly, it should be invisible.  When I talk about my work and the projects I’m involved in, I never talk about how I used my tools.  The tools are just there.  Just like it is for us, the technology should be part of the support structure.  The potential benefits are tremendous.   Lots of studies like the one quoted above show that technology is ideal in supporting and enabling a learner-centric environment.  In these environments, students feel critical things like autonomy, engagement, and purpose.  They feel ownership over what they learn and how they learn it.  This type of environment clearly leads to students who are involved in their learning and more importantly, are willing and able to learn.  With this autonomy, students learn at their pace and teachers serve as facilitators and not as knowledge towers.  Technology can help these environments by giving students the opportunity to work and learn collaboratively with other students to solve problems and create and share new ideas.   We can produce and implement new creative assessment tools that promote learning, making sure students are involved in constructing their own self and peer driven assessments. 

These are just some of the possibilities with using technology in education.   Until we stop seeing technology as a nice to have, or as the line item in the budget that gets cut because it is “outside of learning goals,” we will not be able to fully realize it’s potential value.  We would never dream of building a new school with air-conditioning on only two floors or electricity in only three of the four buildings.  Until we start seeing broadband as electricity, and computing capabilities as desks, we are a long way from that realization.

Make sure you look both ways!

“This is an invitation across the nation,

the chance for folks to meet
There'll be swinging, swaying, music playing,

and dancing in the street”

- Martha & The Vandellas

I live in an urban area of Phoenix, right downtown in fact.  One consequence to growing up in a place like New York City is that you’re never comfortable unless you see lots of cars, hear police sirens all night, or have your street lit up by police helicopters on the weekends.  Because we live in the city, and while my kids were young, I decided to teach my them to cross the street.  I knew I wasn’t going to be able to ban the cars.  The other option was to pretend the cars weren’t there and never ever let my kids cross the street.  I didn’t think that was reasonable.  Eventually they had to deal with cars so it made sense to teach them early and often.  When it comes to the web and our children, that’s exactly what many of us are doing.  We are pretending the web is not there.

The web isn’t going anywhere so ignoring it isn’t going to work.  We certainly aren’t teaching our kids how to navigate the web (teaching them to cross the street).  We’re left with the only option we have left, we simple ban it.  I don’t know if that’s the smartest idea in the world.  Like cars, eventually they are going to have to deal with the web.  Wouldn’t it make sense to teach them, early and often?

I have the opportunity to speak to lots of principals, superintendents, school board members, and parents.  Whenever I bring up this subject, they all start blaming each other.  The superintendent says, “the school board will never let me.”  The school board member says, “the parents wouldn’t let us.”  The parents say, “the school is to rigid and would never allow it.”  One of my favorite arguments I hear all the time is that the kids are picking up the skills at home.  The general argument goes something like this:

“Listen, the parents here are very traditional.  They don’t want their students surfing the web.  What if they end up complaining to the board?  Also, the feds would take away our eRate funding if we unblocked YouTube and we can’t lose that (I even had one senior administrator of a large district tell me that they would lose ALL federal funding, including Title 9!) Besides, the kids are developing these digital skills on their own, in their own home.  They were born digital citizens so there is no need to teach them.  Yes, I know a lot of them already have access to the web in their pockets but they aren’t doing it on school property so we aren’t accountable.”

I push back:

“Have you talked to the parents?  Have you showed them the benefits of the web?  Are you demonstrating how your school is developing student skills as you prepare them for their future?  Have you showed them how the web opens up new opportunities to learn?  Have you offered them ‘parent Internet classes’ to teach them what their kids will learn?  In terms of CIPA and eRate, can you give me the name of just one school that lost their funding for violating CIPA?  How much did they lose?  Can you show me where it says YouTube violates CIPA?  Finally, in terms of students developing the skills on their own at home, are you sure that’s what’s happening?  How do you know?”

The assumption that kids are learning these skills at home is insane.  Most college educated folks lack basic search skills.  Even if it was true, not all our kids would be learning these critical skills.  If the kid comes form a family that makes more than $75,000 a year, they have a 90% chance of having computer and Internet access at home.  If they comes from a family that makes less than $30,000 a year, then they have less than a 50% chance to have this access at home.  This applies to new technologies as well.  For high income families, 55% of kids have used a smart phone or a tablet.  For low income families, that number drops to 22%.  In fact,  38% of low income parents say they don’t even know what an app is.  In case you were wondering, it’s only 3% for high income parents.

So even if they were learning how to be good digital citizens at home, and we all know that most of them are not, then we are failing a good portion of our students, the ones who probably need the skills the most.  We need a different approach.  We need to teach our kids how to cross the digital street and turn their web experience into something positive.  We need to get parents involved.  We need to look at the web as the new platform which will require a set of skills critical to success. We should also be asking ourselves, what do we need to teach our kids so they are safe online?  How do we teach them to stay secure?  How do we teach them to protect themselves and their information?  How do we teach them about privacy, and what is the right and wrong way to interact with each other?

Things are certainly getting better, like in the case of Chicago Public Schools lifting it’s ban on YouTube (http://articles.chicagotribune.com/2012-02-01/news/ct-met-cps-digital-20120201_1_cps-jean-claude-brizard-ban) to help expand digital learning.    

Filtering bad content and sites is essential but not in the way many school systems do it.  Broad filters that catch everything, including sites like National Geographic, aren’t very useful. 

We need to teach our kids to be good digital citizens.  Even more importantly, we need to  teach our kids to be great digital leaders!  The world’s information is at our fingertips, we must take advantage of it.  As my teacher friend says, what students post and share on-line should be the reason why they get into college, not the reason they don’t.

Let’s teach our kids how to cross the street.