Tablets 4 Schools 2013 Twitter notes on Storify

I didn’t attend this event. I was lucky enough to receive a personal invite but had already committed myself to another tablet event (much smaller scale) with a company called Jigsaw24 who have some innovative ideas on how to roll out iPad in schools. On the train home I read through the tweets and found Tony Parkin had impartially documented the gist of what was presented. I was going to write up the notes (they’re in my notebook) but time is against me, so here is a storify of the key tweets. All are worth reading from beginning to end, but it is long so I’ll say goodbye here… comments at the bottom should you feel the need!

PS: remember to click *Read next page* link at bottom of storify embed.


 

A Nice Gesture from Leap Motion

My school is hosting it’s annual open evening on Thursday. Last week I acquired a Leap Motion gesture sensor (3D motion control micro-sensor to be exact). It’s a very cool device that follows your fingers. This allows apps to be created that respond to hand and finger gestures. Leap Motion installs Air Space on your machine from which you can install lots of apps that developers have been building for all sorts of things from the popular game Cut The Rope to controlling your OS (Mac or Win). But when I asked for the drivers to be installed at school, we hit a problem. The licensing seems a little self-contradictory in places and the upshot was we could not install it. The following text is extracted from their EULA (highlighted by us):

You must create or have a Leap Motion Account in order to use the Airspace Store. You must keep your Leap Motion Account details secure and must not share them with anyone else.

If the Application does not include a Publisher EULA that specifies Application license rights, then following payment of the applicable fees for an Application, Publisher grants you the non-exclusive right, for the period selected by you in the case of a purchase for a rental period, and in other cases for as long as Leap Motion and the Publisher have rights to provide you that Application, to download or stream, in each case, solely as expressly permitted by Leap Motion via the Airspace Store and subject to the restrictions set forth in these Terms , copies of the applicable Application to your computer, and to view, use, and display the Application on your computer or as otherwise authorized by Leap Motion for your personal, non-commercial use only.

No Public Performance. You agree not to display content contained in Applications in whole or in part as part of any public performance or display even if no fee is charged (except where such use would not constitute a copyright infringement). Use of a tool or feature provided as an authorized part of the Airspace Store is permitted, provided that as you use the tool or feature as specifically permitted and only in the exact manner specified and enabled by Leap Motion.

Sale, Distribution or Assignment to Third Parties.You may not sell, rent, lease, redistribute, broadcast, transmit, communicate, modify, sublicense or transfer or assign your rights to Applications to any third party without authorization, including with regard to any downloads of Applications that you may obtain through the Airspace Store.

So if purchased on a non-school account this would constitute redistribution to a 3rd party

Sharing.You may not use Applications as part of any service for sharing, lending or multi-person use, or for the purpose of any other institution, except as specifically permitted and only in the exact manner specified and enabled by Leap Motion.

This is a problem in a networked multi-user environment

We were allowed to install the drivers but not any of the apps, which makes it all a bit anticlimactic. So, with five days to go until D-Day, I assembled this text in a google doc and sent it to them on twitter as well as emailing them through their website support service. Nil response. So 24 hours later, I tweeted them again stating my deadline in the tweet. Here’s a storify of the convo if you’re interested:


The result is a simple addendum to the EULA sent as an email attachment with a request to fill in the details of my school and return for them to sign and return to us. The list of apps we are allowed to use are:

  1. Touchless for Windows
  2. Touchless for Mac
  3. Flocking
  4. Lotus
  5. Kyoto
  6. Block 54

I do not have permission to share the addendum here. To summarise, it states an agreement to use the Leap Motion device and associated software in a multi-user school environment with only the above apps. #forthewin

Many thanks to the support of @PatParslow, @DannyNic, @DigitalMaverick and @SimFin. I like to think those few retweets helped motivate the @LeapMotion support team into action at what is a very busy time in their development. And thanks, of course, to the Leap Motion team for being flexible, responsive and helping us secure legit usage at school and making such a great piece of kit! I’ll write a review of the device itself when I have had spent some more time using it.

Twitter for teachers: CPD

I just sent the text below as an email to all teachers at my school. I feel rather stupid doing it, like I’m blowing my own trumpet or whatever. I wonder if anyone will want to attend? May the farce be with me…

#cleareyesfullheartscan’tlose

tweet tweet

————————————————

Dear all,

I write a little nervously… #bearwith

During the year some of you have expressed an interest in how I use twitter and blogging. Those of you who have had the misfortune to endure my ICT induction session when you arrived at the school will have first-hand knowledge of my unshakable belief that twitter is the best CPD any teacher can have at any level. Why? From my experience it can connect you to teachers all over the world specialising in your subject or discussing teaching and learning and sharing their experiences. I have developed a genuinely valuable network of educators from all over the place. From headteachers to NQTs, professors to consultants, multinationals to entrepreneurs. Twitter is the great levelling playing field upon which many educators, just like you and me, can share and learn.

So, here I take my timid nature in hand, and, on Monday at 16:20, I will be presenting twitter for teachers as I see it (NB: this is not the definitive way because there are many mystical methods to this madness). Venue is ICT2 unless numbers require an alternative, which I very much doubt, but one or two of you might be interested. Please reply to let me know you are coming.

The aim of the session will be to give an overview of what I have done with twitter, answer your questions about twitter, and to try to unveil how you might get started with a twitter account. It is not compulsory. In fact I think we shall call it an unmeeting (I just made that up – it means you can say whatever you like whenever you like and decorum will be maintained by mutual trust).

#suchfun

#nocelebritymediarubbish

Dai

Update: it seems unmeeting is not my creation… http://torchtech.law.nyu.edu/events/it-unmeeting/

Restrict Screen Time: Dr Aric Sigman comes to school

Yesterday, 12/06/13, Dr Aric Sigman came to our school to talk to pupils, staff and parents about various issues, prompted by some difficulties presented by the partially anonymous social media website ask.fm. Sigman specialises in presenting his published work around the world including school talks for PSHEEC covering alcohol, body image, electronic media (screen time), parenting and more. For our school he had been asked to cover all or most of these in a whistle-stop tour of his research. I warn you there may be inaccuracies in this post but I have omitted areas I felt unsure about. It presents a flavour of the overall presentation.

Dr Sigman at school

Dr Sigman at school

Dr Sigman is an articulate and charismatic speaker and all our audiences enjoyed his presentations and many felt inspired, or at least had their interest piqued, by what he had to say. The over-arching message he left was that, for young people (<19), recreational screen time (gaming, videos, social media) is averagely at 6.1 hours per day and should be limited to 2 hours. The argument is presented with a research evidence-base about the chemicals that are released in our brains from specific activities and that too much passive screen time that does not stimulate good brain development. In fact, it is very possible it is bad for you when your body is going through important growth stages. Among the examples of actual impact that were cited was France banning any television media aimed at <3 year olds; screen time for very young people should be kept to an absolute minimum.

I photographed many of Sigman’s slides but he challenged someone filming him to make sure it was for private use only. His concern was because, if publicly distributed, it may cause a backlash from organisations that want us to be using screens or alcohol more, not less. This made me a little suspicious. If research is robust it can withstand scrutiny and counter-research. Enter Dr Ben Goldacre (props to @simfin for the pointer) who authors badscience.net and was recently invited by the Right Honourable Michael Gove MP to examine how schools might improve the use of evidence to inform practice. Goldacre appears in a Newsnight interview with Jeremy Paxman and Aric Sigman in 2009 where the latter’s report is challenged because it led to Baroness Professor Susan Greenfield, then head of the Royal Institution, making claims that led to the Daily Mail headline: ‘Social websites harm children’s brains‘. The interview is embedded below:

Goldacre grinds his research evidence standards axe regularly. This is partly how he earns his crust, so, take from it what you will.

I was concerned that there was going to be a distorted message being given to my school community. My concern was not unfounded. Sigman clearly enjoyed the fact his work is perceived by many as contentious, and he let the audience know he was being invited by governments and the like to address important people around the world. And that some audiences are more receptive than others because they serve a specific agenda.

I am not in a position to scrutinise the validity of Sigman’s claims, but I wanted to try and make sure that his message was clear. When he says ‘recreational screen time’ maybe people hear ‘screen time’ without the qualifying distinction. I felt obliged to seek clarification in the Q&A sessions. Was he only talking about screen time spent on recreational activities? He was, and added that he only meant passive screen time; Wii games employing physical actions like bowling did not count. It was important to me to make sure that the audience were very clear that screen time for learning does not contribute to this process. Sigman aligned reading a book to stimulating imagination about sensory perception in the mind. This was a complex process deemed healthy for the brain, and, therefore, ‘kindles’ (for which I think yo can substitute ‘reading on any device’ since the introduction of kindle fire). The chemical release can be stimulated from reading on a computer or working on research or an essay. Obviously, there are a lot of grey areas here (some research is watching YouTube etc.) and Sigman stipulated that recreation meant gaming, youtube and social media. He also asked the audience to imagine hunting and similar activities that caused stress hormones and cortisone to be released back in the early days of our development. Our bodies are designed to release these chemicals during physical exertion but playing the adrenaline inducing first-person shoot ‘em up will cause the same chemical release whilst the recipient is relatively motionless.

Is this pseudo-science? Well I don’t really know. Sigman substantiated his claims with research. He did not permit his slides to be published but I can publish all the sources I managed to capture. This is the last of what I have to say on the matter other than a couple of Year 9 boys approached me today to let me know their Mum’s had removed their gadgets as soon as they got home. We all have to learn how to manage our screen time. I’m not convinced Dr Sigman has all the facts in his presentation. I hope he has not set fear alight in our parents and teachers. I guess a passionate and urgent message is always a danger with showmanship spotlight research presentations. My feeling is that we need more dispassionate research to unravel this evidence base, similar to that Goldacre has bothered to assemble on his website. Maybe we may see another analysis of Sigman’s work by Goldacre. After all, it seems to be a hobby of his.

Below is a sample of his quotes that I managed to note; many are missing.

————————————-

Salivary Cortisol in Relation to the Use of ICT in School-Aged Children. Wallenius (?), M., et al (2010) Psychology, 2010, 1, 88-95. ‘Adolescents rarely describe gaming and surfing in the Internet as stressing activities but, instead, as a way of passing time, getting experiences, and social communication.’

The World Unplugged, (2011) University of Maryland. 1000 students in 10 countries on 5 continents. Study to give up tech for 24 hours. ‘A clear majority in every country failed.’ ‘many students employed the rhetoric of addiction, dependency and depression when self-reporting their reactions to going unplugged for 24 hours… many students also reported both mental and physical symptoms of distress.’ ‘they physically craved the actual devices themselves.’

American Journal of Drug Alcohol Abuse (2010) 10.5% change in dopamine release ‘in the caudate after playing a motorbike riding computer game.’ ‘Computer game playing may lead to long-term changes in the reward circuitry that resemble the effects of substance dependence.’

Microstructure Abnormalities in Adolescents with Internet Addiction Disorder (2011). ‘multiple structural changes’ deep within the brain. ‘several small regions in the brain were smaller, in some cases as much as 10 to 20 percent.’ Surface-level brain matter appears to shrink according to how long you’ve had ‘internet addiction’.

American Journal of Geriatric Psychiatry (2009). Surfing internet – areas of the brain associated with empathy showed virtually NO increase in stimulation. ‘Young people are growing up immersed in this technology and their brains are more malleable, more plastic and changing. As the brain evolves and shifts its focus towards new technological skills, it drifts away from fundamental social skills.’

Mirroring Others’ Emotions Relates to Empathy and Interpersonal Competence in Children. Pfeiffer et al. Neuroimage (2008). ‘stimulated by face-to-face interaction.”stimulation related directly to children’s: level of empathy; social skills.’

Meta-analysis of 72 studies 1979-2009 by University of Michigan, May 2010. ‘College kids today are about 40% lower in empathy than their counterparts of 20 or 30 years ago’ ‘We found the biggest drop in empathy after the year 2000… 1) The increase in exposure to media during this time… 2) Recent rise in social media.’

Couldn’t see the source of this but here it is anyway, discussing mental health: ‘Children’s Screen Viewing is Related to Psychological Difficulties Irrespective of Physical Activity: ‘Children who spent [more than] 2 hours per day watching television or using a computer were at increased risk of high levels of psychological difficulties and this risk increased if the children also failed to meet physical activity guidelines. … Limiting computer use and television viewing may be important for optimal well-being for young people.’

Facebook Depression, American Academy of Pediatrics (2011) Guidance for the Clinician: The Impact of Social Media on Children, Adolescents, and Families: ‘Facebook depression … develops when preteens and teens spend a great deal of time on social media sites, such as Facebook, and then begin to exhibit classic symptoms of depression.’

Increase in Loneliness, Children Talking to Childline about Loneliness report by NSPCC (2010): ‘Among boys: 500% increase in calls about loneliness from five years ago.’

Computers in Human Behaviour, Kirschner & Karpinski (2010): ‘Three-quarters of the Facebook users said they didn’t believe spending time on the site affected their academic performance….’ But Facebook users’ grades were 20% lower.

Harvard Medical School (2012) did a systematic review of parental interventions on screen time: 29 studies ‘achieved significant reductions in TV viewing or screen-media use.

 

 

 

 

My Twitter workflow – diigo and evernote

Often I receive puzzled looks when I say the word twitter. And I think I understand why. But maybe I don’t. It’s hard to see why non-tweeters are non-believers. Also, many twitter users I know do not use the service like I do. So, for tweeters and non-tweeters alike, I thought I’d explain my twitter workflow.

  1. I read tweets during incidental/transtion moments unless I am following a hashtag for a conference or something that has piqued my interest.
  2. A link grabs my attention and I follow it.
  3. I like what I see/read and want to save it somewhere to recall it later (for me that’s evernote or diigo bookmarks)
  4. I retweet it using the *quote tweet* option, including some #hashtags that will turn into #tags in my bookmarks. [NB: quote tweet does not exist on twitter's web app, but on it's mobile app as pictured below, and on major twitter clients like hootsuite]
  5. It saves into my diigo account (using packratius). [NB: I used packratius first, then switched to ifttt but they stopped doing it - can't remember how I do it now but packratius works]
  6. The last slide in the deck below shows diigo and evernote integrated into my google searches on chrome – pretty nifty when you are retrieving material at a later date.

No slides? Click here.

This makes sense to me because, if I want to save it, then it is likely that some people who follow me would like to see it as well. Some fellow tweeters favourite their tweets to save them to evernote or their bookmarking service or for future reference. But this model works well for me. I pay careful attention to the tags so I can retrieve the material when I come to do some work in that area. You need to be careful with tags. It’s not as obvious as you might think. Develop a consistent approach and stick with it. For example, if you are researching ipads and save lots of ipad links, the tag ipad will quickly have dozens of results which don’t help you much. Here is where tag combinations come into play: e.g. #ipad #app #geography.

If I want to read/watch the content in more detail later, I also include @myen (how to) in the retweet so it saves into my linked evernote account. This will put the tweet into my workflow from where I will process it. [NB: If I retweet a link it always saves in diigo, whether I want it to or not.] The slide deck below shows tweeting to evernote.

No slides? Click here.

If you do it differently, let me know. Always good to share how we get things done.