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This Does Not Compute
My hands hovered over the keyboard as my brain caught up to what my fingers had just typed. Did I really just make that comment to a student? “The computer won’t know that this fragment works as part of your style; it will just see a sentence fragment and most likely will ding you for it.”
Even before responses were graded by computers, AIR tests were never looking for a piece of writing that demonstrated a unique voice and style, but rather a piece of writing that included enough elements on a checklist for the assessor to deem the text “proficient”. Still, with human assessors, there was the opportunity to wow the grader, to stand out from the other essays in some way. Now, I fear that essays that stand out too much might actually lose points for not aligning closely enough to the templates used to program the machine for that particular essay prompt.
In addition to worrying about writing a too-unique response for a computer, a student must also worry about not using enough original language in his response. 3rd Grade AIR test responses are being given zero points if there is too much wording from the question in the student’s answer. Many students are taught to restate the question to help guide their writing, but now, with machines scoring their work, that can result in a score of zero. Curiously, tests regraded by humans at the request of school districts are not seeing a significant number of scores changed. I wonder if we are training computers to grade like humans or, sadly, training humans to grade like computers.
Anyone not familiar with the high school AIR ELA tests might be shocked to learn that only 30% of the student’s response is expected to be original. That seems like a very low amount of original text. However, students are asked to read a few passages and then cite the passages extensively in their essay response. Indeed, four of the ten points possible on the essay are based on Evidence and Elaboration. Students are expected to include “smoothly integrated, thorough, and relevant evidence, including precise references to sources and an effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples) . Do the machines recognize “precise evidence” and quotations from sources as support for the writer’s argument? Or do they simply register unoriginal (copied) language and give the essay a zero?
The rest of the high school rubric is troublesome, too. To earn the highest scores, students are supposed to use a “variety of transitional strategies” in their response. Can a computer recognize strategies or does it just count transitions?
Students are expected to include a “satisfying” introduction and conclusion. How can a machine determine satisfaction?
A good essay response will maintain an “objective tone”. How does a computer even begin to recognize tone, let alone determine whether or not it has been maintained?
Students desiring the highest scores need to use “appropriate academic and domain-specific vocabulary” in their response. How can a computer determine if a vocabulary word was used appropriately? Can it even tell if the word was used correctly?
Evidence used in a response must be “smoothly integrated”. A computer can be programmed to look for quotation marks indicating a direct quote from the passage, but can it tell how well that quote has been integrated into the essay?
No, I am simply not convinced that a computer can assess a piece of writing in any fair or meaningful way.
All that aside, there’s another more important concern I have with our students writing for a computer audience. Writing is used to communicate in myriad situations, but at its core, writing is an art form. One of the late Robin Williams’ greatest performances was as the English teacher John Keating in the movie Dead Poets Society. In the film, Mr. Keating challenges his teenage students to see the beauty and power of the written word: “We don’t read and write poetry because it’s cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. And medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for.” Don’t we want our students to find a creative outlet that allows them to express their true selves? To find some art form, perhaps writing, that gives their lives meaning? I doubt that learning to write a standardized test essay, especially one written for a computer, will encourage any student to explore the beauty of the written word. And if today’s young writers aren’t being encouraged to create pieces that express their unique view of the world, will there be any engaging texts to read in the future? Or will we lose the beauty of a Fitzgerald metaphor, the power of a Maya Angelou poem, the lasting impression of a Dickens first line?
The idea of a computer assessing any art form is ludicrous. Could a computer assess a painting? Perhaps it could be programmed to look for certain colors or shapes, but the overall feeling of the painting would not be well-represented by that analysis. A computer could be programmed to analyze certain chords or rhythms or key changes in a song, I suppose, but none of that would adequately measure the power of the music, the way the song makes the listener feel upon hearing it. To extend an old cliche, expecting computers to meaningfully assess any artistic endeavor would be like trying to comprehend the beauty of the forest by analyzing individual tree branches and leaves.
John Keating also told his students that “No matter what anybody tells you, words and ideas can change the world.” There is a monumental difference between teaching our students to use language in a way that will change the world and teaching our students to earn a good essay score from a computer. I shudder to think of how the testing generation we are producing will view the world and the role of language in it. When they write, will they imagine a lover’s heart being moved by the beauty of their poem? Will they envision a mind changing, a society evolving because of the power of their impassioned arguments? Or will they simply see yet another screen on the receiving end of their writing?
I used to encourage my students to use the introduction of their AIR test essays to “wake up” the human assessor who had probably already read dozens of essays about the same topic. Now, I must teach them to consider how a programmed computer might view their words. And that, I’m afraid, could have a devastating impact on how my students might view the world.
Feeding the Facebook Addiction
I’m a Facebook addict. I admit it.
I check my account every hour. I get excited when I see another person “liked” my status update or when I have a new friend request. I lose track of everything as I pour through my friends’ status updates, clicking the “thumbs-up” on some newly released baby pictures and giving birthday wishes to those celebrating their special day.
Luckily, I have a support group for my addiction. I call the group “my students.” In general, my students are even more obsessed with Facebook than I am. They make status updates when they go to the mall, eat dinner, watch TV or take a nap.
With that in mind, I have found many ways to productively utilize the site in my classroom.
The best thing I have done, at the suggestion of the technology director for my district, is create a Facebook profile solely for school. As “Dan Greenberg-Teacher,” I don’t post updates about my excitement over the upcoming Van Halen concert. Instead, I post homework assignments. Instead of composing a note comprised of my answers to a recent survey floating through the Facebook universe, I post journal prompts or assignment guidelines. Instead of sharing a link to a Youtube video showing a Browns fan ranting after a recent loss, I share a Youtube video my colleague produced, which shows students how to write a paper in MLA format.
I could complete any of the above school-related tasks through emails with students, but the fact is, my students are much more likely to use Facebook than email. When students want to get in touch with me, they do so through Facebook, not email. Typically, the night before a report is due, students will post questions to me on my “wall.” This works out well, because, not only can I quickly answer the question for the student that asked, other students can see the dialogue and get some clarification too.
My teacher account is not for students only. Several of my students’ parents are on my friend list, so that they are aware what’s happening in class on a day to day basis.
Whether it’s parents or students, I have a policy of not requesting friendship on Facebook, as part of my general philosophy of using caution when it comes to my profession and social media. There are many students with whom I have great relationships, but I worry that a parent or outsider might deem me “creepy” for requesting to be friends with a 15 year old girl.
Beyond online Facebook use, I use the Facebook concept in class to enhance students’ understanding of literature through character analysis. A few years ago, one of my colleagues created a blank Facebook profile template, which included areas to give information about a person, like education, interests, friendships, etc. She distributed the template to her class as she taught The Great Gatsby. Students then created a Facebook profile for one of the main characters in the novel. The kids’ enthusiasm for the activity was palpable, and many went beyond the minimum and did a great job synthesizing information about the characters. This activity worked so well that I and several other English teachers integrated it into our novel units for various books.
The success I have seen with Facebook has encouraged me to try other social media applications, like Twitter. I have recently started an account for my classroom which I use to tweet daily assignments. So far, I have about 10 of my students following me, compared to the 200 past and present students on my Facebook. I am open to trying whichever programs my students use if it can improve my relationship with a student and improve his/her performance.
Social media, like Facebook, can be intimidating, especially when it comes to using it in the classroom. However, embracing it and exploring safe and effective ways to use it can be rewarding for teachers, parents and students. If nothing else, it’s a great way to get your daily Facebook fix.
By Dan Greenberg, Sylvania Education Association
Creative Technology Solutions
If you are reading this blog online, then you probably already believe in the power of technology and not only the possibilities, but also our obligation to bring technology into the classroom on a daily basis. Countless studies and articles support the benefits of integrating technology into classroom instruction; technology promotes interaction and cooperative learning with peers, engages students, makes connections between the classroom and the real world, and provides experiences that could not normally happen within the walls of a traditional classroom.
Many teachers have the ultimate technology wish list; SMART boards, response systems, wireless slates, and laptops. Most buildings have a list of needs for their technology department; updated computers, ink for printers, and a reliable and secure network. Every school district has a technology budget. With looming budget cuts, where does the need to keep technology current, if not cutting-edge, fall on the priority list?
As in any situation, personal or professional, when times are tough and money comes up short, one needs to do two things: get creative and lean on others.
You need equipment. When the district cannot provide the funds to get you the equipment you want, look for grant opportunities. One way to make your grant stand out from others is to partner up with another teacher. For example, a colleague and I wrote a grant for a 24-unit SMART Response System. Passing the system between our two classrooms, allows us to reach twice the number of students for the same cost as using the system in only one classroom. It does require communication to avoid scheduling conflicts, but we purposely chose to pair up because our opposite teaching schedules make sharing the system easier.
Your equipment doesn’t work. Few things are more frustrating than outdated, slow equipment that doesn’t work like it should. Seek two or three troubleshooting volunteers in the building who can offer suggestions faster than a single tech coordinator who travels between buildings. Hold regular, brief troubleshooting sessions. For example, say the mobile lab has been acting up. Everyone who regularly uses the mobile lab should meet and discuss the problems they have encountered. The same problem may be happening for everyone and an easy solution may be found.
You don’t know how to use the equipment or programs available to you. There are still many teachers who are uncomfortable with technology. Insufficient training, intimidation, and a lack of time are all reasons teachers do not use technology to its full potential. Again, tap into the expertise of those in your building. Create a technology committee of 4-5 teachers at various grade levels who would be willing to encourage technology users of all levels of expertise. Survey the staff and find out what the current training needs and interests are. Hold short mini-sessions to teach a specific skill (e.g. how to use Excel spreadsheets, tips for using your district’s online grade book, even a lesson in using the district email.) If you are “hosting” one of these short tutorials, chances are someone has already created and posted a step-by-step direction sheet online that can be handed out to those who attend the session so they may reference it later.
You can’t get enough when it comes to technology. Free technology “education” is all around you. Search for technology blogs online. Creative teachers love to share their ideas with others. You can find reviews of software and ideas for how to use technology in your classroom. If you want to learn how to do something, all you have to do is google it. There are free, online tutorials for anything you can imagine. Share with those around you – even those not in education. Technology is used in every field and many applications can be used in multiple settings. Lastly, although we know the benefits, we often do not allow ourselves the time for learning from colleagues. Our co-workers know what we have to work with and know our students. Take advantage of this common bond and make it a point to have informal sharing sessions right before school or during lunch once a week. A member of our tech committee recently did a demonstration on using the free online file converter, Zamzar, to easily and safely incorporate YouTube videos and popular music into the classroom.
One of the purposes of technology is to make life easier and bring people together. Regardless of your skill level, the equipment available to you, and your district’s technology budget, there are always ways to improve your personal use of technology in the classroom. Work with those in your building to figure out how to make the most of what you’ve got.
By Melanie Krause, Dover Education Association
The Twitter Experiment
Dr. Rankin, professor of History at the University of Texas at Dallas, wanted to know how to reach more students and involve more people in class discussions both in and out of the classroom. She had heard of Twitter… She collaborated with the UT Dallas, Arts and Technology – Emerging Media and Communications (EMAC) http://www.emac.utdallas.edu faculty and as a Graduate student in EMAC I assisted her in her experiment.
Kim Smith, UT Dallas Graduate Student pursuing a Masters in Emerging Media and Communication, documented the experiment for a digital video class.
Watch this video and consider using Twitter in your classroom.
Leave a comment and let us know what you think about this idea.
Twitter and New Technology in the Classroom
John Hopkins University Professor Mary Knudson requires students in her medical writing class to send reports from scientific conferences, but limits them to 140 characters. She requires them to Twitter. She says Twitter teaches students to write concisely and lets them share online information, such as links to stories about scientific discoveries and websites with new research, that others might never have come across on their own.
Apparently some in the British government agree. In April there was a proposal that Twitter taught in elementary schools as part of a wider push to make online communication and social media a permanent part of the UK’s education system.
Other educators are using technology specifically designed for the classroom.
However, even as more educators are using Twitter, others think the site actually harms learning, see no value to using the technology in education, and worry about privacy issues.
What do you think?