- April 2017
- March 2017
- May 2016
- November 2015
- October 2015
- September 2015
- August 2015
- July 2015
- June 2015
- May 2015
- April 2015
- March 2015
- February 2015
- January 2015
- December 2014
- October 2014
- September 2014
- August 2014
- July 2014
- June 2014
- May 2014
- April 2014
- March 2014
- February 2014
- January 2014
- December 2013
- November 2013
- October 2013
- September 2013
- August 2013
- July 2013
- May 2013
- October 2012
- May 2012
- March 2012
- February 2012
- December 2011
- November 2011
- September 2011
- July 2011
- May 2011
- April 2011
- March 2011
- February 2011
- November 2010
by Silvia Rosenthal Tolisano
Cross posted to Langwitches Blog
In December, I received a Google Invite to become a Google Glass Explorer. I was not given much time to accept the hefty price tag or let the Google invite expire. In the name of education and my passion for thinking and exploring new ways to transform teaching and learning, I accepted…. (still not sure how I feel about …)
On Monday, I took my Google Glass for the first time to school. We had a pre-service workshop planned (we just returned to school after the summer break here in the Southern Hemisphere) and I wanted to test if I could use the device to document the workshop to
- capture moments of discussion
- record what the presenters shared
- share what participants contributed to the conversation
Here are a few thoughts after the first week:
- I am overwhelmed ( …too much stimuli)
- Not as intuitive as I thought it would be… (I feel like a student driver having to pause, before I step on the clutch>shift into gear>push the gas pedal> slowly let go of the clutch… while at the same time look in all the mirrors and forward to steer where I need to go)
- My fluency is missing. (…yes… that one… the one that I am so used to having with my smartphone, iPad and laptop…so used to it in fact that I usually don’t think about it anymore… I feel illiterate…)
- Tickling behind the ear from speaker that vibrates the bone behind my ear… (…It is a weird feeling…)
- battery life…(…used to battery lasting all day+ with my other devices…) need to build in breaks during the day to recharge..
- Unit gets hot when using too much (especially recording video and googling)
- Long, curly and unruly hair that constantly tangles in front of the camera is a problem in terms of recording, tapping and swiping. (… not cutting my hair or wearing a pony tail is not an option…)
- I was not prepared for the attention and the varied reactions the device evoked in people. (… I am admitting that the varied emotions from colleagues and students have hit me almost like a brick… from super excited to curious, not interested to (not openly) negative and almost hostile emotions. Again, NOT all of the reactions were verbal or bodily clues, but more (strong) waves of emotions directed in my direction… Never quite experienced or was aware of something similar…
- Feeling on the spot when recording… self conscious… what do I say? How does my voice sound?
- I am definitely in the Substitution stage, when looking at using Google Glass through the lens of the SAMR model.
Many colleagues wanted to see what I was seeing and were eager to try the Google Glass on. The easiest instruction, I was able to give, as I could not see what they were seeing on the screen was:
- When you see the time… say “OK Glass”, then “take a picture”.
- Swipe down… then tap on Glass again and swipe forward to see the last images taken.
So far, I was not able to screencast from Google Glass to my iPhone via wifi (it continuous to show me the black screen with the instructions, even though glass and iPhone are on the same network. It is simply too much multitasking to handle Glass, turn off wifi, then turn on bluetooth, then connect iPhone and Glass to be able to demonstrate screencast on the spot…)
It was interesting (also for me) to later see the images the testers had taken..
Here is a selfie to show how I am managing using my reading glasses at the same time as Google Glass. Not the best solution, but it seems to work for now….
Students were lining up after class asking to wear Google Glass in order to give it a try. Most of them had heard of Google Glass. It spread like wild fire throughout our Middle School. There were a lot of “cool” and “wow”. It wasn’t long before Paparazzi also arrived wanting to take a picture of Google Glass as evidence of having seen one.
Do you remember the first email you sent? The first email you received? Remember having to dial in to check your email and not being able to use the phone line while you were online?
Above is a vignette image taken with Google Glass. I was sitting with a new students, helping set up her school laptop. I received a vibration sound behind my ear and looked up from the computer screen at the Glass screen to see that my mother had emailed me an article from the La Nación (Argentinean Newspaper) about how wearing Google Glass could get me into legal problems. The irony of the moment was not lost on me. 🙂
I am not the only explorer at our school. A High School student, Bruno, is also a committed user. I felt a sort of camaraderie, as both of us are on the forefront by experimenting and walking a fine line. What is acceptable in a school environment regarding wearable technology and what is not? Bruno has been wearing Glass routinely during the day, showing a much higher fluency and adaptation. He inspired me to make sure that I was only going to find out how Glass was going to transform my work, if I wore it consistently. It reminded me of ” The best camera you will ever have, is the one that you have with you” that pushed my iPhone into the number one position to be followed by my SLR camera.
While my focus of using Google Glass to “explore new worlds” in terms of teaching and learning, Bruno is focused of finding innovative ways to transform and “make his life easier”. His point of view is that of an app developer.
Just as I experienced a myriad of reactions when wearing Glass, a student wearing Google Glass, a technology that all of us (administrators, teachers and peers) are not familiar with, inevitably will bring up anxieties, disruption and fear.
Bruno is dealing with setting the example at our school. What will this mean when more and more students start having these powerful devices and will that mean in terms of teacher/student relationship, student learning, curriculum, assessment practices, what do we consider cheating, how do we deal with multitasking, distractions, inappropriate use of the technology, etc.?
I believe Bruno is aware that he is setting the example and is taking on the responsibility. Our school administrators and teachers are recognizing the need to start the conversation now! WHAT DOES THIS TECHNOLOGY MEAN IN OUR EDUCATIONAL SPACES? They are also recognizing that Bruno is an integral part of that conversation to craft a policy that does not BAN and BLOCK, but encourages exploration and innovation.
I am looking forward to being part of that conversation…
School policy regarding wearable technology were not the only discussion that were sparked by the simple appearance of Google Glass on campus. I have had super interesting conversation about
- the meaning of wearable technology and what does that mean for our future?
- we wondered if in 10 years, we will laugh about how “silly” we/I looked with such a “big” device on our/my head (same type of feeling when we think of the size of our first cell phones or the big air conditioned rooms that held a computer…)
- Freely giving away our private data (GPS location? What do we see at the moment? What words are we googling? etc.) I am not saying that we are not already doing this with other devices, but wearable devices have the purpose of making it even more “natural” and instantaneous to do all these tasks and transmitting and sending them. (… I have to admit I am increasingly more uncomfortable when Google ( or other companies), by default, takes the choice of NOT wanting to share or collect data away from me…
- What about Google Glass etiquette? When is it appropriate? When is it inappropriate? What about in an educational environment? What about in public spaces? (… I am very conscious of etiquette… I know I am walking a fine line as soon as I wear Google Glass… I want to be able to gain the trust of colleagues and students… that I will not take images nor film without making sure that they are aware of the device being on and a “no questions asked” policy if someone feels uncomfortable…)
- How can we use such a “disruptive” device to transform (re-define) what we teach and learn?
I was able to take Google glass into a Science classroom (with permission from the teacher ,of course) and take photos and videos of the students conducting a lab. Google Glass is such a novelty though that students were interested in Glass rather than their lab… most of them begging to wear them…I was very conscious of NOT wanting to disrupt the class (…. will need to make sure that students have a chance to look at them, ask questions and wear them… before I go into the next classroom)
I also wanted to test out wearing Google Glass while driving… yes, I can hear all of you yelling at me from afar. I literally have a 2 minute drive to school… I left a little extra early for even less traffic… and as you will be able to tell from the video, I am a VERY safe driver… looking several times right/left/right/left and one more time, before turning at an intersection…
I am so excited to finally be able to share the Film Canon Project from my colleagues Heidi Hayes Jacobs and Frank Baker. (Click the Hyperlink to visit)
This website and the accompanying resources are the culmination of several years of work collecting and curating films that are valued for their timelessness and impact on culture, education, and thinking.
The website release is coinciding with the release of the new book series Contemporary Perspectives on Literacy which includes a book devoted solely to Media Literacy. In the book, Jacobs and Baker explore the role that media, specifically film, plays in the preparation of our children to be ready for college or their chosen career. Their chapter is specifically on designing a film curriculum and analyzing the impact that film has on multi-mediating content, engaging students, and a new platform for deep analysis, discussion, and research.
On the website, you can explore films by grade level, type, and release date. The films include basic information and links to resources through the Internet Movie Database. In some cases, the trailers are linked as well. Visitors to the website can also submit films to the database.
The solid gold piece of this website is in the resources section, where visitors can explore scripts from Oscar-nominated films, gain access to Frank Baker’s considerable resources in his media clearinghouse, and access multiple resources related to film in different eras and in different countries.
One of the reasons I’m so excited about this is because it supports work I’m already doing with teachers, particularly around the Common Core Standards. In the reading standards for literary and informational text, specifically standards for the Integration of Knowledge and Ideas, students are asked to consider multiple types of media to comprehend what they are reading and researching. As students get older, the standards shift from considering multiple types of media to evaluating specific mediums for impact and which are the best to emphasize the story or text. Eventually, students will speculate, with evidence from multiple sources, why a specific representation in a particular media is more effective than other representations.
Additionally, our colleague Allison Zmuda uploaded a blog post about the values that the Netflix company seeks in its employees. The timing of her blog post is awesome, considering that access to film has never been easier thanks to services like Netflix, Hulu, and Amazon Prime. The philosophy that the Netflix company strives for are pretty good philosophies for our students to strive for as well in the classroom.
I encourage you to visit the Film Canon Project and see the types of films that they have curated there and perhaps submit your own suggestions for films to include. As multiple types of media are increasingly available thanks to technology, websites like this one will become more and more important as we seek structure and priorities in the mountain of resources available.
By Allison Zmuda
Netflix, the multi-billion dollar company, created a unique talent management philosophy grounded in performance, freedom, and responsibility. Here are some of the key values and skills managers at Netflix use when evaluating performance of their staff that have real promise for growing talent in our schools. I would advocate that these values and skills are as important to grow in our students as they are in our staff (with a little bit of tweaking based on context). What I appreciate about this set is the straightforward, simple, and inspired language. I also admire the balance between individual and working with others in pursuit of excellence.
1. Judgment. You make wise decisions despite ambiguity. You identify root causes, and get beyond treating symptoms. You think strategically,and can articulate what you are, and are not, trying to do. You smartly separate what must be done well now, and what can be improved later.
2. Communication. You listen well, instead of reacting fast, so you can better understand. You are concise and articulate in speech and writing. You treat people with respect independent of their status or disagreement with you. You maintain calm and poise in stressful situations.
3. Impact. You accomplish amazing amounts of important work. You demonstrate consistently strong performance so colleagues can rely upon you. You focus on great results rather than on process. You exhibit bias-to-action, and avoid analysis-paralysis.
4. Curiosity. You learn rapidly and eagerly. You seek to understand our strategy, market, customers, and suppliers. You are broadly knowledgeable about business, technology and entertainment. You contribute effectively outside of your specialty.
5. Innovation. You re-conceptualize issues to discover practical solutions to hard problems. You challenge prevailing assumptions when warranted, and suggest better approaches. You create new ideas that prove useful. You keep us nimble by minimizing complexity and finding time to simplify.
6. Courage. You say what you think even if it is controversial. You make tough decisions without agonizing. You take smart risks. You question actions inconsistent with our values.
7. Passion. You inspire others with your thirst for excellence. You care intensely about Netflix’s success. You celebrate wins. You are tenacious.
8. Honesty. You are known for candor and directness. You are non-political when you disagree with others. You only say things about fellow employees you will say to their face. You are quick to admit mistakes.
9. Selflessness. You seek what is best for Netflix, rather than best for yourself or your group. You are ego-less when searching for the best ideas. You make time to help colleagues. You share information openly and proactively.
I fully understand that some educators may take offense to using a model from a for-profit company to inspire education policy and practice. At the same time, innovation can come from playing outside of your speciality and tailoring the idea to suit your own culture and context. What are the values and skills that govern your classroom or school? Do the values and skills reflect key priorities within and beyond school? Are the values and skills integrated into performance evaluation? What feedback do you receive around the values and skills? How do you continue to improve the quality of your work and the contribution you make to the learning organization?
To see the complete Netflix slide set, you can peruse it here.