No subject
Sat Apr 5 06:27:57 EDT 2008
f the school is accepted, EVERY child in the school (or grade or group of c=
lassrooms) would get a laptop. What isn't clear to me is WHO decides what t=
ype of computer is purchased. Will it be the State Board of Education or th=
e individual schools?
=20
>Or will they understand that the XO hardware and software are designed for=
the mission?
=20
Let's keep in mind that this bill is NOT the "XO/OLPC Laptop Act". I attend=
ed a House committee meeting for this bill, and the Asus Eee and Classmate =
PC were on display along with the XO. Frankly, although I am a strong advoc=
ate for the XO and OLPC, I would like to see there be a mixture of machines=
purchased. After all, even OLPC states this is "an education project, not =
a laptop project." The bill provides for the acceptance of up to 300 school=
s into this pilot. Wouldn't it be preferable, especially in a pilot, to see=
a wide variety of approaches and see what works best?
=20
>Of course, they could buy every child a 1G or 2G thumb drive, on some scie=
ntific>instruments, or something. Do they even know that this is possible? =
Is>it possible under the terms of the bill?
=20
I don't see that being possible under the definition of "Low-cost laptop" l=
isted above.
>Furthermore the bill explicitly provides incorrect criteria for>evaluating=
the project.>>3 The report must include the>4 =
project's effect on:>5 (1) academic progress of stud=
ents who are>6 participating in the pilot project, as mea=
sured by>7 performance on assessment instruments;>8 =
(2) student progress in schools or classrooms>9 =
participating in the pilot project as compared with student>10 =
progress in schools or classrooms not participating;>11 =
(3) student performance on assessment instruments>12 =
required by the State Board;>>Items 1 and 3 specify the use of st=
andard tests for evaluating the>program.
=20
Yes, items 1 and 3 make me cringe - but in the age of "No Child Left Behind=
" (ack!), do you think any bill could be passed without that criteria?
=20
>If this bill becomes law, the education authorities will be>prohibited fro=
m evaluating the children's interest in learning,>whatever they learn outsi=
de the curriculum, or their progress in>collaboration, independent learning=
, discovery, creativity, or>problem-solving.
=20
I think your use of the word "prohibited" is too strong. The bill's wording=
says "The report must include the project's effect on...", it does NOT say=
"The report can ONLY include the project's effect on...". I won't digress =
into how nuts items 1 and 3 in the required criteria make me, but I agree w=
ith your sentiment that what truly needs to be measured are the improvement=
s in "children's interest in learning, whatever they learn outside the curr=
iculum, or their progress in collaboration, independent learning, discovery=
, creativity, or problem-solving." Successful pilots (in my opinion) would =
absolutely need to cause improvements in the areas you list!
=20
Just today, I saw an interesting article titled "Bloom's Taxonomy Blooms Di=
gitally" at techlearning.com (http://techlearning.com/story/showArticle.php=
?articleID=3D196605124). Toward the bottom of the article, it lists a new d=
igital taxonomy map that contains "new digital verbs". My strong hope is th=
at all pilots would have many elements focusing on the Creating, Evaluating=
, and Analysing portion of the taxonomy. The question then, one that I urge=
you and anyone else reading to help me answer, is what assessment methods =
and evaluation criteria would we use to determine if a project has been suc=
cessful on these levels? Even if the bill passes with the criteria listed, =
we would want to challenge schools to look for evidence of strong improveme=
nt in their students' performances in these areas. You will see below that =
I have an immediate need for a good list of assessment methods and evaluati=
on criteria for improvements in these higher order thinking skills.
=20
>We also have to be prepared for the>naysayers who will come up with every =
excuse not to look.
=20
Agreed, agreed, agreed. :-)
=20
>Calling or writing is easy. Building a movement is actual work. Who's>up f=
or it? Ask your children who have tried XOs how much of a>difference it wou=
ld make to them to have XOs in school before you make>up your mind. Don't f=
orget that the children can volunteer in this>project.
=20
Count me in for heavy lifting on building a movement! In the grand scheme o=
f things, passing the bill may be the easy part... I have purchased an XO f=
or myself, my wife, and (most importantly) my two children who are 6 and 8 =
years old. We have had our "oldest" XO for about six weeks now and the last=
one arrived early this week. During that time, I have already:
=20
- demonstrated to the principal at my children's school
- demonstrated to the technology instructor at their school
- demonstrated to the technology committee at the school
- loaned my XO to three other people who wanted to show it around to people=
at their elementary schools
- loaned my XO to three other parents who wanted their children to play wit=
h it
- given three presentations on the XO, OLPC, and Constructionism at Learnin=
g College Day at the community college where I teach
- recruited other college faculty to participate in the OLPC initiative
- taken my children and their XOs to the playland at a local fast food rest=
aurant (a crowd of children and parents gathers every time - while my kids =
demo for everyone)
- taken my children and their XOs to the local library (an interested crowd=
gathered there too)
- conducted three informal meetups at my community college to help support =
the fledgling OLPC community in the Chicago area (with others to come in Ap=
ril and May)
- conducted one mini repair jam
- presented on XO, OLPC, and Constructionism to students in a "Technology f=
or Educators" course
- proposed the creation of a laptop pilot project to the VP of Academic Aff=
airs and two deans at my college
- helped form a steering committee which will define up to four pilots at t=
he college for this fall (which was the outcome of the meeting with the VP =
and Deans - these pilots are where I need assistance coming up with good ev=
aluation criteria...)
=20
The best is yet to come! My son (6 years old) came up with the idea that he=
would like to have an XO at every station in his classroom one day soon (t=
hey have 6 stations). I am working with the kindergarten teacher to make th=
is happen - hopefully this week or the week after. My son played with a lot=
of the downloadable activities this week to help determine which activitie=
s they should have at the 6 stations. I hope to do something similar with m=
y daughter's 2nd grade class. My next goal after that is to try to get at l=
east one teacher from each grade level (K-8) to use these in their classroo=
m before the end of this school year. Ultimately, I would like to convince =
the school to purchase a low-cost laptop for every child in the school. My =
motto is "One child at a time, one teacher at a time, one parent at a time,=
one administrator at a time." I know, it's a long motto... ;-)
=20
My bigger goal is to work to establish a "center" at my community college w=
here we can support schools in our district with 1:1 laptop initiatives. I =
also hope what we do will be reproducible at other community colleges throu=
ghout Illinois. I am VERY concerned about the many issues you raised. My pl=
an is to be there to help schools if/when they decide to proceed with lapto=
p projects. I don't (yet) have official backing from the college, but I wil=
l work tirelessly to help any individual or group that wants to explore how=
education can be radically enhanced when every child has a laptop. I have =
a separate document listing my personal objectives for that center - I'm ha=
ppy to share a copy with anyone who is interested.
=20
I apologize if any/all of the above sounds like I am "beating my own drum".=
That isn't my intention. I simply want to show that one person can make a =
difference! The XO generates a LOT of excitement. However, we must demonstr=
ate "prudent haste" when translating that excitement into action. It is eas=
y for the momentum to get away from you, resulting in nothing more than "co=
mputerizing" the same old curriculum.
=20
We must work to define projects that produce valuable new ways to educate. =
Anyone proposing an OLPC-inspired laptop project should challenge themselve=
s with the following question:=20
=20
What can/will you do (educationally) WITH the laptops that you could not=
have otherwise done without them?
=20
If the answers generated for that question result in demonstrably more effe=
ctive ways for students to be better at analysing, evaluating, and creating=
then you have a great project!
=20
I'm sorry, I know I'm getting away from talking about the bill. My overall =
point is that there needs to be money to have laptops to have OLPC pilots. =
This bill provides that. If we can get the bill passed, then the really tou=
gh work is just beginning! The bill doesn't buy laptops, it provides an opp=
ortunity for schools to apply for funding to participate in a pilot. It wil=
l be up to US to be highly active in working with your local schools to dev=
elop successful proposals. We will also need to help teachers utilize the l=
aptops effectively after they get them and to help parents/administrators/s=
chool boards understand what "effective" is. Trying to load provisions for =
all of that into the bill could kill it.
=20
Best Regards,Larry> Date: Thu, 3 Apr 2008 22:49:23 -0700> From: echerlin at gm=
ail.com> To: llangellier at hotmail.com> Subject: Re: [OLPC-Chicago] The Child=
ren's Low-Cost Laptop Act - Contact your Illinois Legislators NOW!!!> CC: o=
lpc-chicago at lists.laptop.org; Olpc-open at laptop.org; wayan at olpcnews.com> > I=
was born in Chicago, and I am going to be on staff for PyCon 2009 in> Chic=
ago, so I signed up here. Hi, everybody. My part of PyCon will be> to recru=
it parents and children with Laptop experience to teach the> adult Pythonee=
rs what this XO thing is all about and how to work one> to program in Pytho=
n. Some people don't get the idea, and think that> they will be teaching th=
e children. Little do they know how little> they know!> > On Tue, Apr 1, 20=
08 at 4:51 PM, Larry Langellier> <llangellier at hotmail.com> wrote:> >> > Dea=
r OLPC-Chicago Enthusiast,> >> > Have you heard about the Children's Low-Co=
st Laptop Act? This bill is> > currently in front of the Illinois House of =
Representatives and is scheduled> > to be voted on this week. Read the atta=
chment for additional details. You> > can also follow the progress of the b=
ill (HB 5000) at> > http://www.ilga.gov/legislation/BillStatus.asp?DocNum=
=3D5000&GAID=3D9&DocTypeID=3DHB&LegId=3D35963&SessionID=3D51&GA=3D95.> > Fu=
ll text of the bill can be found at> > http://www.ilga.gov/legislation/full=
text.asp?DocName=3D&SessionId=3D51&GA=3D95&DocTypeId=3DHB&DocNum=3D5000&GAI=
D=3D9&LegID=3D35963&SpecSess=3D&Session=3D.> >> > In the spirit of One Lapt=
op Per Child, we need to muster grassroots support> > for this bill.> > Wha=
t do we know about the bill's sponsors? We must talk with them> ASAP. Who i=
s in their districts?> > House Sponsors> Rep. Cynthia Soto - Constance A. H=
oward - LaShawn K. Ford - Ruth> Munson - Jack D. Franks and Patrick J Versc=
hoore> > > As usual, the Devil is in the details. This says nothing about h=
ow to> choose the laptops. Will the authorities decide to buy as much> hard=
ware as they can for $400 per unit? Or will they understand that> the XO ha=
rdware and software are designed for the mission? Of course,> they could bu=
y every child a 1G or 2G thumb drive, on some scientific> instruments, or s=
omething. Do they even know that this is possible? Is> it possible under th=
e terms of the bill?> > Furthermore the bill explicitly provides incorrect =
criteria for> evaluating the project.> > 3 The report must include the> 4 p=
roject's effect on:> 5 (1) academic progress of students who are> 6 partici=
pating in the pilot project, as measured by> 7 performance on assessment in=
struments;> 8 (2) student progress in schools or classrooms> 9 participatin=
g in the pilot project as compared with student> 10 progress in schools or =
classrooms not participating;> 11 (3) student performance on assessment ins=
truments> 12 required by the State Board;> > Items 1 and 3 specify the use =
of standard tests for evaluating the> program. If this bill becomes law, th=
e education authorities will be> prohibited from evaluating the children's =
interest in learning,> whatever they learn outside the curriculum, or their=
progress in> collaboration, independent learning, discovery, creativity, o=
r> problem-solving. Several laptop programs in the US have been shut down> =
because they did not evaluate any of these things, and produced no> signifi=
cant gains in standard test scores.> > If we want to make this program happ=
en, we have to learn how education> using the XO is supposed to work, teach=
a bit of it to the legislature> and the public, and then make sure that th=
at understanding informs any> bill on the subject. This means that group me=
mbers will have to learn> to demonstrate the process with real children, an=
d show the process to> everybody who will pay attention. We also have to be=
prepared for the> naysayers who will come up with every excuse not to look=
.> > * These laptops are toys> * Laptops distract from the educational basi=
cs> * Children will just play games or view porn (or any other content the>=
speaker doesn't like)> * Discipline will break down as children message ea=
ch other in class> * It costs too much> * What do you mean, children can re=
pair XOs?> * What do you mean, children can teach each other?> > In the Chi=
cago O'Hare airport on my way to PyCon last month, I offered> a child a cha=
nce to try an XO. His mother wouldn't let him touch it,> because she is a C=
hristian home-schooler. (The boy turned on his> mother and said, "I hate yo=
u." She said, "No, you don't," which is no> doubt true, but not helpful.)> =
> The New Math died in large part because of such objections, compounded> w=
ith the fact that the teachers were not given adequate training.> > 13 (4) =
school cost savings on textbook or other purchases> 14 replaced by laptop a=
bilities;> > How will such savings be realized, when there are no approved>=
electronic textbooks to replace the paper ones?> > 15 (5) attendance rates=
;> 16 (6) teacher performance and retention;> 17 (7) communications among s=
tudents, teachers, parents,> 18 and administrators;> 19 (8) parental involv=
ement in education;> 20 (9) community involvement and support for the schoo=
l;> 21 and> > Points 4 through 9 are fine, although I would think it would =
take at> least two years to evaluate teacher retention. But how will parent=
al> involvement be approached? Will the teachers explain Constructionism> t=
o the parents? Will they be expected to learn simply be observing> their ch=
ildren, or through what the children can teach them, or will> there be a pr=
ogram to bring in parents and teach them? It makes a> difference.> > 22 (10=
) student proficiency in technologies or "computer> 23 literacy".> > This s=
hows that the author of the bill has no idea what the laptop> program is ab=
out. The question is whether the children can program,> build Web sites, ad=
minister servers, set up wireless networks, learn> (human) languages over t=
he Internet, and create more XO software and> content. But the question tha=
t comes before that is, how will they> learn that, given that there is no c=
urriculum for it, and no> age-appropriate textbooks? Will they be allowed t=
o learn any of it?> > So we need to bring in people who know something abou=
t these matters> to advise the legislature and the educators. There aren't =
many such> people available, which means that we have to become most of the=
> experts we need.> > >> > Thanks,> > Larry Langellier> > Calling or writin=
g is easy. Building a movement is actual work. Who's> up for it? Ask your c=
hildren who have tried XOs how much of a> difference it would make to them =
to have XOs in school before you make> up your mind. Don't forget that the =
children can volunteer in this> project.> > > First -- find your Representa=
tive and/or Senator at> > http://www.elections.il.gov/DistrictLocator/Selec=
tSearchType.aspx> > All of them have 2 offices -- one in their home distric=
t and one in> > Springfield. You can call and write both of them. For a pho=
ne call, just> > find your Representative or Senator's phone number, call t=
he office and tell> > them in a few sentences that you hope they will suppo=
rt House Bill 5000 (The> > Children's Low Cost Laptop Act). For a letter or=
email, feel free to use the> > script below:> >> > ***PERSONALIZE THE BLAN=
KS AND THE STUFF IN ALL CAPS***> >> > Dear ____________________________,> >=
> > I believe that laptop computers can help improve, and maybe even transf=
orm,> > elementary school education in Illinois.> >> > When you have the ch=
ace to vote on the Illinois Children's Low-cost Laptop> > Act (House Bill 5=
000), I hope you will think about the kids in our> > community, whose futur=
e social, economic and educational opportunities will> > be tied to their c=
ommand of technology.> >> > The Children's Low Cost Laptop Act calls on the=
Illinois State Board of> > Education to administer a pilot project that wo=
uld allow up to 300> > elementary schools in Illinois to receive grant fund=
ing for low-cost (under> > $400) laptops. Support for professional developm=
ent (teacher training),> > school infrastructure readiness and laptop repai=
r are accounted for in the> > bill.> > Where? I see teacher training and pa=
rts, but no maintenance personnel> or infrastructure. Well, the kids can do=
the repairs on XOs, but what> if the program buys something else?> > I see=
nothing defining what training to give, or how to decide what> training to=
give. Will we just show the teachers how the XO works?> Will we teach them=
anything about Constructionism? Will we do it using> textbooks, or will we=
do it hands-on in a Constructionist manner? Will> we provide any curriculu=
m guidance? How will they share what they> discover in the classroom? Can w=
e bring in the training programs now> being given in Peru, Uruguay, or Nepa=
l?> > The State Board shall use pilot> 7 project funds for the following:> =
8 (1) low-cost laptop computers;> 9 (2) replacements for any of the followi=
ng low-cost> 10 laptop components: batteries, power cords, or other> 11 sof=
tware and hardware; and> 12 (3) the hiring of staff to administer professio=
nal> 13 development and technical support for participating> 14 teachers; f=
or the purposes of this item (3), "professional> 15 development" means the =
training of certified teaching> 16 professionals in the integration of low-=
cost laptop> 17 computers into the classroom curriculum.> > > Elementary sc=
hools like ______________________________ in our> > community could benefit=
if this bill becomes law.> >> > But make no mistake. I know that laptops a=
lone will not fix all the problems> > in our schools.> >> > The fundamental=
s -- reading, writing, math, history, science, art and music,> > too -- can=
all be reinforced with computer technology.> > Reinforced? No, the fundame=
ntals can be mastered with computer> technology, and the children can learn=
far more than they ever have.> > > We must make it a> > priority in Illino=
is to produce a generation of young people who can> > outperform kids in ot=
her states and other parts of the globe.> > I hate that kind of political n=
onsense. The point of the laptop is to> get children everywhere into collab=
oration. It's not a race. It's not> a zero-sum game.> > > House Bill> > 500=
0 is a real step in this direction. Thank you for considering my letter,> >=
and for your work on behalf of the people of ________________.> >> > PERSO=
NAL STORY AND/OR CLOSING COMMENT.> >> > Sincerely,> >> > YOUR NAME> >> > __=
______________________________> > Use video conversation to talk face-to-fa=
ce with Windows Live Messenger. Get> > started!> > ________________________=
_______________________> > OLPC-Chicago mailing list> > OLPC-Chicago at lists.=
laptop.org> > http://lists.laptop.org/listinfo/olpc-chicago> >> >> > > > --=
> Edward Cherlin> End Poverty at a Profit by teaching children business> h=
ttp://www.EarthTreasury.org/> "The best way to predict the future is to inv=
ent it."--Alan Kay
_________________________________________________________________
Get in touch in an instant. Get Windows Live Messenger now.
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<DIV>Hi Edward,</DIV>
<DIV> </DIV>
<DIV>I read your analysis of the Illinois Children's Low-Cost Laptop A=
ct and the scripted letter supporting it with great interest. From what you=
wrote, it seems you and I are in agreement on the end goals we are seeking=
. As a matter of fact, your thoughts seem to mesh with mine enough that I'd=
like to figure out how we can collaborate to achieve our shared objec=
tives. Before I comment on the other parts of your message, there was =
one part that disturbed me:</DIV>
<DIV> </DIV>
<DIV>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times New =
Roman" color=3D#000000 size=3D3>>If we want to make this program happen,=
we have to learn how education<BR>>using the XO is supposed to work, te=
ach a bit of it to the legislature<BR>>and the public, and then make sur=
e that that understanding informs any<BR>>bill on the subject. This mean=
s that group members will have to learn<BR>>to demonstrate the process w=
ith real children, and show the process to<BR>>everybody who will pay at=
tention.</FONT></P>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"> </P></DIV>
<DIV>The point of HB 5000 is to establish a pilot project in Illinois for u=
p to 300 schools to provide every child in those schools (or a subset defin=
ed in the school's application) with a low-cost laptop. It would seem =
to me a pilot program is a necessary first step toward what you s=
eek - it is hard to show how education is suppose to work when ev=
ery child has a laptop UNTIL pilots have been run where every child HAS a l=
aptop. Your message seemed to imply a bill shouldn't be passed until all of=
this is understood. The point of the bill seems to be to fund a large-scal=
e pilot to get the answers you seek.</DIV>
<DIV> </DIV>
<DIV>You make MANY more points that I completely agree with. It is EXTREMEL=
Y important that the right criteria be established for project evaluation a=
nd proper training needs to be provided on multiple levels. However, there =
are also political realities in getting a bill passed that must be acknowle=
dged. Getting funding for a sizeable 1:1 low-cost laptop project would seem=
to be a critical first step toward everything else we care about. A large =
number of special interests are affected by a bill like this. Perhaps I am =
too pessimistic, but I don't think that the State Legislature could (or sho=
uld) force educational philosophies upon a school. The really hard and impo=
rtant work to instill Constructionism will be at the school level - school =
by school, administrator by administor, teacher by teacher, etc.</DIV>
<DIV> </DIV>
<DIV>You raised some questions:</DIV>
<DIV> </DIV>
<DIV>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times New =
Roman" color=3D#000000 size=3D3>As usual, the Devil is in the details. This=
says nothing about how to<BR>choose the laptops. Will the authorities deci=
de to buy as much<BR>hardware as they can for $400 per unit?</FONT></P></DI=
V>
<DIV> </DIV>
<DIV>Three points from the bill seem to answer this question:</DIV>
<DIV> </DIV>
<DIV>"A school or district may apply to the State Board for the establ=
ishment of a low-cost laptop pilot project grant for an entire school&=
nbsp;or for a particular grade or group of classrooms in a school."</DIV>
<DIV> </DIV>
<DIV>"The dramatic expansion of low-cost computing options and the wor=
ldwide reliance on computer technology for commerce, education, inform=
ation, and social interaction makes it ever more important to introduc=
e computing skills to students at an early age. Accordingly, the State=
Board of Education shall establish a pilot project to provide a low-c=
ost laptop computer to each student, teacher, and relevant administrat=
or in a participating elementary school and implement the use of educa=
tional software and computer skills training in order to improve acade=
mic achievement and the progress measures listed in subsection (a) of =
Section 20 in this Act."</DIV>
<DIV> </DIV>
<DIV>"'Low-cost laptop' means a portable personal computer suitable fo=
r use among elementary school-aged children, under $400 in initial cos=
t."</DIV>
<DIV> </DIV>
<DIV>From these points, it seems to me that schools apply for a project gra=
nt. If the school is accepted, EVERY child in the school (or grade or group=
of classrooms) would get a laptop. What isn't clear to me is WHO decides w=
hat type of computer is purchased. Will it be the State Board of Education =
or the individual schools?</DIV>
<DIV> </DIV>
<DIV>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times New =
Roman" color=3D#000000 size=3D3>>Or will they understand that the XO har=
dware and software are designed for the mission?</FONT></P></DIV>
<DIV> </DIV>
<DIV>Let's keep in mind that this bill is NOT the "XO/OLPC Laptop Act"=
. I attended a House committee meeting for this bill, and the Asus Eee and =
Classmate PC were on display along with the XO. Frankly, although I am a st=
rong advocate for the XO and OLPC, I would like to see there be a mixture o=
f machines purchased. After all, even OLPC states this is "an education pro=
ject, not a laptop project." The bill provides for the acceptance of up to =
300 schools into this pilot. Wouldn't it be preferable, especially in =
a pilot, to see a wide variety of approaches and see what works best?</DIV>
<DIV> </DIV>
<DIV>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times New =
Roman" color=3D#000000 size=3D3>>Of course, they could buy every child a=
1G or 2G thumb drive, on some scientific<BR>>instruments, or something.=
Do they even know that this is possible? Is<BR>>it possible under the t=
erms of the bill?</FONT></P></DIV>
<DIV> </DIV>
<DIV>I don't see that being possible under the definition of "Low-cost lapt=
op" listed above.</DIV>
<DIV><BR>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times New =
Roman" color=3D#000000 size=3D3>>Furthermore the bill explicitly provide=
s incorrect criteria for<BR>>evaluating the project.<BR>><BR>>3&nb=
sp; =
The report must include the<BR>>4 &n=
bsp; project's effect=
on:<BR>>5 &n=
bsp; (1) =
academic progress of students who are<BR>>6  =
; &n=
bsp; participating in the pilot project, as measured by<BR>>7  =
; &n=
bsp; performance on assessment instruments;<BR>>8 =
; &n=
bsp; (2) student progress i=
n schools or classrooms<BR>>9 &=
nbsp; participa=
ting in the pilot project as compared with student<BR>>10 &nb=
sp; =
progress in schools or classrooms not participating;<BR>>11=
&nb=
sp; (3) student performance=
on assessment instruments<BR>>12 &nb=
sp; required by=
the State Board;<BR>><BR>>Items 1 and 3 specify the use of standard =
tests for evaluating the<BR>>program.</FONT></P></DIV>
<DIV> </DIV>
<DIV>Yes, items 1 and 3 make me cringe - but in the age of "No Child Left B=
ehind" (ack!), do you think any bill could be passed without that criteria?=
</DIV>
<DIV> </DIV>
<DIV>
<P class=3DMsoNormal style=3D"MARGIN: 0in 0in 0pt"><FONT face=3D"Times New =
Roman" color=3D#000000 size=3D3>>If this bill becomes law, the education=
authorities will be<BR>>prohibited from evaluating the children's inter=
est in learning,<BR>>whatever they learn outside the curriculum, or thei=
r progress in<BR>>collaboration, independent learning, discovery, creati=
vity, or<BR>>problem-solving.</FONT></P></DIV>
<DIV> </DIV>
<DIV>I think your use of the word "prohibited" is too strong. The bill's wo=
rding says "The report must include the project's effect on...", it does NO=
T say "The report can ONLY include the project's effect on...". I=
won't digress into how nuts items 1 and 3 in the required criteria make me=
, but I agree with your sentiment that what truly needs to be measured are =
the improvements in "children's interest in learning, whatever they learn o=
utside the curriculum, or their progress in collaboration, independent lear=
ning, discovery, creativity, or problem-solving." Successful pilots (in my =
opinion) would absolutely need to cause improvements in the areas you list!=
</DIV>
<DIV> </DIV>
<DIV>Just today, I saw an interesting article titled "Bloom's Taxonomy Bloo=
ms Digitally" at techlearning.com (<A href=3D"http://techlearning.com/story=
/showArticle.php?articleID=3D196605124">http://techlearning.com/story/showA=
rticle.php?articleID=3D196605124</A>). Toward the bottom of the article, it=
lists a new digital taxonomy map that contains "new digital verbs". My str=
ong hope is that all pilots would have many elements focusing on the Creati=
ng, Evaluating, and Analysing portion of the taxonomy. The question then, o=
ne that I urge you and anyone else reading to help me answer, is what asses=
sment methods and evaluation criteria would we use to determine if a projec=
t has been successful on these levels? Even if the bill passes with the cri=
teria listed, we would want to challenge schools to look for evidence of st=
rong improvement in their students' performances in these areas. You w=
ill see below that I have an immediate need for a good list of assessm=
ent methods and evaluation criteria for improvements in these higher order =
thinking skills.</DIV>
<DIV> </DIV>
<DIV><SPAN style=3D"FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fa=
reast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast=
-language: EN-US; mso-bidi-language: AR-SA"><FONT color=3D#000000>>We al=
so have to be prepared for the<BR>>naysayers who will come up with every=
excuse not to look.</FONT></SPAN></DIV>
<DIV> </DIV>
<DIV>Agreed, agreed, agreed. :-)</DIV>
<DIV> </DIV>
<DIV><SPAN style=3D"FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fa=
reast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast=
-language: EN-US; mso-bidi-language: AR-SA"><FONT color=3D#000000>>Calli=
ng or writing is easy. Building a movement is actual work. Who's<BR>>up =
for it? Ask your children who have tried XOs how much of a<BR>>differenc=
e it would make to them to have XOs in school before you make<BR>>up you=
r mind. Don't forget that the children can volunteer in this<BR>>project=
.</FONT></SPAN></DIV>
<DIV> </DIV>
<DIV>Count me in for heavy lifting on building a movement! In the grand sch=
eme of things, passing the bill may be the easy part... I have purchased an=
XO for myself, my wife, and (most importantly) my two children who are 6 a=
nd 8 years old. We have had our "oldest" XO for about six weeks now and the=
last one arrived early this week. During that time, I have already:</DIV>
<DIV> </DIV>
<DIV>- demonstrated to the principal at my children's school</DIV>
<DIV>- demonstrated to the technology instructor at their school</DIV>
<DIV>- demonstrated to the technology committee at the school</DIV>
<DIV>- loaned my XO to three other people who wanted to show it around to p=
eople at their elementary schools</DIV>
<DIV>- loaned my XO to three other parents who wanted their children to pla=
y with it</DIV>
<DIV>- given three presentations on the XO, OLPC, and Constructionism =
at Learning College Day at the community college where I teach</DIV>
<DIV>- recruited other college faculty to participate in the OLPC initiativ=
e</DIV>
<DIV>- taken my children and their XOs to the playland at a local fast food=
restaurant (a crowd of children and parents gathers every time - while my =
kids demo for everyone)</DIV>
<DIV>- taken my children and their XOs to the local library (an interested =
crowd gathered there too)</DIV>
<DIV>- conducted three informal meetups at my community college to help sup=
port the fledgling OLPC community in the Chicago area (with others to come =
in April and May)</DIV>
<DIV>- conducted one mini repair jam</DIV>
<DIV>- presented on XO, OLPC, and Constructionism to students in a "Technol=
ogy for Educators" course</DIV>
<DIV>- proposed the creation of a laptop pilot project to the VP of Ac=
ademic Affairs and two deans at my college</DIV>
<DIV>- helped form a steering committee which will define up to four p=
ilots at the college for this fall (which was the outcome of the meeting wi=
th the VP and Deans - these pilots are where I need assistance coming up wi=
th good evaluation criteria...)</DIV>
<DIV> </DIV>
<DIV>The best is yet to come! My son (6 years old) came up with the idea th=
at he would like to have an XO at every station in his classroom one day so=
on (they have 6 stations). I am working with the kindergarten teacher to ma=
ke this happen - hopefully this week or the week after. My son played with =
a lot of the downloadable activities this week to help determine which acti=
vities they should have at the 6 stations. I hope to do something similar w=
ith my daughter's 2nd grade class. My next goal after that is to try to get=
at least one teacher from each grade level (K-8) to use these in their cla=
ssroom before the end of this school year. Ultimately, I would like to conv=
ince the school to purchase a low-cost laptop for every child in the school=
. My motto is "One child at a time, one teacher at a time, one parent at a =
time, one administrator at a time." I know, it's a long motto... ;-)</DIV>
<DIV> </DIV>
<DIV>My bigger goal is to work to establish a "center" at my community coll=
ege where we can support schools in our district with 1:1 laptop initiative=
s. I also hope what we do will be reproducible at other community colleges =
throughout Illinois. I am VERY concerned about the many issues you raised. =
My plan is to be there to help schools if/when they decide to proceed with =
laptop projects. I don't (yet) have official backing from the college, but =
I will work tirelessly to help any individual or group that wants to explor=
e how education can be radically enhanced when every child has a laptop. I =
have a separate document listing my personal objectives for that center - I=
'm happy to share a copy with anyone who is interested.</DIV>
<DIV> </DIV>
<DIV>I apologize if any/all of the above sounds like I am "beating my own d=
rum". That isn't my intention. I simply want to show that one person can ma=
ke a difference! The XO generates a LOT of excitement. However, we must dem=
onstrate "prudent haste" when translating that excitement into action.=
It is easy for the momentum to get away from you, resulting in nothing mor=
e than "computerizing" the same old curriculum.</DIV>
<DIV> </DIV>
<DIV>We must work to define projects that produce valuable new ways to=
educate. Anyone proposing an OLPC-inspired laptop project should=
challenge themselves with the following question: </DIV>
<DIV> </DIV>
<DIV> <STRONG>What can/will you do (educationally) WITH the lap=
tops that you could not have otherwise done without them?</STRONG></DIV>
<DIV> </DIV>
<DIV>If the answers generated for that question result in demonstrably=
more effective ways for students to be better at analysing, evaluating, an=
d creating then you have a great project!</DIV>
<DIV> </DIV>
<DIV>I'm sorry, I know I'm getting away from talking about the bill. My ove=
rall point is that there needs to be money to have laptops to have OLPC pil=
ots. This bill provides that. If we can get the bill passed, then the reall=
y tough work is just beginning! The bill doesn't buy laptops, it provides a=
n opportunity for schools to apply for funding to participate in a pilot. I=
t will be up to US to be highly active in working with your local schools t=
o develop successful proposals. We will also need to help teachers uti=
lize the laptops effectively after they get them and to help parents/admini=
strators/school boards understand what "effective" is. Trying to load =
provisions for all of that into the bill could kill it.</DIV>
<DIV> </DIV>
<DIV>Best Regards,<BR>Larry<BR><BR>> Date: Thu, 3 Apr 2008 22:49:23 -070=
0<BR>> From: echerlin at gmail.com<BR>> To: llangellier at hotmail.com<BR>&=
gt; Subject: Re: [OLPC-Chicago] The Children's Low-Cost Laptop Act - Contac=
t your Illinois Legislators NOW!!!<BR>> CC: olpc-chicago at lists.laptop.or=
g; Olpc-open at laptop.org; wayan at olpcnews.com<BR>> <BR>> I was born in =
Chicago, and I am going to be on staff for PyCon 2009 in<BR>> Chicago, s=
o I signed up here. Hi, everybody. My part of PyCon will be<BR>> to recr=
uit parents and children with Laptop experience to teach the<BR>> adult =
Pythoneers what this XO thing is all about and how to work one<BR>> to p=
rogram in Python. Some people don't get the idea, and think that<BR>> th=
ey will be teaching the children. Little do they know how little<BR>> th=
ey know!<BR>> <BR>> On Tue, Apr 1, 2008 at 4:51 PM, Larry Langellier<=
BR>> <llangellier at hotmail.com> wrote:<BR>> ><BR>> > De=
ar OLPC-Chicago Enthusiast,<BR>> ><BR>> > Have you heard about =
the Children's Low-Cost Laptop Act? This bill is<BR>> > currently in =
front of the Illinois House of Representatives and is scheduled<BR>> >=
; to be voted on this week. Read the attachment for additional details. You=
<BR>> > can also follow the progress of the bill (HB 5000) at<BR>>=
> http://www.ilga.gov/legislation/BillStatus.asp?DocNum=3D5000&GAID=
=3D9&DocTypeID=3DHB&LegId=3D35963&SessionID=3D51&GA=3D95.<B=
R>> > Full text of the bill can be found at<BR>> > http://www.i=
lga.gov/legislation/fulltext.asp?DocName=3D&SessionId=3D51&GA=3D95&=
amp;DocTypeId=3DHB&DocNum=3D5000&GAID=3D9&LegID=3D35963&Spe=
cSess=3D&Session=3D.<BR>> ><BR>> > In the spirit of One Lap=
top Per Child, we need to muster grassroots support<BR>> > for this b=
ill.<BR>> <BR>> What do we know about the bill's sponsors? We must ta=
lk with them<BR>> ASAP. Who is in their districts?<BR>> <BR>> Hous=
e Sponsors<BR>> Rep. Cynthia Soto - Constance A. Howard - LaShawn K. For=
d - Ruth<BR>> Munson - Jack D. Franks and Patrick J Verschoore<BR>> <=
BR>> <BR>> As usual, the Devil is in the details. This says nothing a=
bout how to<BR>> choose the laptops. Will the authorities decide to buy =
as much<BR>> hardware as they can for $400 per unit? Or will they unders=
tand that<BR>> the XO hardware and software are designed for the mission=
? Of course,<BR>> they could buy every child a 1G or 2G thumb drive, on =
some scientific<BR>> instruments, or something. Do they even know that t=
his is possible? Is<BR>> it possible under the terms of the bill?<BR>>=
; <BR>> Furthermore the bill explicitly provides incorrect criteria for<=
BR>> evaluating the project.<BR>> <BR>> 3 The report must include =
the<BR>> 4 project's effect on:<BR>> 5 (1) academic progress of stude=
nts who are<BR>> 6 participating in the pilot project, as measured by<BR=
>> 7 performance on assessment instruments;<BR>> 8 (2) student progre=
ss in schools or classrooms<BR>> 9 participating in the pilot project as=
compared with student<BR>> 10 progress in schools or classrooms not par=
ticipating;<BR>> 11 (3) student performance on assessment instruments<BR=
>> 12 required by the State Board;<BR>> <BR>> Items 1 and 3 specif=
y the use of standard tests for evaluating the<BR>> program. If this bil=
l becomes law, the education authorities will be<BR>> prohibited from ev=
aluating the children's interest in learning,<BR>> whatever they learn o=
utside the curriculum, or their progress in<BR>> collaboration, independ=
ent learning, discovery, creativity, or<BR>> problem-solving. Several la=
ptop programs in the US have been shut down<BR>> because they did not ev=
aluate any of these things, and produced no<BR>> significant gains in st=
andard test scores.<BR>> <BR>> If we want to make this program happen=
, we have to learn how education<BR>> using the XO is supposed to work, =
teach a bit of it to the legislature<BR>> and the public, and then make =
sure that that understanding informs any<BR>> bill on the subject. This =
means that group members will have to learn<BR>> to demonstrate the proc=
ess with real children, and show the process to<BR>> everybody who will =
pay attention. We also have to be prepared for the<BR>> naysayers who wi=
ll come up with every excuse not to look.<BR>> <BR>> * These laptops =
are toys<BR>> * Laptops distract from the educational basics<BR>> * C=
hildren will just play games or view porn (or any other content the<BR>>=
speaker doesn't like)<BR>> * Discipline will break down as children mes=
sage each other in class<BR>> * It costs too much<BR>> * What do you =
mean, children can repair XOs?<BR>> * What do you mean, children can tea=
ch each other?<BR>> <BR>> In the Chicago O'Hare airport on my way to =
PyCon last month, I offered<BR>> a child a chance to try an XO. His moth=
er wouldn't let him touch it,<BR>> because she is a Christian home-schoo=
ler. (The boy turned on his<BR>> mother and said, "I hate you." She said=
, "No, you don't," which is no<BR>> doubt true, but not helpful.)<BR>>=
; <BR>> The New Math died in large part because of such objections, comp=
ounded<BR>> with the fact that the teachers were not given adequate trai=
ning.<BR>> <BR>> 13 (4) school cost savings on textbook or other purc=
hases<BR>> 14 replaced by laptop abilities;<BR>> <BR>> How will su=
ch savings be realized, when there are no approved<BR>> electronic textb=
ooks to replace the paper ones?<BR>> <BR>> 15 (5) attendance rates;<B=
R>> 16 (6) teacher performance and retention;<BR>> 17 (7) communicati=
ons among students, teachers, parents,<BR>> 18 and administrators;<BR>&g=
t; 19 (8) parental involvement in education;<BR>> 20 (9) community invol=
vement and support for the school;<BR>> 21 and<BR>> <BR>> Points 4=
through 9 are fine, although I would think it would take at<BR>> least =
two years to evaluate teacher retention. But how will parental<BR>> invo=
lvement be approached? Will the teachers explain Constructionism<BR>> to=
the parents? Will they be expected to learn simply be observing<BR>> th=
eir children, or through what the children can teach them, or will<BR>> =
there be a program to bring in parents and teach them? It makes a<BR>> d=
ifference.<BR>> <BR>> 22 (10) student proficiency in technologies or =
"computer<BR>> 23 literacy".<BR>> <BR>> This shows that the author=
of the bill has no idea what the laptop<BR>> program is about. The ques=
tion is whether the children can program,<BR>> build Web sites, administ=
er servers, set up wireless networks, learn<BR>> (human) languages over =
the Internet, and create more XO software and<BR>> content. But the ques=
tion that comes before that is, how will they<BR>> learn that, given tha=
t there is no curriculum for it, and no<BR>> age-appropriate textbooks? =
Will they be allowed to learn any of it?<BR>> <BR>> So we need to bri=
ng in people who know something about these matters<BR>> to advise the l=
egislature and the educators. There aren't many such<BR>> people availab=
le, which means that we have to become most of the<BR>> experts we need.=
<BR>> <BR>> ><BR>> > Thanks,<BR>> > Larry Langellier<B=
R>> <BR>> Calling or writing is easy. Building a movement is actual w=
ork. Who's<BR>> up for it? Ask your children who have tried XOs how much=
of a<BR>> difference it would make to them to have XOs in school before=
you make<BR>> up your mind. Don't forget that the children can voluntee=
r in this<BR>> project.<BR>> <BR>> > First -- find your Represe=
ntative and/or Senator at<BR>> > http://www.elections.il.gov/District=
Locator/SelectSearchType.aspx<BR>> > All of them have 2 offices -- on=
e in their home district and one in<BR>> > Springfield. You can call =
and write both of them. For a phone call, just<BR>> > find your Repre=
sentative or Senator's phone number, call the office and tell<BR>> > =
them in a few sentences that you hope they will support House Bill 5000 (Th=
e<BR>> > Children's Low Cost Laptop Act). For a letter or email, feel=
free to use the<BR>> > script below:<BR>> ><BR>> > ***PE=
RSONALIZE THE BLANKS AND THE STUFF IN ALL CAPS***<BR>> ><BR>> >=
Dear ____________________________,<BR>> ><BR>> > I believe tha=
t laptop computers can help improve, and maybe even transform,<BR>> >=
elementary school education in Illinois.<BR>> ><BR>> > When yo=
u have the chace to vote on the Illinois Children's Low-cost Laptop<BR>>=
> Act (House Bill 5000), I hope you will think about the kids in our<BR=
>> > community, whose future social, economic and educational opportu=
nities will<BR>> > be tied to their command of technology.<BR>> &g=
t;<BR>> > The Children's Low Cost Laptop Act calls on the Illinois St=
ate Board of<BR>> > Education to administer a pilot project that woul=
d allow up to 300<BR>> > elementary schools in Illinois to receive gr=
ant funding for low-cost (under<BR>> > $400) laptops. Support for pro=
fessional development (teacher training),<BR>> > school infrastructur=
e readiness and laptop repair are accounted for in the<BR>> > bill.<B=
R>> <BR>> Where? I see teacher training and parts, but no maintenance=
personnel<BR>> or infrastructure. Well, the kids can do the repairs on =
XOs, but what<BR>> if the program buys something else?<BR>> <BR>> =
I see nothing defining what training to give, or how to decide what<BR>>=
training to give. Will we just show the teachers how the XO works?<BR>>=
Will we teach them anything about Constructionism? Will we do it using<BR>=
> textbooks, or will we do it hands-on in a Constructionist manner? Will=
<BR>> we provide any curriculum guidance? How will they share what they<=
BR>> discover in the classroom? Can we bring in the training programs no=
w<BR>> being given in Peru, Uruguay, or Nepal?<BR>> <BR>> The Stat=
e Board shall use pilot<BR>> 7 project funds for the following:<BR>> =
8 (1) low-cost laptop computers;<BR>> 9 (2) replacements for any of the =
following low-cost<BR>> 10 laptop components: batteries, power cords, or=
other<BR>> 11 software and hardware; and<BR>> 12 (3) the hiring of s=
taff to administer professional<BR>> 13 development and technical suppor=
t for participating<BR>> 14 teachers; for the purposes of this item (3),=
"professional<BR>> 15 development" means the training of certified teac=
hing<BR>> 16 professionals in the integration of low-cost laptop<BR>>=
17 computers into the classroom curriculum.<BR>> <BR>> > Elementa=
ry schools like ______________________________ in our<BR>> > communit=
y could benefit if this bill becomes law.<BR>> ><BR>> > But mak=
e no mistake. I know that laptops alone will not fix all the problems<BR>&g=
t; > in our schools.<BR>> ><BR>> > The fundamentals -- readi=
ng, writing, math, history, science, art and music,<BR>> > too -- can=
all be reinforced with computer technology.<BR>> <BR>> Reinforced? N=
o, the fundamentals can be mastered with computer<BR>> technology, and t=
he children can learn far more than they ever have.<BR>> <BR>> > W=
e must make it a<BR>> > priority in Illinois to produce a generation =
of young people who can<BR>> > outperform kids in other states and ot=
her parts of the globe.<BR>> <BR>> I hate that kind of political nons=
ense. The point of the laptop is to<BR>> get children everywhere into co=
llaboration. It's not a race. It's not<BR>> a zero-sum game.<BR>> <BR=
>> > House Bill<BR>> > 5000 is a real step in this direction. T=
hank you for considering my letter,<BR>> > and for your work on behal=
f of the people of ________________.<BR>> ><BR>> > PERSONAL STO=
RY AND/OR CLOSING COMMENT.<BR>> ><BR>> > Sincerely,<BR>> >=
;<BR>> > YOUR NAME<BR>> ><BR>> > ________________________=
________<BR>> > Use video conversation to talk face-to-face with Wind=
ows Live Messenger. Get<BR>> > started!<BR>> > ________________=
_______________________________<BR>> > OLPC-Chicago mailing list<BR>&=
gt; > OLPC-Chicago at lists.laptop.org<BR>> > http://lists.laptop.org=
/listinfo/olpc-chicago<BR>> ><BR>> ><BR>> <BR>> <BR>> =
<BR>> -- <BR>> Edward Cherlin<BR>> End Poverty at a Profit by teac=
hing children business<BR>> http://www.EarthTreasury.org/<BR>> "The b=
est way to predict the future is to invent it."--Alan Kay<BR></DIV><br /><h=
r />Get in touch in an instant. <a href=3D'http://www.windowslive.com/messe=
nger/overview.html?ocid=3DTXT_TAGLM_WL_Refresh_getintouch_042008' target=3D=
'_new'>Get Windows Live Messenger now.</a></body>
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