Google Glasses + Emotiv = the future

Spoiler alert: many of us are addicted to connectivity and hyper-awareness of the data streams surrounding our physical world. Manners & cultural values currently create cognitive dissonance as we suppress the urge to look at a smartphone while having a face-to-face conversation, which results in distraction, which results in not being fully present with the person we are speaking with.

Google takes a step towards reducing this internal struggle with the introduction of its  Project Glass – a heads-up smartphone display that provides information by projecting onto a lens while you pretend to be fully engaged with whatever you are looking at.

The issue with Project Glass in its current interation is that it requires vocal commands to navigate the interface. What will it take to get from Google’s vision all the way to the vision that Cory Doctorow presented in Down and Out in the Magic Kingdom?

The missing link is a technology that already exists. Emotiv has been working on an product to detect EEG brainwaves and translate them into computer commands. Users can manipulate computers just by thinking.

We are one device convergence away from a completely computer-mediated existence! Yeay?

Thomas Hawk's image of Google Glasses on Sergey Brin

Music as technology

On Tuesdays & Thursdays I get to hang out with a group of amazing middle school technologists who recently crowd-sourced the following definition:

“Technology is the use of new knowledge to improve our lives by solving problems or making us more productive.”

These world are the culmination of hours worth of discussion about the benefits and consequences of technology. At one moment in a conversation, a fifth grade student dropped this gem:

“Even music can be technology, because it uses knowledge to make our lives better.”

It took me a few seconds of bumbling to wrap my head & heart around the comment – such a profound and innocent statement that fuses the desire to create with technology’s potential to connect us with each other and the world around us.

There’s a beautiful illustration of this concept in Alive Inside, a new documentary that sits at the intersection of technology, music and therapy. Get past concerns of the word “iPod” dropping a bunch of times and watch through to the 5-minute mark where music reveals itself as technology, based on the above student definitions.

“It gives me the feeling of love, romance. I figure right now the world needs to come into music – singing you’ve got beautiful music here. Beautiful, lovely. I feel  a band of love, of dreams.”

 

original source: (Core77.com)

Parenting & digital youth resources

There was an excellent gathering of parents in West Seattle last night to discuss “parenting digital natives.” Our small-group conversations focused on essential questions that reflect our cultural and family values around technology use.

The goal of the night was to stop focusing on how different the media suggests today’s world is and start recognizing the ways in which clear parenting is still important, regardless of the technological medium.

Notes and resources for growing up digital are captured in Storify and shared after the jump… (more…)

Growing up digital: parent community conversation

Looking forward to working with parents in West Seattle this week as they gather to discuss the joys and challenges of raising digital natives. It is always exciting to bring educators and families together to talk as a team about how to best support the fluidity with which youth move between the real and digital worlds.

The flyer for this event is posted after the jump…

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melissa lin - technology withintention

Melissa Lim | Portland Public Schools

Name: Melissa Lim (@actionheropdxtlc.ning.com)
Organization: Portland Public Schools, Portland, OR
Current title: Instructional Technology, IT Outreach
Selected accolade: EdCampPDX organizer, member of leadership team for statewide Oregon EdTech Cadre

What was your path to your current position?
I began my career in education as an elementary classroom teacher in Vancouver (WA) Public Schools and then Portland Public Schools. I became interested in using technology when I was awarded a classroom grant that brought hardware and software into my classroom and also provided me with regular training to implement best practices using technology. I left the classroom to take a job in instructional technology, which I have had, in some incarnation, for the last 11 years.

“I am passionate about using technology to re-imagine education.”

What is the best part of your job?
The best aspect of my job is having the flexibility to be involved with a lot of different educational technology initiatives and projects. I help manage some IT-related initiatives, but most of my time is spent doing professional development work with teachers. I make site visits to schools to observe what’s happening in our classrooms and assist with instructional technology support needs and I also get to play and explore with new technologies.

What skill(s) do you feel are most important for today’s students to explore in academic settings (tech or non-tech related)?
Today’s students have to be adaptive and flexible and understand their own learning process in order to navigate through school in a way that is engaging, personalized, motivational and relevant. I also think students should be able to find joy in failure.

edcampPDX - November 2011

For a teacher looking to use technology to connect with students, enhance learning or embrace 21st century skills, where do you suggest one begin?
For a hands-on approach, I think using any of the Google Apps is an easy starting point to understanding technological capabilities and possibilities. I also love all the resources put out by the MacArthur Foundation: Connected Learning, Spotlight on Digital Media and Learning, and DML Central.

Learning, feedback, validation

Researchers say feedback should be timely in order to maximize effectiveness ((Research-Based Strategies: Providing Feedback)). Animal trainers understand this – clickers and treats are shared as close as possible to desired behavior. Software developers get it too; agile developers build, test & deploy in quick iterative cycles to figure out what works and what doesn’t.

As a student blogging my own learning experiences, I was reminded of the importance of feedback as validation this week through the very kind words of others around the interwebs. What’s triggering my Pavlovian response this week?

As a student, this external validation compliments internal motivation to continue learning. It also provides incentive to redesign my blog, since people might actually visit.

As a teacher, the past week’s article references suggest that I reflect on my own role as an assessor and agent of feedback. I’m sometimes slow to offer feedback, especially with multi-media projects. I pose questions and offer suggestions through-out the build process but don’t  assess final products in a reasonable amount of time. I can start today by recognizing each student contribution face-to-face.

If I impose any kind of deadline on a project, then the least I can do is give myself a deadline to return comments. Students learn through all senses – If I hope to influence student behavior, I must start by modeling positive habits.

 

Google Earth update for iPad: kmz & kml files

Google Earth has long been one of my favorite desktop applications. When studying current events, students can “see” the part of the world that we are discussing and make connections to familial history, previous vacations and proximity to Seattle. Layers can transform Google Earth into a tool to support any lesson from climate & weather to history & innovation to language arts & culture.

Google Earth for the iPad isn’t as robust as it is for laptops/desktops, but the March 2012 release does offer a step forward with the ability to overlay .kml and .kmz files. This means a teacher or student can create custom content and then share this media with other iPad users via email or web links. So far it doesn’t seem that embedded video will play. I put together a quick demo of the new features:

Jux: simple media literacy tool

Digital media presents so many options for story-telling – limiting project scope can be difficult for students focusing on audience and purpose.

This weekend I found Jux.com, a simplified publishing platform that juxtaposes full-screen images and text. The ad-free site could compliment my current 4th grade class work with photography, emotion and time series.

To use the site, one need only upload a photo, collection of photos or video and then optionally provide some supporting text. You can change fonts, colors and placement but that is about it. You can also choose whether or not to give account access to Instagram, Facebook and other social sharing platforms.

Super simple to use – here’s a quick example I created:

Redefining data-driven

In Austin at SxSWedu, I was asked to participate in 2 concurrent sessions back-to-back. I’ve already blogged the first, called “TheirSpace: Educating Digitally Ethical Teens,” a reflective presentation of 5 years spent talking with middle school students about media, identity and youth.

The second session was a panel – and one of the most intense rooms I’ve ever been in at an educational conference. The topic was “Redefining Data-Driven” – what information is captured about students and how it is used. In the days before SxSWedu started, Pearson called the session one of “Four…SXSWedu Sessions You CANNOT Miss,” and Marisa at edGeeks.com kindly called us out in her article, “Top 10 Things I Can’t Wait For at SxSwedu.”

The session was packed: people sitting in the aisles & standing at the back of the room…at one point an usher was posted outside the room barring entrance. Attendees were a mix of educators, journalists, policy makers, statisticians and edtech entrepreneurs.

Within 10 minutes, people were deconstructing the stakeholders involved in the US current educational system. Within 25 minutes, audience members were volleying questions back and forth across the room. By the 45 minute mark, the room had backed all the way up to some fundamental questions that shape our beliefs about learning: can society agree upon common set of learning objectives, what does learning look like in the 21st century, how should data be used to maximize the benefit for students?

Description from the SxSWedu website:

Ever since NCLB cemented the idea of standardized testing as the holy grail of accountability, teachers have struggled to figure out how to leverage data to improve instruction in the classroom. The problem is twofold: First, test data is but one type of data that can help a teacher adapt instruction. Second, standardized test data is not available when the teacher needs it most, in real time. By the time teachers receive standardized test data, those students have moved on to the next grade. This talk will describe the varieties of data a teacher can capture in real time and offer a framework for ensuring that the data captured is meaningful and actionable for both teachers and students.

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Easily move iPad songs from Garageband to iMovie

Until the upgrade to iOS 5.1, the process of getting a song from Garageband to iMovie on an iPad was convoluted and involved syncing with a laptop or desktop.

iPad content creators rejoice – there is a new solution. While we can’t yet get Garageband compositions into iTunes, we can now drop them straight into iMovie creations.

A step-by-step walk-through of the process demonstrating how to get songs from Garageband into iMovie: