Attitude by Apple

My first computer in 1982, my most recent computer, and most computers in between have been Apple products. I am not a fanboy nor do I own stock, but Apple's philosophy of technology has shaped my own - for better or worse.

Apple ad circa 1991 from my bulletin board.

I like a computer that doesn't get between me and what I want to do - write, send an e-mail, edit a photo, store and a document, or create and give a presentation. I don't have to login a dozen times with arcane passwords. I want a computer that is as remarkable as a light switch. It's just there.

I do not want a computer that requires me to customize, to program, to command line edit, to endlessly spend time endlessly tweaking to get it and peripherals to work. I am not worried about having the largest hard drive, fastest processor or most RAM. (Freud would probably speculate that people who do worry about such things probably drive very large motor vehicles as well.)

As the sign above implies, technology can either be about personal empowerment or corporate empowerment. Apple has had no greater success in the business world than Microsoft has had in making truly personal devices. Which may explain the schizophrenic attitude toward technology in education since we ourselves don't know if we are a business or a collection of independent professionals.

Does your tech director use a Mac or PC?

Idle thoughts on a beautiful Saturday morning on the lake...

The role of the "experienced" educator

Science Education advances one funeral at a time. Max Planck Blue Skunk

Old age and treachery always overcomes youth and skill.

Whiz kid.

What the devil happened? Just a year or so ago it seems I was the youngest person on the district administrative team. This year I'm one of the oldest ones. And I'm in serious danger of becoming the person in the organization I most despised when I started.

The "been there, done that, got the shirt, it'll never work" change-resistant old fart.

This year one district initiative aimed at administrators is to clean up one's office, assign more duties one's secretary, and get out into the classrooms and hallways. Not a bad goal, but I shake my head and bite my tongue as I watch the video of a little snarky, tight-assed consultant dictate the specific number of paper clips that must be any office conference table and that all personal items be removed from offices (just in case time would be "wasted" talking about something personal).

I am left with questions about whether a good administrator is really a "teaching coach" (when so many have been out of the classroom for many years and when peer coaching has been proven effective) or whether that administrator should not feel guilty spending time in the office finding and managing resources, running interference with district office staff and parents, and doing other administrative tasks that lets teachers teach.

How do we "mature" staff members add value instead of being obstructionists, even if we harbor doubts about new initiatives? Here's what I try to do:

1. Don't bring up past failures, but do relate lessons learned both from failures and successes, especially successes. In some few instances, age does bring wisdom.
2. Find the good in any initiative and support that bit. (I DO like clean offices, effective secretaries, and getting out into buildings - I can get behind that.)
3. Keep your mouth shut, stay out of things, and realize everyone needs a change to succeed, fail and learn. Will Rogers once said, "There are three kinds of men. The one that learns by reading. The few who learn by observation. The rest of them have to pee on the electric fence for themselves." Everyone is entitled to peeing on the electric fence.
4. Recognize that today's challenges, values and goals might not be same as they were 10, 20 or 30 years ago. Today's leaders face problems and work under constraints that you may not have had in the prime of your strife.
5. Remember good ideas can come from other people - even those who are your children's age. Try to get a complete picture before making a judgement (not the case above). Tease, but tease gently and with affection for the person.

At the rate my retirement savings is going (more down than up), it looks like I will have quite a few more years to practice what I preach. I'll be the geezer in the room for a few more years. I hope.

Image source: http://www.shirtheads.com/

Dangerous statements for techs to make

I took librarians to task a while back about statements they often make that are dangerous for their careers. I'd forgotten I'd even written it until someone recently left a comment on the post. But it got me thinking.

Are there dangerous statements technology directors, technology integration specialists and technicians make that could be hazardous to our vocational health too? Have you caught yourself saying any of these little sound bites lately?

1. It's not in the budget. (People hear: Your need is not important to me.)
2. That's not my job. (People hear: Your idea is not worth trying.)
3. It's against policy/CIPA/FERPA etc. (People hear: I will use the threat of illegality as an excuse not to do it.)
4. It can't be done. (People hear: I don't know how to do it and I am too lazy to figure out how.)
5. It'll cause security issues. (People hear: Security is more importance than your convenience and utilization.)
6. It takes up too much bandwidth. (People hear: I don't want to deal with kids getting into YouTube or teachers using Pandora.)
7. The kids/teachers would just abuse it. (People hear: Everyone but me is basically irresponsible.)
8. It might break. (People hear: Everyone but me is untrustworthy.)
9. It's so cool I'm sure we can find a use for it. (People hear: The technology is more important than the educational use.)
10. I don't have the staff to support it. (People hear: Your need is not important to me.)
11. I don't have time to do it. (People hear: Your need is not important to me.)
12. We only support Windows (or Macs).  (People hear: You only support then platform you know best.)
13. It's so easy no training is needed. (People hear: If you had any brains you could figure it out for yourself.)
14. We can't give ____________ administrative rights. (People hear: Everyone but me is basically an idiot.)
15. Teachers shouldn't use the equipment/the Internet for personal uses. (People hear: I think you are a slacker and need to be micromanaged.)
16. Buy it. We'll figure out how to replace it in 5 years. (People hear: Having something new and shiny is more important than building a sustainable program.)
17. It'll set a bad precedent. (People hear: Individuals are less important than procedures.)
18. The kids will always know more than we do about it. (People hear: You are not as smart as a 5th grader.)
19. Technology would solve all your problems if you learn how to use it. (People hear: Spend your time learning to use technology on the chance it might solve more problems than it creates.)
20. You should be spending your own time learning this program. (People hear: Technology use is more important than your family, hobbies or other commitments.) 
21. You can't bring your own technology to school to use on OUR networks. (People hear: Everyone but me is untrustworthy.)
22. Silence. (People hear: Your request is so unimportant that it doesn't deserve a reply.)

I will be the first to admit I have said and probably will say again some of these statements. In fact, I've said them enough that I am sort of surprised I am still have a job or anybody who will still talk to me.

My goal for next year is to always answer a request with a "yes" and then discuss the how's and implications. But at least start with "yes."

Any other dangerous statements for technology people to utter?