No, I’m now a firm believer in evolution over revolution. That doesn’t mean that I’m happy to leave the profession at the end of my career pretty much in the state I found it. Not at all. Just because I’m focusing on evolution doesn’t mean it can’t be a speedy process.

The reason for my change of heart is my family. Before I was a father I could afford to spend hours in the evening planning radically different lessons, putting together projects and writing proposals that would aid the rapid change of the focus of my school. Now, it’s my family I want to spend time with. Whilst teaching will never be ‘just a job’ to me, I very much more sharply demarcate time spent working towards education-related ends and that set aside for my family. Perhaps that’s why, on a poster which reproduces 19th century ‘rules for teachers’ in our staff room (put up for humorous effect) it says that women who marry will be dismissed instantly. Perhaps we need a profession of driven, single people?

But I think not. We need diversity in the profession. We need young people to come into contact with as many different types of people from different backgrounds as possible. Teachers, although they necessarily come from a smaller pool than that which reflects the world’s population, can still give students a taste of different perspectives. Instead, what we should be doing - which has been called for time and again - is give teachers more time and smaller class sizes so they can really make a difference. I’ve said this many times over the last few weeks, but it’s only since my Year 11s have left that I’ve had time to cope and keep up with the multitude of tasks I’m expected to perform in my daily life as a teacher. Given that ‘changing the educational landscape’ comes over and above that, there’s been some things that have suffered this year. Marking, especially of classwork, springs to mind immediately!

So, to return to the beginning of this post, schools need to change. We all know that. But we need to bring along all stakeholders with us, not just leave them behind. To some extent this involves ‘digital literacy’ (the subject of my thesis), but mainly it involves demonstrating by example how we can do things differently. And to do that, we need time. I, for one, am going to be looking to the future when allocating my education-related time next academic year…

Image credit: Seat by Ti.mo @ Flickr

Then, in a post which referenced my recent issues with a certain VLE provider, Will Richardson linked to a presentation by Clay Shirky. For those of you who haven’t heard of Shirky, he’s the Next Big Thing™ after Thomas Friedman. He’s written a book called Here Comes Everybody that I feel I should read this year. Within the first couple of minutes of the presentation, Shirky said something that made me lose track of everything which followed:

Absolutely! I don’t mean by the title of this post that I want educational technology to be ‘boring’ in the sense of it being tedious. No, I mean ‘boring’ in the sense of it being so commonplace and ubiquitous that it isn’t thought about. I want us to get to a stage with all of this Web 2.0 stuff¹ where we’re constantly focused on what we can do with the technology. A bit like wireless networking - at least for most of us…

¹ Tom Barrett’s getting there with his pupils and Google Docs

In May 2008 I wrote a post entitled What is a VLE? In it, I discussed the ins and outs of various VLEs and linked it to an EdTechRoundup podcast in which I was a participant. I made a passing comment that compared one type of VLE to another. The company whose VLE product I did’t rate very well threatened me (via my school) with legal proceedings.

The upshot was that I felt it was in my best interests to remove the ‘offending’ paragraph so as to not cause difficulties within my school. I replaced it with one that, in my eyes, was more damaging to the VLE vendor: that they’d almost forced me to remove any criticism (however slight) by referring to ‘legal proceedings’ in their communication with my school.

I’ve now added a disclaimer to my blog, saying that my opinions are not that of my employer (school or Local Authority). It does, however, bring up the issue of where the personal ends and the professional begins - and vice-versa…

Have you any experience of this? What was the outcome?

Twitter’s great. It allows you to not only network in semi-realtime, but also to have access to a network of experts and engage in borderless conversations. Usually, these are people with which you share something major in common. In my case, almost all of my Twitter friends are educators.

That’s all well-and-good, but there’s really nothing like meeting up face-to-face to discuss things. That’s why conferences still thrive in this Web 2.0 world. To facilitate Twitter meet-ups - or ‘TweetMeets’ - I’ve set up a new website:

http://tweetmeet.eu

Why .eu? Well, the domain name was cheap… (feel free to use it worldwide!)

Head on over! I’m not allowing just anyone to edit the whole thing as I don’t want it taken over by non-educators. If you’d like a login to be able to organize TweetMeets, send me your email address via direct message on Twitter. (d dajbelshaw Hi…)

If you want to discuss TweetMeet, can I suggest that you use the global hashtag #tweetmeet please? (# is ALT-3 on UK Mac keyboards) You can then track the conversations at Twemes.com

Edit: Inugural TweetMeet planned for Saturday in August - either 2nd or 9th. Tweet @dajbelshaw with your preferences for meeting up in the Peak District, England!

I’ve been contacted by four different postgraduate researchers in the last two weeks. It’s getting to the stage where I’m considering setting up a new website/discussion space! A couple of them just wanted permission to use some of my stuff in their theses, one is already a member of the Edublogosphere, but one asked a very pertinent question:

My stumbling across some of your postings last night was my first trip in the edublogosphere. What else is going on out there?

As you can imagine, I hardly knew where to start! As I like to reply to emails ASAP, I replied thus:

• Find some blogs to read. My Google Reader shared items might be a good place to start. Also try the big names in the edublogosphere - search for Stephen Downes, Will Richardson, Vicki Davis, Ewan McIntosh, and Dave Warlick.
• Get yourself a Google account and use Google Reader to subscribe to the RSS feeds of blogs (don’t know how? click here)
• Start using Twitter. At first you’ll think “What on earth…?”. After a while you’ll find it indispensible.
• Start blogging yourself. Doesn’t matter what, but start making links with people. It’s the conversation that counts! Try edublogs to get you started.

There’s a Hebrew proverb that I’m sure almost every educator will have heard before: “Do not confine your children to your learning, for they were born in a different time.” The same could be said of the Edublogosphere. I can hardly recommend that people start by using the same tools I did when things have moved on so much in the last 3-4 years! What would YOU recommend?

This Sunday, EdTechRoundup will be discussing just this issue - how to get started in the Edublogosphere - from 7.45pm onwards. Please do join us and give your input. The session will be recorded and go out as a podcast.

If you can’t make it, or just want to get the conversation going before then, please add your comment below!

Oh, wait, you didn’t think it was a book, did you? Come on… this is 2008 - it’s digital, baby!

*Nick’s finally started his blogging journey. Spur him on by commenting on his first post, please!

I’ve mentioned this in passing in a couple of blog posts previous to this one: from next academic year I shall be E-Learning Tutor at my school. This new post (solicited by me, it has to be said) involves me spending 50% of my time (15 periods of 50 mins) per week teaching History and a bit of ICT. The other 50% will count towards the E-Learning Tutor role.

I’ve a meeting next week with my Head to flesh out my actual role. He mentioned today that I’ll have to do some “mundane” stuff, but that I will be free to push a few aspects of my choosing and accelerate perhaps one thing I’m really interested in. As you can imagine, with my Ed.D. thesis exploring the ‘Digital Literacy’, that’s the latter taken care of.

I’m expecting the mudane activities I shall have to undertake to be things like:

• Interactive Whiteboard training (the really basic aspects)
• How to use the new VLE (Virtual Learning Environment)
• Using the internal Microsoft Outlook web-based email system
• Ways to use Powerpoint and other presentation tools in the classroom
• How to transfer digital video from digital cameras/camcorders to staff laptops

Whereas what I really want to be pushing are things such as:

• Creating a blog to make resources available outside the classroom (I’ve already run a couple of staff workshops on this, with some success)
• Basic podcasting and digital storytelling for non-written assessment, leading to e-portfolios for students.
• Communicating with other educators worldwide (i.e. getting staff initiated in the edublogosphere - perhaps through the K12 Online Conference?)
• Giving staff the confidence to take students into the ICT suites more often to use the Internet as a publishing tool.
• Transferring schemes of work and programmes of study into an electronic format (perhaps in a wiki-like format using Google Sites within Google Apps Team Edition or the new VLE?)

Some context to help you understand where we’re at: my school has a plethora of RM One machines, Interactive Whiteboards in almost every classroom, and relatively unrestricted access (we can access Twitter, del.icio.us, Google Video, etc. but not YouTube, Facebook or games websites, for example). There’s a real mix of what I would call ‘digital literacy’ amongst staff. We range from those, like me, who use educational technology in some way in every lesson, to those who only use their laptop to help them write reports, and who certainly haven’t turned on their Interactive Whiteboard yet…

What else should I be looking to include in my responsibilities? How should my success and impact be measured, given that it’s a 1-year trial role? Suggestions in the comments section please!

Image credits: Hugh McLeod @ gapingvoid.com (top one censored by me…)

A few weeks ago I wrote a blog post entitled Towards a Forward-Thinking Acceptable Use Policy for Mobile Devices. To avoid repeating myself, a lot of what I’m going to say here builds upon that post. As a result, you may want to read that first before you start here - or at least remind yourself of it!

No-one ever works in a vacuum, and I don’t think anyone in the history of the world can claim to have had a truly ‘original’ idea. At least not in terms of being the sole agent involved with the idea from scratch. With that in mind, there must have been something brewing in the edublogosphere, as the week after my post seminal blogger David Warlick posted his AUP 2.0. In it, he introduced his School AUP 2.0 wiki, a fantastic resource for anyone wanting/needing to grapple with these issues.

Writing policy documents may seem like a boring or even pointless job, but an up-to-date and meaningful Acceptable Use Policy is crucial to, and underpins, everything we do in terms of educational technology. I’ve mentioned before how my school, like most schools in the UK, has a policy that outright bans students from having their mobile phones in school. Yet, all of them do, and use them blatantly in front of teachers at break and lunchtimes. Some, like myself, have even encouraged students to use their mobile devices for learning: SMS updates from Google Calendar and Twitter, for instance, taking digital pictures instead of writing down homework, or podcasts and revision videos on their MP3/MP4 players.

Such discrepancies are dangerous. It means that the teacher is not protected if anything goes wrong. That’s fine for me, with my gung-ho attitude towards authority and copyright legislation, but less so for the ‘average’ teacher who is already cautious about the benefits of using educational technology. We need to say what is acceptable and what is not in this Web 2.0, digitally-connected world. Students, as teenagers, don’t live in what most adults would call the ‘real world’ anymore; it’s a blended digital/physical world with no hard-and-fast distinctions. Heck, even I don’t live in the ‘real world’. Reality is socially constructed.

It may not be possible to actually keep an AUP up-to-date about specific policies. Realistically, these things are only revisited once or twice a year at an absolute maximum. I know of some schools who have the same AUP from about 1994…

So, instead of a set of hard-and-fast rules, we need guidelines. I really liked the idea Pamela Livingston shared in the comments section here of a post on Classroom 2.0. She reports that her school came up with the acronym ‘LARK’:

• Legal
• Appropriate
• Responsible
• Kind

I think that’s a fantastic starting point, and a base from which few AUP’s could really go wrong. It reminds me of Sunday School, about putting what you’re going to say through the various seives of being loving, kind… anyway - I digress!

Earlier I mentioned that some schools haven’t updated their AUP’s since the early 90’s. That’s not to say that what they came up with then is completely irrelevant; it just needs updating and tweaking to reflect 2008 and beyond. Take, for instance, Dave Kinnaman’s 1995 essay (with lots of links!) entitled Critiquing Acceptable Use Policies. Kinnaman has updated this over the years to reflect the changing nature of schools and the digital world. He starts it off with a great quotation from Howard Rheingold:

This technological shock to our moral codes means that in the future, we are going to have to teach our children well.

Which is exactly how it should be: any AUP worth it’s salt should begin with what the educational instution is doing to educate the youngsters in it’s charge about such matters.

Dave Warlick’s wiki is probably the best place these days to go to look for sample AUP’s, as it pulls in tagged links from del.icio.us, diigo, etc. You could also try here. Every AUP must appropriately balance those things common to all Internet and educational technology users, and those things that are specific to the context of that particular educational institution and it’s members. I don’t think it’s ever acceptable to grab something that works for one school, college or university and expect it to just ‘work’ with yours; the AUP must be tailored to your specific situation.

At the end of the day, AUP 2.0 must be more a manifesto of what we want to achieve with educational technology than be about what we want to restrict and block. There are obviously websites, services and practices we want to ban outright - pornographic, violent and racist sites, for instance. Children cannot cope with the same things adults can. But it should still be the guiding principle of an AUP to allow as much as possible, used in an acceptable way as possible. Blocking things because of their ‘potential’ to be used inappropriately (Twitter? Bebo? YouTube?) is to avoid the issue and to abdicate our responsibility as educators in institutions that are supposedly about learning.

The AUP 2.0 for my school will hopefully follow in the near future. I need to persuade the Senior Management, governors and, indeed, staff that it needs to be revisited first!

Further reading:

• Dave Warlick in 2006 on AUP 2.0
• EDTECH magazine - AUPs in a Web 2.0 World
• Langwitches - Acceptable Use Policy (great example of how to go about creating a collaborative AUP)
• Generation YES blog - What message does your AUP send home?
• Joseph Bires - Acceptable Use and Web 2.0 (part of the K12 Online Conference 2007 - also see this response)
• An AUP for Web 2.0 (from a 1:1 laptop school)
• techsavvygirl’s del.icio.us links on Acceptable Use Policies in School 2.0 Culture
• Infinite Thinking Machine - How do we teach kids to cross a busy street? (compares AUPs with road safety education)
• Wikipedia - Acceptable Use Policy

Image credit: Don’t Stop Questioning by contrapositively, Traffic Light Tree by Squirmelia & T-092-0197 by yanyanyanyanyan - all @ Flickr

The world is a scary place. It’s seemed to become even more so in the past 16 months with the arrival in the world of my one-and-only son, Ben. Young people need protecting from the dangers and perils that we, as adults, either know to avoid or can take somewhat in our stride.

It’s the same online. There’s websites and links I know not to click on as my home Internet connection is unfiltered. At school, however, I’m subject to the same restrictions as pupils, which is annoying. I’m a responsible adult and can navigate to relevant parts of websites for lesson preparation and delivery. There’s no good reason for my having the same level of restricted access as pupils.

I had a discussion a month or two back in which my interlocutor, sounding reasonable at the time, said that wireless Internet access should be opened up to students. It’s filtered, so there shouldn’t be a problem. That’ll be why I keep seeing pupils trying to hide that they’re on Bebo via the newest proxy server to have sprung up, yes? Unless you have a whitelisting system, where the Internet is blocked except for those that are put onto a list, then filtering via blacklisting will never be 100% effective.

But pupils accessing Bebo via a proxy server through the school network is small potatoes compared with what’s about to happen. Here’s the five steps:

1. Schools allow students to bring in mobile devices that can connect to the Internet, realising that having policies which ban them whilst some teachers promoting their use is problematic.
2. The cat-and-mouse game of students trying to access blocked sites and administrators blocking them continues.
3. In the wider world, unlimited mobile broadband data plans become commonplace.
4. Students from wealthier families start being able to connect to whatever they want, bypassing the school network.
5. A trickledown and pester-power effect begins; soon most students can access the Internet in this way.

This is going to cause a HUGE problem. Why? Schools haven’t realised that the only way to have students behaving responsibly online is to teach them how to do so from an early age. We’re going to see reactionary administrators floundering in an attempt try to claw by some type of control, when all along we should have been educating pupils instead of blocking them…

We need to start planning for this eventuality NOW.

Image credit: based on iPorn by jasonEscapist @ Flickr

I’m a bit of a sucker for gadgets. I keep telling myself that I should hold out for the second generation of things, but I just get carried away again and again. That’s not to say that I don’t buy quality stuff; quite the opposite in fact. Yesterday I sold my Asus Eee 4G to @moodlehotpotato (Mary Cooch) after a brief Twitter chat, Skype chat and Paypal payment. It wasn’t because it didn’t serve a need - it was because there was so much potential there I wanted something that could fulfil that need to the max!

There’s many sites and blogs that have waxed lyrical about the Asus Eee 4G. From a teacher’s point of view, this is what I liked about mine:

• The size and weight mean I can carry it one-handed from one classroom to another. As I teach History in my classroom and ICT in various other classrooms, this is great.
• Internet connectivity is great: wi-fi is painless to set up
• I could take it to meetings instead of a pen and paper.
• My use of it makes staff and students alike want one. It makes the school purchasing a set more likely.
• It runs a version of Linux customised for that particular device. Anyone who’s used OSX on an Apple computer knows the difference this makes…

So if it’s so great, why have I sold it? Well, three reasons:

1. The screen, whilst useable, is a bit small. Newer models have 8.9″ screens instead of 7″ which enables them to utilise a 1024 pixel-width resolution. This makes all the difference when web browsing. Who designs sites for 800×600 in this day and age? (my web stats show that less than 2% of visitors to this site, for example)
2. It hasn’t got Bluetooth built in - I purchased a micro-USB dongle, but it was a hassle to setup. I want things to be straightforward. Newer models have Bluetooth built-in.
3. Battery life, whilst acceptable at a shade under 2 hours in normal use, could be better. Newer models, based on Intel’s Atom processor, promise to drastically improve on that.

So what am I going to buy? Well, a post about 4P Computing over at OLPC News (Price, Performance, Portability and Price) showed that only three met the criteria for a true Netbook:

Of those, the Elonex One only actually has a 300mhz (must have been a mistake), the OLPC XO-1 is garish and not easy to come by in the UK, and the Norhtec Gecko only has a 7″ screen. It was obvious that I was going to have to cast my net wider, which is where the Low-Cost Laptop Cheat Sheet over at Laptop Magazine proved helpful. I’ve taken off the column about US availability as well as removed any that aren’t available in the UK (at least not according to Google Product Search). Finally, I took off any that had 7″ screens, changed the price to GBP, added the Asus Eee 900 and HP Mini-Note, and reproduced what’s left of the table below:

I paid £219 for my Asus Eee 701, so as you can see my next purchase is going to cost me at least 50% more. But which one shall I choose? Here’s the main positive/negative points about each one as far as I can see:

Asus EeePC 900

Advantages: Available now, multi-touch trackpad, lightweight, same size as 701.
Disadvantages: No Bluetooth, 901 coming out shortly.
Reviews:

• TrustedReviews
• PC Advisor
• CNET
• NotebookReview.com

HP 2133 Mini-Note

Advantages: Sleek metal body, WXGA screen, huge hard disk, optional Bluetooth, available now.
Disadvantages: Some users complain of fan noise, processor quite slow.

Reviews:

• Laptop Magazine
• Brighthand
• Gizmodo Lightning Review
• Notebooks.com
• jkOnTheRun (video-based review)

Asus EeePC 901

Advantages: Bluetooth, Intel Atom processor (improved battery life).
Disadvantages: Potentially expensive, not available now (early June).
Pre-release specs: I4U (unconfirmed)

MSI Wind

Advantages: Bluetooth, 4-in-1 card reader, 10″ screen, Intel Atom processor (improved battery life).
Disadvantages: Not available now (early June), likely to be significantly bigger than Asus Eee.

Pre-release specs: PC Advisor

The Verdict

It looks like if I’m going to buy now, it’s the HP 2133 Mini-Note or the Asus EeePC 900. If I can wait until mid-June, I’ve got the option of Netbooks with the new Intel Atom processors - namely the MSI Wind and Asus EeePC 901.

I’ll probably wait. But if I don’t, then here’s the HP and Eee 900 head-to-head:

I reserve the right to make a carefully-considered, well-researched impulse purchase…