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.

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.

Ghettosuperstar

“Ghetto superstar, that is what you are

Comin' from afar, reachin' for the stars

Run away with me, to another place…”
- Mya

I recently participated in a Google Hangout interview for a podcast from my home office in Phoenix.  On my wall behind my desk, and in clear view of any video call I’m on, hangs big wooden hand made letters.  They spell “GHETTOSUPERSTAR.”  I was asked about it during the interview and I thought the explanation needed a little more context.  The letters were a Father’s Day gift from my creative daughter who lovingly carved them with a table saw.  The project took her weeks to complete and I’m actually surprised, and very thankful, she still has all her fingers. 

I acquired the nickname while I was at Accenture (when it was still called Andersen Consulting).  On many Fridays, I used to write “Jaime rant” emails (before we called them blogs) that I shared with my friends at the firm.  A particular one I wrote, “why I was staying at Andersen,” was a reaction to the number of ‘goodbye’ emails we were all getting from fellow consultants leaving and joining the thousands of start-ups that were booming in the middle of the tech bubble.  I wrote a ‘fake’ email about my decision to stay at the firm and included all the reasons why I decided to stay.  Those I sent it to must have liked it because they forwarded it to their friends and networks.  Before I knew what was happening, it was being read and forwarded by thousands of consultants all over the world.  By Wednesday, the CEO had read it and he decided to forward it to all 70,000 employees with his thoughts on it.  It was a stunning “Jerry Maguire” experience and something I will never forget!  I had to respond to thousands of emails from consultants all over the world.

One of those first email forwards that was passed around and ended up in the inbox of many employees, was from a close friend who added to the forward, “from my friend Jaime Casap, the Ghetto Superstar,” referring to my background and to a song that was hot and all over the radio that summer.  Before I knew it, I started seeing it in emails and hearing it in meetings.

Nicknames come and go (and I had several in my life) but I still use the Ghettosuperstar one because for me,  it has come to symbolize that I should always remember where I came from and how I should always be proud of it.  For the longest time I hid where I came from or how I grew up.  I didn’t lie, I just never talked about it.  I felt people would look at me differently or think of me less if they knew my story.  Speaking to lots of other professionals who grew up like I did, I wasn’t the only one who felt this way.

Whenever I get the chance to talk to a class or a school of students, especially kids growing up in poor urban areas, I take it!  I will always try and make it work (even if we have to do it via video).  Students in these schools get to hear from guest speakers every once in a while at occasions like career days, or parent events.  They get to hear what it takes to be a lawyer, or a doctor, or a firefighter.  They get to listen to how important education is and how hard they have to work if they want to succeed.  I like to talk to them because I am someone who knows exactly what they are going through.  I lived exactly as they live and it’s important for them to hear from "one of their own," to think, "if he made it, then I can also make it!"  

Of course I start with the “what it’s like to work at Google” story.  Students love to hear these stories.  I get a chance to convince them all to go into computer science, engineering, or any of the sciences.  I tell them that if they work hard and get a great education, the payoff in the end will be well worth it.  I do this while I show them slides of people playing volleyball, playing pool, or writing scooters in the office (not something I would recommend by the way – ask me why if you see me).  I get them pretty excited about the possibility of developing a set of skills that create useful applications millions use or solve problems.  Before I start, I always ask them, “how many of you want to be engineers?” It never fails.  Maybe one hand go up, if I’m lucky.  When I’m done, I ask again and all the hands shoot straight up.  One of my favorite memories is of a seven grader who added, “I want to be one RIGHT NOW!”  We need to continue to beat the science drum any chance we get!  We all know the high paying careers of the future will require skills in the sciences.  More importantly, we want to create the entrepreneurs who will create the next 100 million jobs!  These science skills are critical to all our students.

The other reason I talk to students directly is to give them a pep talk.  I believe there are some critical messages they need to hear.  From my own experience, I know they don’t get to hear these messages enough.  I tell them that they should be proud of who they are and where they are from.  I tell them that some folks have low expectations on whether they will succeed and that their motivation should be to prove them wrong.  I tell them that their experiences, what they see in their neighborhood, and the lessons they learn on the street, will all be competitive advantage when they get older.  I tell them that their cultural background will be unique in whatever field they chose to go into.  I tell them that they will have a different perspective, that they will look at problem solving and creativity from a unique point of view.  I tell them to work hard, get a great education, and be successful.  I tell them to go out in the world and be ghetto super stars.

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.

Your Attention Please

“I used to ride the train to the same two stops
And look at the graffiti on the rooftops
Like the same song playing on the jukebox
Joint called "Faded Polaroids In A Shoebox"
Regardless to what the cadence is
It can’t be forgotten like old acquaintances
I realize how depressing of a place it is
And when I notice my reflection whose face it is”

- The Roots

When you do a search for “millennials multitasking,” you can come up with 52,000 or so hits.  If you do one for “students Multitasking” you get close to 3 million hits.  You find articles debating the validity of this skill set, and you also find articles on how to teach, manage, and/or take advantage of this skill set.  One articles gives you ways that you can develop your multitasking skills.  Another gave you ways to hire the best multitaskers.

The problem is that multitasking does not exist.  A human brain can multitask, but not in the way some think it can.  Not when it comes to actually paying attention.  I can type this, wiggle my toes, and chew gum at the same time (oh yea, and it keeps my heart pumping too).  The brain is constantly multitasking.  However, what these links are describing, and what we think of when we think of multitasking, is doing two things at the same time, or, paying attention to more than one thing at a time.  This, we simply cannot do and all the evolving we’ve done in the millions of years we’ve been walking around hasn’t given us the capability to do so.  Say nothing of the idea that kids who are “digital natives” all of sudden have the ability to do something the brain hasn’t done in million of years.  Relatively speaking, evolution happens fast, but not that fast.

The irony is that we are creating a generation of kids that believes they can multitask, simply because they were born in the digital age.  We have convinced them that they are different than we are, that their generation was born with this special skillset.  It’s like saying my generation was born when we had cars, therefore we are all natural race car drivers.  What we should be doing is teaching them to concentrate, not filling their heads with the believe they were born with comic book super powers.

I just read Brain Rules, by John Medina.  It’s a fascinating and insightful book that describes how the brain works, and why it works as it does.  It comes complete with a set of 12 principles and rules about the brain.  In terms of multitasking, Medina citing real scientific research, calls it a myth.  “The brain naturally focuses on concepts sequentially, one at a time.  We are biologically incapable of processing attention-rich inputs simultaneously.”  In other words, your students (or you for that matter) must systematically move from typing an email to talking on the phone.  If you try and do both things at the same time, something is going to fail. 

So students can’t pay attention to two or three things at the same time (i.e., texting and driving).  Therefore they can’t read and text at the same time.  They can’t chat and do complicated math problems at the same time.  They can’t write an essay and watch TV at the same time.  It’s important to know this because they actually try (they get the essay done while watching TV) but studies show if you are interrupted, it takes you 50% longer to accomplish a task and you also make 50% more mistakes. 

If our students are multitasking, we’re simply not getting the best from them.