Philosophy of Education Movie

Here's a short movie about my philosophy of education. Currently the credits are a bit off as I didn't reference one of the images to an olympic bronze medalist named Louis Smith. Fortunately there is a link available to the location where I stole... er... borrowed the image. If the website has any problems with me using Mr. Smith's image for the philosophy of ed video, I have no qualms with pulling it. Thanks Mr. Smith for all the hard work you put into gymnastics, and being a role model for students everywhere.

 Louis Smith Webpage

And here is the location where my video can be found:

Mr. O'Neil's Philosophy of Ed Video

(at the time of this log post I was still at TMHS, so didn't have access to youtube. I will change the credits as soon as I get home)

Using Windows LIVE Movie Maker was an eye opening experience for me, considering the ammount of time it takes to find, upload, and arrange pictures to match the music and voiceover was staggering. A 2 min video took several hours to complete. However, the experience was good, especially in an age where you can become a celebrity by creating YouTube Videos and putting them on the web. (Think Ted Williams.) Knowing how, and when, to use Movie Maker, or any other video editing software, can help put students, and teachers, into a realm where the things taught have relevance, and thus make it easier to teach.

In the meantime, take care over Christmas Break, and enjoy the winter weather!

  

Gaining Mobility in the Classroom, A research project

Ask any experienced teacher about the power of proximity in the classroom, and a long conversation will ensue. Standing next to a student who is misbehaving is usually powerful enough to eliminate the student’s behavior. Thus proximity is an invaluable tool but one that is difficult, if not impossible, to use all the time. After all, how can a teacher write on a board while standing in the back of the room?

                Fifty years ago, it would be almost impossible for a teacher to stand next to a student and present information about a subject simultaneously. While it would be possible for a group discussion style of teaching, it wouldn’t work for modeling something such as mathematics, or physics. With the invention of wireless internet, tablet computers, and the iPad, it has now become feasible for a teacher to be anywhere in the world and still be able to write on the board.

                The following is an exploration into how a teacher can write on the classroom board from anywhere given Wi-Fi internet access. Some of the price tags attached to the equipment necessary have been included. Also, a small sampling of the use of the system in an actual classroom is explored.

Step 1: The Idea

                The idea is simple: Find a way to write on the board from anywhere in the classroom. This assists with classroom management in that proximity becomes the norm, and it allows the teacher to look over the shoulders of students who are taking notes giving the teacher opportunities to correct mistakes before those mistakes are made permanent.  It gives freedom to the teacher to not be stuck at the front of the classroom, allows them to “break the plane” the invisible barrier of being more than 5 feet from the chalkboard, and lets the teacher circulate the classroom.

Step 2: Ideal Setup

                Given the technology of today, with touchscreen user interfaces, Bluetooth technology, and the incredibly powerful Wi-Fi internet, there must be a way to project information onto a screen from a distance. The origional method I developed to do this breakes down into three parts:

• iPad
• Computer
• Projector

                The first idea on how was to have an iPad remote control or Bluetooth to a laptop computer which would then be hardwire connected to a digital projector. This would allow the teacher to write on the iPad, have that information sent to the computer, and then be projected on the board through the hardwire connection.

Step 3: First steps

                I began by looking at different computers available, and what software would be needed. The first part was easy enough, as there is already a large variety of tablet PC’s and tablet Mac’s as well. By looking at prices, and taking into account my personal experience with Mac and PC (I’m a PC user, have been since windows came out), I decided to go with a Fujitsu LifeBook tablet PC. Since I didn't need the full top of the line iPad, but wanted enough wiggle room in case of large applications for this project, I chose a 32 gig iPad with Wi-Fi. Theprojector was provided by the school. The price of the iPad was around $700 with all applicable accessories, and including shipping, handling, case, and tax. The Fujitsu Lifebook Tablet I chose was more towards the top of the line which inflated its price to $1200 including all the additional fees. It is possible to use the 16 gig iPad with Wi-Fi which costs $600, and the lower end tablet PC’s with Wi-Fi which also cost much less than $1200. I believe there were some on E-bay for around $300 all costs included. I also purchased a specialized stylus for the iPad, as the iPad’s capacitive interface system requires a specialized stylus. I ended up getting the high end one, which cost $27, but the low end would only cost $12. If all else fails, it is possible to write on the iPad using only a finger.

             But that’s just the equipment. There is also the necessary software to achieve the desired affects. For that I required a way to transfer written information from the iPad to the PC.

             Unfortunately, I couldn’t find anything out there that would allow an iPad to project hand-written information to the computer screen. Instead I found an application that would allow me to take control of my PC via my iPad. This application, called LogMeIn, costs $30, and allows me to access any of my computers from anywhere in the world as long as my iPad can connect to the internet. By taking control of the computer, I can have what I write on the iPad become written on the PC, and thus projected. There are other similar programs available, such as iTeleport. However, LogMeIn seemed the best for the price. This is a judgement call on those who would use this method, and up to the individual to choose which program for remote control of a computer to use.
             I would prefer to be able to bluetooth connect to the PC and have a program where what I write on the iPad appears on the screen. However, that would require hiring somone to create that application directly, which is well beyond the funding of this research project.
             The total cost of the computers, and programs was about $2000, a very steep amount for a teacher’s salary. However, the cost can be reduces significantly to around $1000 if the lower end equipment is used. With the lowered price, however, comes the possibility of lower quality, and lag will start to become an issue as the processing power of the lower end computers is not quite strong enough to keep up with the vast amounts of information being sent from one device to another.

Step 4: In use

                With everything, there is a difference between theory and practice. In practice things go wrong, go right, or go unexpected. As such, before showing my results off to the rest of the teaching community, I had to try it in class.

                It was much less than impressive.

                The problems that arouse were mainly from the user interface from iPad to PC. LogMeIn did its job perfectly, allowing me easy access to my tablet PC through the Wi-Fi internet connections. I took control of the Fujitsu, and then promptly discovered I couldn’t write at all. Fortunately I wasn’t going to try this out for the first time in front of my students, as that alone would have been a disaster. I went to a fellow Masters of Arts in Teaching student, one who is far more tech savvy than I, and asked for help. Within seconds I was writing on the tablet PC (which was still in my classroom while I was in the art wing) which was being projected onto the screen. My host teacher found this most amusing.

There was a problem though. Every line I wanted to write required a double tap on the iPad’s screen with the stylus. Thus to make a “+” sign required finding a way to write it without lifting the pen, or double tap the screen twice. This slowed down writing to a crawl, and made what should have been a teacher’s dream into an unusable setup that put me $2000 in the hole. I later practiced, writing several lesson plans onto the tablet PC using the iPad and stylus. While this did improve the speed and quality of my handwriting, it was still too slow to be of use in a classroom. With time I believe it would be possible to get the double-tap writing speed up to a usable level, but that would take months.

I had to find another way to accomplish my task.

Step 5: Playing musical computers

The plan of iPad to PC to Projector wasn’t working. While I could write perfectly fine on the Tablet PC, I couldn’t take that around the room as it had to have a hardwire connection to the Projector. I couldn’t write fast enough or well enough on the iPad to warrant its use in the classroom. Thus it seemed defeated.

Until my host teacher asked me if I could hook the iPad to the projector. With 2Screens I had been able to have a keynote presentation used for the class and knew that the iPad could indeed work together with the projector. So we connected the iPad to the projector, remote controlled the Tablet PC, and tried again.

This is where the lack of features on the iPad become glaring. Since only one application can be run at a time, and the inability of the iPad to dual screen with a projector naturally, LogMeIn can't remote control the PC while still communicating with the Projector. This glaring problem with the iPad has made me reconsider having the iPad at all, as it isn’t doing what I need it to do. It’s like having a screw driver that doesn’t have the right tip. Yes, it is still a screwdriver, and still has uses, but they’re not the ones I needed it for.

Fortunately, LogMeIn is a program for PC’s just as much as it is an application for the iPad. Using my wife’s laptop (which is not a Tablet PC), I connected to the projector, and then through my wife’s laptop took control of the Fujitsu LifeBook. Then I dual screened my wife’s laptop while having LogMeIn take control, and voila. I now have a way of writing on the board in a quick manner from anywhere.

Drawbacks

With the philosophy of “Balance in all things” there are some bad points to everything we do as much as there is good. There were a few problems with the writing on the PC aspect that should be addressed.

Compared to the iPad, the Fujitsu’s 7 lbs. is a brick compared to a feather. The tablet PC’s weight tends to become magnified by being held for a long period of time, and ends up making my arm ache at the end of the day. While you might say “Just get more buff” I’d like to state that I weight lift and can max press over 300lbs. I am also ambidextrous and can swap writing and holding arms with little to no loss in handwritting quality. But that doesn’t change the fact that 7 lbs. lifted at an odd angle gets much heavier much faster than 1.5 lbs. does. Thus it would be preferable if there was a way to write on the iPad and have that projected in a fast and efficient manner than the setup that currently works.

Another problem is battery life. The practical batter life of an iPad is around 6 hours. Given a ½ hour recharge time during lunch; this gives more than enough time for the full 8 hour teaching day. The tablet PC only has about 3 hours of practical battery life. This means I could use the tablet PC for 3 or 4 periods a day, but the remaining few would require going back to the old school method of teaching. It is possible to purchase extra batteries and have them on a charger while teaching using the tablet PC, but this would add even more to the cost of an already expensive setup. The Fujitsu does have a way to put a second battery in, in the spot where the DVD player resides, but that does not remove the expense of an extra external charger and an extra battery or two.

The remaining problems are getting used to the new method of teaching. This can be overcome with practice, patience, and continual assessment of our own teaching styles and methods. These are not gone over as everyone will have those problems regardless of the equipment used.

Further Research

While this method is an effective way of "writing on the board” from anywhere in the classroom, it still has a lot of things that could be improved. The iPad has the potential for becoming the most powerful teaching tool since the copy machine, but with the current applications and limitations of not being able to multitask, dual screen, or write at a single touch paces it into the “Might be good later” category. I will write to Apple about having a way to turn on/off the double tap through a control similar to how they can bring up the touch-type keyboard built into the iPad already. I will also discuss having the iPad be able to naturally dual screen with a projector without the need of an application.

The two PC method is effective, and costs less than the iPad + Tablet method. However, it does require additional batteries and rest time for human arms. The arms alone might be enough to make this method undesirable as full time teachers will find their arms turned to jelly. There is also a possibility of long term problems associated with holding up an object at such an odd angle for long periods of time.

Even so, the goal of adding mobility to any teacher teaching any subject by being able to write on a tablet PC anywhere in the world, and have that writing appear on our “board” in the classroom has been achieved.

Cliff notes version

We can write on a board anywhere in the world.

It costs: $1000 - $2000 for iPad + Tablet PC method. $800 - $2400 or more for 2 PC method

Requires 2 PC’s, one of which must be a laptop tablet PC

PC’s cost an average of $800 for a good tablet PC.

PC’s can be purchased for less, but then lag will become an issue

iPad has the potential to be the ultimate for this, but doesn’t dual screen naturally, and requires a double tap to write which slows it down too much.

Methods

2 PC Method: Connect PC to projector through hard connection. Download and have LogMeIn on both PC’s. Have the PC that is connected to the projector remote-control the tablet PC. Write on tablet PC.

iPad + Tablet method: Connect tablet to projector via hardwire. Have LogMeIn downloaded on both iPad and Tablet. Remote control Tablet with iPad. Write on iPad.

And on a lighter note: Here is a link to a presentation created on my iPad using Keynote. It was uploaded in PDF file format as there are still a few compatability issues.

Linky: Classroom Mobility

Digital Citizenship and TMHS

I was recently assigned the task of discovering the tech culture of the school I "work" at. After several days and dozens of interviews, I was able to compile a small research project, which I have made available through Google Docs.

I will make a link available for your viewing pleasure. And don't worry, Google is nice in that everything they're making is pretty much free to use. :)

Somtimes copyright stuff just gets in the way of progress. I think Google is still worth billions, and what they are doing will not only make themselves a much more powerful company, but will also help out every digital citizen.

Thanks Google. :D


Linky:


TMHS Digital Citizenship

Digital World, and exponential Information

We live in a world of exponentials. Every day things change faster and faster, to the point a few hours can make all the differences, even for huge companies like GM. It wasn't too long ago that GM asked for help with their company, verging on the edge of bankruptcy. Then Obama gave in, GM got their handout, and now, less than two years after Obama took office, GM is a "new" company, rebuilt and rethought.

Try doing that thirty years ago. In 1980, it would be impossible for a company as huge as GM is to be completely remodeled. It'd of been nearly impossible for the trickle down effect of communication to even have reached and been responded to by everyone in the business in less than two years.

Before the close of the 20th Century, we believed we were moving from the Space age to the Information age, and in many ways, they were right. We are no longer concerned about getting people to Mars, Venus, the moons of Jupiter, or even to our own satellite, Luna. Instead we have turned inwards, moving towards faster, quicker, and MORE communication within our own planet, continent, nation, state, city, home.

But what does it mean to be in an exponential age?

For us, it means something very terrifying. The amount of information the human race was able to create over the last ten years is more than double that of the previous five thousand. What would have given a person a PhD in mathematics in 1400, is now not even enough to graduate from our own high schools.

This trend is prevalent throughout everything we do. Exponential growth, especially once it has reached a large base, goes out of control incredibly quickly. If it is not controlled, it always leads to the extinction or elimination of species, or the destruction of the environment.

I recently watched a slew of videos giving startling statistics about how much the world is changing, even in a few months of time. One twitter could be sent out, and in less time than it takes to sail from Juneau to Sitka (about 3 hours) it could already have been read, analyzed, and responded to more times than there are people in some countries.

What does this mean? It means change happens faster than can possibly be controlled. As such, we, as a species, are given a choice: Slow down, or race to our own extinction...

Or does it? In models of living species, there is a carrying capacity that, once reached, stops the exponential growth. Will we reach that with our communication devices, and social networking? Will we reach a carrying capacity of technological devices where we can no longer absorb the information sent to us?

My answer is, we already have.

While going through Google, do you even noticed the dozen ads floating in the sidelines? We have created software that eliminates pop-ups, so we have the opportunity to actually USE our computers for what we want to use them for. We have to develop ways of filtering the 1,000,000 sites Google gives us when we're looking for something specific.  We are already saturated with information, and cannot possibly absorb more.

But we try.

The disturbing thing about this is, when will we, as a population, say "Enough. There is too much information to shift through, lets narrow it down, and specialize, and for the love of all that is good get rid of the 90% spam rate of junk e-mails floating in the web, they're ridiculous."

And what will be the results?

Housing has always been a need of the population. We need Housing, Food, and Water to survive. These are NEEDS not wants, and thus should always be available to every human being. During the late 90's and early to mid 2000's, housing prices blew up. Housing became the "best investment" you could go into because of its property of being a need and not a want. As such, housing prices began to outpace inflation. Eventually, housing prices had risen high enough that no one could afford a home. People began to say "No. I will not pay half of my life's income for a home. I'd rather rent, live at home with my family and extended family, or even live in a tent." When this happened, the economy that had been built upon the outrageous growth in value of a NEED collapsed. People were told "Go! Spend your life's savings quick! The economy needs you to!" And people did. And when enough people had spent everything they had, and things still hadn't been "Fixed" there came a direly needed recession. Housing prices plummeted. People lost out on loans, having paid 250,000 for a house that suddenly "became" worth 125000. People lost their retirements, their life's savings. Some people went from near billionaires to making 25,000 a year.

The same can, and will, happen in the information overload age. Eventually enough people will say "No more. I can't have any more twitter/texting/facebook/youtube etc." Eventually we will wizen up and say "There's just too much out there for me to handle." And they'll take a step back. Look at their life, and wonder... "WHAT ARE THOSE GREEN THINGS OUTSIDE!!"

They'll have missed the trees for the forest.

About Me

In the beginning of my life, I lived in a military household, with a DI for a father. During that time, from age 0 to 12, my family was relatively happy, even with the constant moving. After 12, my parents divorced, I moved from one family to the other every semester, which meant every 6 weeks at one point, and learned to live in a suite case. Because of the divorce, income in both families were cut in half, even more for my father due to medical problems and having to leave the service. As soon as I turned 18, I joined the Navy, and spent 4 of my 6 years in service in Iraq, Afghanistan, or patrolling the Sea of Japan. In essence, I come from a military culture, have seen the world (except for Antarctica and South America), and have survived just about everything this world has to throw at someone.

Now, at 29, I am happily married to a wonderful woman, and we will soon have our first little one pooping and peeing in our faces. My wife is due June 6th 2011. We can't wait!

I have a Bachelor's in Mathematics from the University of Alaska Southeast, and am now working on a Masters of Arts in Teaching. I teach Algebra II, and Precalculus under the tutelage of Kent Mearig. Every day I learn something new, about my students, about my content, about teaching, and about life. By the end of my time as a MAT student, I hope not only to have mastered the content of teaching, but also have mastered the art... of thieving... er.. teaching... yes... teaching...

First day Teaching Algebra II

Every class is unique. Some are better behaved than others, some are better prepared than others, some are bigger than others. Mine is huge, rowdy, and full of interesting people.

Today I felt like I didn't have control of the class. I felt like I needed to have a stronger hand in the room, to break up a group of boys who talked insessently, and break up the "good" kids who are on one side of the room with the "not so good" kids on the other side. I felt drawn to the troublemakers, and discovered that just by standing near them I was able to help keep them quiet... the problem was that I couldn't write on the board while standing next to the kids... and thus they were disruptive.

It didn't help that half the class was gone for 1/4 the period, then the other half left 20 min later to get their books. Having only 1/2 the kids made me choose between repeating the lesson more than once, or having both halves of the class miss  half the lesson.

Tomorrow, however, is a new day, one that will not have as many disruptions, and hopefully they won't be as disruptive and talkative. If they are... I have to find a way to channel that energy in a constructive way. I have no idea what I'll do for that, but I think having them do "Bullpen" exercises at the start, doing a quick 45 arithmatic questions reviewing their multiplication, addition, subtraction, and division, will help them get some energy out and focus on the tasks at hand: Learning Algebra II.

I still don't know everything that goes into Algebra II. It's been 12 years since I sat in that chair, and it came at a time of my life when there was a great upheaval, and most of that time frame has been forgotten or blocked. I've been looking ahead in the lessons (got the book yesterday... literally yesterday), and I am getting a little idea of what I'm supposed to cover.

Tomorrow I'm going to teach the students that it is all addition. Addition, subtraction, multiplication and division are really just different forms of addition. Exponents are another form of multiplication thus fall under addition as well. Finding "x", which is the main objective of Algebra, is just applying addition in different ways. With that in mind, I hope to teach them the different properties of real numbers, closure, reflexive, has identities, etc.  I think having themes with lessons helps the kids to remember what happens. It's kind of like episode names on different movies or series, by putting a title to the lesson it isn't just "Another day in Algebra" but instead has things like "It's All addition," "Figuring out the Function" and other such interesting titles. With 640 classes before the end of the semester, I might be able to come up with more exciting names than... 1.1, 1.2, 1.3, Chapter 1 review... though those can be helpful markers. I'll have to invent some system of catagorizing things that makes sense, and is exciting enough to catch the minds of 40 teenagers.

God help me.

Is this thing working

Testing, testing,

Identity, squareroot of four, 2*(sin(pi/6))....

I hope this is really working.