The mission was simple: listen to problems sourced by teachers from around the world, pick a dozen or so to tackle, and form teams around those problems that would each come up with and execute a creative solution to solve them.
Monday, December 12, 2011
On a New Edtech Community
Growing up in the
Baltimore of the 80s and 90s, my personal heroes were the folks who developed
their own way in the DIY community. From music to art to literature, it seemed
like these DIY'ers could do what ever they wanted -- and they could. Down in DC,
Dischord Records went against everything the "record industry" of the
time stood for; they made their own records their own way and instigated the
same throughout a DIY culture that found itself sprouting up in every nook and
cranny where young people were sick of the corporate status quo. Here in town,
art co-ops and radical bookstores challenged the ideas that you needed a
commercial gallery to make it as an artist or that you needed a publisher to
make it as a writer.
This was all before the
Internet, of course. And it had deep roots going back into the 60s, the 50s,
and earlier.
The DIY movement of the
80s and 90s flourished at that moment because it had to. Like the Beats in the
50s who found that Big Publisher wasn't going to touch their work and instead
they had to do it themselves, the hardcore kids of east and west coast alike
realized that they were going to have to do it themselves. Like the avant-garde
NYC filmmakers of the mid to late 1960s developing their own community to
create, show, and distribute their films beyond the reach of Hollywood, the
weirdo Baltimore poets and zine writers of the 80s and 90s developed their own
community to print, share, and distribute their chapbooks, comics, and Xeroxed
masterpieces. And this sort of thing happened all over the place, from New York
to San Francisco to Toledo to Lincoln, Nebraska.
I think we find
ourselves in this type of situation once again.
Coming up through the
edtech of the 80s and 90s was to come up through the era of hardware. Schools
that did tap into the tech current did so by purchasing ridiculously expensive
computers and software. In a way, those schools that wanted tech were then
beholden to computer companies and the companies who repair computers. That
underlying structure is still at the heart of so much that goes on in tech
acquisition. There was relatively little room for DIY to flourish in edtech
because DIY'ers didn't have the capacity to keep up with the sort of demand
everyone thought they needed. Sure, there were always Open Source heads and
hackers making cool stuff -- usually for their own schools/use; but there was
no major flourishing of local DIY tech communities that could really put a dent
into Big Software.
How things have changed.
Back in November, Mike
Brenner brought http://educationhackday.org/ to Baltimore.
Teams comprised of
teachers, developers, and designers then spent two days creating apps specific
to classroom needs. The results ranged from a school-specific mobile browser to
teacher-customized video software to an image-to-speech app designed for
special needs students. And one of the most interesting things to develop out
of the event: teachers and technologists starting businesses based around their
collaborations.
I see this as indicative
of the way forward. Whereas big legacy operations like Pearson may have the
money and the capacity, they don't have the feet on the ground -- i.e. the
people creating their products aren't the people using their products. In that
way, they will always be behind the curve. They will always work with the
"input" of teachers rather than "with" teachers. Ed Hack
Day showed a different model. A model not unlike those DIY companies that
developed and in doing so gave something meaningful back to the local community
while creating a global ecosystem of DIY networks.
That's what I see as a
viable and sustainable way forward in edtech and entrepreneurship. With the
advent of an Internet that revolves around the Cloud and apps that are
cost-effective and purchased as-needed (rather than as a big Office-style
package), we find ourselves in a situation where local entrepreneurs can be
successful in tapping into big need -- and need driven by need rather than by
greed.
Alas, there is a catch.
(And as we all know, with edtech there is always a catch...)
The catch is that the Ed
Hack model only works because a teacher is involved. There are numerous edtech
start-ups (they are seeming to pop up every day). They see a fantastic market
opportunity created by common core standards, 1:1 mobile, and dis-satisfaction
with the state of schools. I recently talked to a guy who has created an entire
LMS that he is selling to school districts and he ensured me that his LMS is
the future. The only problem I saw with his LMS is that from a
teacher-perspective it sucked. The entire time I was demo'ing the software, it
felt like I was being forced to think like an engineer as opposed to thinking
like an educator. While the basic idea of the program made a lot of sense -- and
certainly could be sold to districts -- when it came down to the brass tacks,
it felt like something created by someone who had no sense of what it was
actually like to be in a classroom.
That is why the teacher
perspective is so important. That's why it is so important to have a teacher
leading the design. But there is something else going on as well...
Those Ed Hack projects
came out not only of the experience of real teachers in real classrooms, but
they were intended to be used by those teachers in their classrooms. In other
words, the designer had a real stake in the usability of the app. This is at
the heart of DIY. And it is at the heart of the developing DIY edtech
ecosystem. Teachers making stuff for themselves and for other teachers like
them. Designers thinking hyperlocal and through collaboration and community
extending opportunities to the global.
I love Baltimore. I grew
up here and I have lived here most of my life. I've seen the best the town has
to offer and I've quite literally seen the darkest stuff. In my experience, the
most rewarding thing about the city is the real sense of community that has
developed amongst the seemingly fractious parts of the creative community. In a
way, Baltimore is a city of misfits. NYC and Philly dwarf us to the north and
D.C. reminds us on a daily basis that we are not "serious" enough. If
the east coast were a high school, Baltimore would be the drama club.
But because of this,
we've developed interesting collaborations that may not make as much sense in
other places. Collaborations between visionary art and antique cars, beatboxing and symphony halls, local politics and swimwear.
And we may be on to something with edtech in the hands of educators and
technologists working collaboratively.
I would love to see
Baltimore develop into a Silicon Valley of edtech. Not a city of behemoth
mindless corporations, but a city where every classroom is a garage. I'd like
to see edtech bring opportunity to city kids and their families. I'd like to
see high school seniors start businesses based on their ideas and experience
using and developing technology in the classroom rather than watch them
struggle to stay out of the street economy. I'd like to see non-profits
flourish -- advocacy and community training corps who would bring the digital
age directly to the communities most people ignore. I'd like to see small and
mid-sized businesses flourish and bring pride back to neighborhoods that have
all but been given up on. I'd like to see edtech explored in dramatic ways not
only as a means of bringing kids up to speed on STEM subjects, but as a way to
empower students to create and publish literature, art, movies, music.
I'd like to see an
edtech community develop whose goal was local but whose reach could be global.
I'd like to see an edtech community develop whose eye wasn't on bringing up the
bottom line, but in bringing up those students who have been on the bottom for
too long. I'd like to see an edtech community develop that doesn't threaten
teachers' jobs, but that rather empowers teachers to go farther with their
students than they ever thought possible.
I'd like to see an
edtech community that flourishes around the idea that we really are connected.
And we really can do it ourselves -- together.
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Agreed. =)
ReplyDeleteThe vision is here and the time is now -- and I'm excited to see who will stand up and be counted as one willing and able to make this dream a reality.
Thank you Shelly for all you constantly do to move us all forward towards a better tomorrow.
Sometimes there are factors which can be past my manage for example the routine of my college day.
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