>Image via WikipediaI was fortunate to attend a one-hour presentation by Glenbrook South's own David Jakes, a practitioner of what he preaches! What follows is a short paraphrase of his talk:

Certainly one of the earliest (1987) of the technological democratizers was Microsoft's PowerPoint. We all know how easily it could add a professional sheen to anyone's presentation -- just by using the templates. But we also have sadly discovered that PowerPoint kills. Instead of being used to support a speaker, it has, in many ways begun to supplant the presenter simply because too many of its users treat the program "like a TelePrompTer". In lieu of rehashing his 10 suggestions, I'll embed them below. Jakes was generous enough to distribute his entire presentation online for free.

Jakes' style was similar to that of Stanford Law Professor Lawrence Lessig, who is my personal model for presentations I plan to give during the school year. Both presenters shun the use of templates and bullet points, and radically limit the amount of text on the screen, since the audience can always read it faster than you can say it. For links and more on Lessig and other styles of presentation, click on the presentation link (tag) in the left-hand column of this blog (under "my del.icio.us tags").

But the most important point that Jakes implied was how crucial it is that we model and teach these techniques to our students. Too often, he argues, we give our students the technological tools without the training they need to use them responsibly. As he humorously observed, "PowerPoint doesn't kill; bullet points do."

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>Image via WikipediaMy wife and I are currently in San Antonio, TX attending the 29th annual National Educational Computing Conference, or NECC, sponsored by the International Society for Technology in Edication (ISTE). This is our first time at the NECC, which I soon discovered is pronounced "neck"!

I have to say I was thoroughly engaged in what the opening keynote speaker, James Surowiecki, had to say and what it means for the classroom. It was also refreshing to hear someone speak about something fundamentally human at a technology conference!

The first part of Surowiecki's address was very similar to a creative radio piece called "Emergence", which I first heard on WNYC's Radiolab. In fact, he was one of many experts interviewed for that show. Surowiecki, a journalist and historian, argues, quite simply, that a collective of human beings is often much wiser than any individual person. Smarter than the smartest person in the room or even an expert in a particular field.

But what was even more interesting to me were the specific circumstances and structures that allow this to occur. The crowd can become 'wise' when the following factors are in place, for example:

1. Cognitive diversity
2. Thoughtful (and creative) grouping strategies
3. Careful placement of "devil's advocates" within groups

Obviously, collaborative technological tools (like blogs, wikis, and social networks) can facilitate this process. This is an example of where technology can truly enhance instruction, and not just function as a bell or whistle.

Yet the implication for everyday classrooms is momentous. Consider the leveling philosophy and practice in our own school, New Trier High School. Students are grouped (levels 2, 3, 4, and 5) according to their "abilities", so that they will feel successful given a certain curricular challenge. But we are also fortunate to have 9-level, which purports to be a mixing of ALL of the other levels. This particular grouping of students has the potential to produce something far beyond what is accomplished by their peers in the most advanced levels. Is it true that we only need to apply the lessons of Surowiecki's The Wisdom of Crowds, either using technology, or perhaps, just our brains?

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Yesterday, I was fortunate to be one of 50 educators worldwide picked to attend the Google Teacher Academy (GTA). After an almost 12-hour workshop on June 25th, including a tour of the famed Googleplex (in Mountainview, CA), I took away the following:

1. Look at the educational applications for Google Earth. Try out the "layers" function. By the time you read this, you will be able to embed these earth maps on webpages as easily as Google Maps.
2. Try out the newest features of Google Maps, eg., measuring distances and areas.
3. Use the comment feature of Google Docs, and these annotations, helpful to students and colleagues, won't be seen when printed.
4. Try the "fixed-width page view" (to show the borders of a Google Doc page).
5. Look at some curriculum-specific applications of these tools by grade level.

I could honestly add much more to this list, but five items seem enough for now. Throughout the rest of this school year I will act as a Google Certified Teacher, so feel free to pick my brain on other uses for you and your students.

If you're interested, here is the 1-minute video I created (featuring the work of my 2007-2008 American Studies students) that supported my application to the GTA.



UPDATE (August 2008): The Google Teacher Academy is now accepting applications for GTA Chicago! Deadline is August 24 for the September 24th conference.

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