1. Stop Teaching Applications Why do we do this anyway? Dan Hudkins Director of Instructional Technology The Harker School - San Jose, CA danielh@harker.org Why do we do this anyway? Dan Hudkins Director of Instructional Technology The Harker School - San Jose, CA danielh@harker.org

2. 7/20/2005Harker School San Jose CA2 Where am I coming from?  20 years in business - marketing  11 years in education  Taught English, Social Studies, Field Engineering, Political Science  7 years Public School District Tech Coord.  2 years Silicon Valley independent school  20 years in business - marketing  11 years in education  Taught English, Social Studies, Field Engineering, Political Science  7 years Public School District Tech Coord.  2 years Silicon Valley independent school

3. 7/20/2005Harker School San Jose CA3 Agenda  Reframe what it means to “teach computer”  Have someone think, “That’s the dumbest thing I’ve ever heard!”  Cause you to reexamine your assumptions  Work interactively on what we think  Reframe what it means to “teach computer”  Have someone think, “That’s the dumbest thing I’ve ever heard!”  Cause you to reexamine your assumptions  Work interactively on what we think

4. 7/20/2005Harker School San Jose CA4 Information Fluency  Following concepts owe much to:  ISTE  International Society for Technology in Education - http://www.iste.org http://www.iste.org  CSTA  Computer Science Teacher’s Association - http://csta.acm.org/ http://csta.acm.org/  Following concepts owe much to:  ISTE  International Society for Technology in Education - http://www.iste.org http://www.iste.org  CSTA  Computer Science Teacher’s Association - http://csta.acm.org/ http://csta.acm.org/

5. 7/20/2005Harker School San Jose CA5 What do we mean by technology fluency?  Rely on standards  That must be continuously revised  That focus on process & product  Literacy  Is not sufficient by itself  Requires context  Comes from continuously re-evaluated competence  Rely on standards  That must be continuously revised  That focus on process & product  Literacy  Is not sufficient by itself  Requires context  Comes from continuously re-evaluated competence

6. 7/20/2005Harker School San Jose CA6 Information TechnologyComputer Science 3 Domains of Tech Fluency Information Literacy

7. 7/20/2005Harker School San Jose CA7 Information Literacy  The domain of librarians  Big 6 - http://www.big6.comhttp://www.big6.com  Scope & Sequence  Can become fairly concrete  Integrated across fields of knowledge  The domain of librarians  Big 6 - http://www.big6.comhttp://www.big6.com  Scope & Sequence  Can become fairly concrete  Integrated across fields of knowledge

8. 7/20/2005Harker School San Jose CA8 Computer Science  Algorithmic Thinking  How tools are designed and deployed  A department of its own 9-12  Overlap with Science & Math K-8  Vocabulary  Naming skills  Algorithmic Thinking  How tools are designed and deployed  A department of its own 9-12  Overlap with Science & Math K-8  Vocabulary  Naming skills

9. 7/20/2005Harker School San Jose CA9 Information Technology  (Seeking another name)  Laptop one example of a generic tool  Use technology as a tool  Facilitate Learning  The “How To” space  (Seeking another name)  Laptop one example of a generic tool  Use technology as a tool  Facilitate Learning  The “How To” space

10. 7/20/2005Harker School San Jose CA10 Information Literacy Information TechnologyComputer Science 3 Domains of Tech Fluency  These are separate intersecting spaces  Planned distinctly Learn to recognize the distinctions

11. 7/20/2005Harker School San Jose CA11 What about the applications thingy?  The Information Technology space  Laptop as device to extend learning  How are students learning?  The Information Technology space  Laptop as device to extend learning  How are students learning?

12. 7/20/2005Harker School San Jose CA12 The Digital Ocean 1969

13. 7/20/2005Harker School San Jose CA13 Skilled Swimmer

14. 7/20/2005Harker School San Jose CA14 Digital Ocean 1999

15. 7/20/2005Harker School San Jose CA15 Skilled Swimmer

16. 7/20/2005Harker School San Jose CA16 Digital Ocean 2005

17. 7/20/2005Harker School San Jose CA17 Skilled Swimmer

18. 7/20/2005Harker School San Jose CA18 I’m a mammal  The kids are fish  Fish don’t swim like mammals  Now what?  The kids are fish  Fish don’t swim like mammals  Now what?

19. 7/20/2005Harker School San Jose CA19 Mammal School  Early adopter  Microsoft Office User Specialist (MOUS)  Recognized, Celebrated  Stuck in the mammal world  Early adopter  Microsoft Office User Specialist (MOUS)  Recognized, Celebrated  Stuck in the mammal world

20. 7/20/2005Harker School San Jose CA20 Amphibian School  Information literacy moves forward  Less teaching - more coaching  Higher level skills  Student as creator/publisher  But still focused on the apps (DreamWeaver, iMovie, FireWorks, etc.)  Information literacy moves forward  Less teaching - more coaching  Higher level skills  Student as creator/publisher  But still focused on the apps (DreamWeaver, iMovie, FireWorks, etc.)

21. 7/20/2005Harker School San Jose CA21 Fish School  They don’t remember their first computer  Focus on product and process - not the tools  Many roads to the kingdom  They don’t remember their first computer  Focus on product and process - not the tools  Many roads to the kingdom

22. 7/20/2005Harker School San Jose CA22 Comp Sci I  2003 - 2004  Application driven  Make a web page  Calculate a spread sheet  Manipulate an image  Make a movie  Skill Assessed  (And NO Comp Sci…)  2003 - 2004  Application driven  Make a web page  Calculate a spread sheet  Manipulate an image  Make a movie  Skill Assessed  (And NO Comp Sci…)

23. 7/20/2005Harker School San Jose CA23 Computing Across the Curriculum  2004-2005  Cooperative projects with each of three subject areas  Student developed criteria  Communication skill & content assessment  Choice of tools  2004-2005  Cooperative projects with each of three subject areas  Student developed criteria  Communication skill & content assessment  Choice of tools

24. 7/20/2005Harker School San Jose CA24 Packing your bags - Upper School  Who are the partners?  Freshmen  English - Image management  World History - Web Design  Physics - Multi-media  Who are the partners?  Freshmen  English - Image management  World History - Web Design  Physics - Multi-media

25. 7/20/2005Harker School San Jose CA25 Project design  A Definite Early Mammal Page  http://faculty.harker.org/danielh/CompSciI/i ndex.htm http://faculty.harker.org/danielh/CompSciI/i ndex.htm  Meetings with all players  Cooperative Project Descriptor  A Definite Early Mammal Page  http://faculty.harker.org/danielh/CompSciI/i ndex.htm http://faculty.harker.org/danielh/CompSciI/i ndex.htm  Meetings with all players  Cooperative Project Descriptor

26. 7/20/2005Harker School San Jose CA26 The tools  Any OS  Suggested tools but no required tools  FireWorks will be demoed - Photoshop fine  DreamWeaver will be demoed - FrontPage fine  MovieMaker Deluxe will be demoed - Windows MovieMaker, iMovie fine  Any OS  Suggested tools but no required tools  FireWorks will be demoed - Photoshop fine  DreamWeaver will be demoed - FrontPage fine  MovieMaker Deluxe will be demoed - Windows MovieMaker, iMovie fine

27. 7/20/2005Harker School San Jose CA27 Assessment  Subject area teachers develop criteria for content  Students develop criteria for technical and communication proficiency  Subject area teachers develop criteria for content  Students develop criteria for technical and communication proficiency

28. 7/20/2005Harker School San Jose CA28 How?  Forum  AIM  Conversation  Forum  AIM  Conversation

29. 7/20/2005Harker School San Jose CA29 In process  Posts to Forum for peer evaluationForumpeer evaluation  Initially I’m in the conversation a lotin the conversation a lot  But then they take overthey take over  Posts to Forum for peer evaluationForumpeer evaluation  Initially I’m in the conversation a lotin the conversation a lot  But then they take overthey take over

30. 7/20/2005Harker School San Jose CA30 My goal  Independently confident of their ability to:  Determine what they need to accomplish  Choose the right tool  Learn how to use the tool  Accomplish the goal  Independently confident of their ability to:  Determine what they need to accomplish  Choose the right tool  Learn how to use the tool  Accomplish the goal

31. 7/20/2005Harker School San Jose CA31 Student Samples  Emily’s Web Site Emily’s Web Site  Heidi’s Collage Heidi’s Collage  Sabena’s Video Sabena’s Video  Emily’s Web Site Emily’s Web Site  Heidi’s Collage Heidi’s Collage  Sabena’s Video Sabena’s Video

32. 7/20/2005Harker School San Jose CA32 Where to from here?  2005-2006  No more spreadsheet  Added Java  2005-2006  No more spreadsheet  Added Java

33. 7/20/2005Harker School San Jose CA33 Long run?  Continuous revision  Kids will know more when they arrive in 9th grade each year  Continuous revision  Kids will know more when they arrive in 9th grade each year

34. 7/20/2005Harker School San Jose CA34 Advice  Make the problems real  Don’t answer questions  Except with questions  Make them develop the criteria  Teach them about process  Hold them accountable for quality  Make the problems real  Don’t answer questions  Except with questions  Make them develop the criteria  Teach them about process  Hold them accountable for quality

35. 7/20/2005Harker School San Jose CA35 Remember  Mammals can’t/shouldn’t teach fish to swim like mammals  But they can still suggest where they need to go  Mammals can’t/shouldn’t teach fish to swim like mammals  But they can still suggest where they need to go