Edu-Entrepreneurs And Lobbyists Flood Cuomo's "Smart Schools" Forum

Not a surprise - that "Smart Schools Commission meeting" I blogged about earlier was filled with edu-entrepreneurs and corporate lobbyists looking to feed off the public trough:

Rather than being filled solely with educators, many of the roughly 100 people who came to a Smart Schools Public Symposium earlier Monday were lobbyists and representatives of telecoms, networking companies, software and hardware providers as well as other businesses that service the Internet and its digital economy.

That’s because the symposium came amid the knowledge that voters this fall will decide on a $2 billion bond referendum which Gov. Andrew Cuomo has gotten on the ballot to, if it passes, modernize the state’s school buildings.

If the bond passes, these companies will be competing to equip schools with the latest broadband wiring and all that goes along with it.

And check out all the fun jargon, buzzwords and other bullshit Cuomo highlighted in his press release:

The Smart Schools Commission is charged with advising the State on how to best enhance teaching and learning through technology. The Governor instated the Commission in spring 2014 in order to reimagine New York’s public schools for the 21st Century. Access to advanced technology fosters a more interactive and personalized classroom experience while facilitating increased communication between parents, students, and teachers. Embracing innovation in education is an important step towards helping New York’s students gain the skills they need to succeed in the 21st Century economy.

...

The five experts highlighted to the Commission and community members the need and ability to: enrich the in-classroom learning experience by incorporating the use of tablets, laptops and smartphones; extend preparation for student instruction by using web-based software accessible at home, increase communication between the instructor and student’s guardian; provide more descriptive academic progress reporting; and to support these changes, build a robust network of high-speed broadband and wi-fi connectivity throughout New York’s public schools and communities. Challenges that the panel encouraged the Commission to address include the difficulty of providing broadband access to rural regions of Upstate New York and the initial implementation of new technology in the classroom.

In short, lots of yummy yummy taxpayer-provided funds for Cuomo's corporate criminal friends to gobble up - all so that we can envision and create "The Classroom of Tomorrow" today.

Sounds like the kind of claptrap I used to see hawked in "Tomorrowland" in Disney World when my parents took me there in the 70's.

Here's an idea - how about we create the "Classroom of Yesterday" when students used to read books, engage in discussions with peers and teachers and, golly, not stare at a freaking computer screen all day?

Nahh - no money to be made off that.

Because that's what this is all about, of course - funding a whole bunch of giveaways to Cuomo's corporate buddies and edu-entrepreneur friends while making believe he's "improving schools"!

The "Unintended Consequences" Of The Common Core And The Education Reform Movement

An editorial from the New Hampshire Union Leader:

Kids and cursive Common Core fallout

Unintended consequences are beginning to sprout in the wake of U.S. education decisions.

For one thing, there is the move to do away with any concentration on handwriting other than in kindergarten and first grade. For another, there is the federal overreach on common standards.

A lengthy New York Times report last week on research done elsewhere says that a lot more than the ability to write in cursive is at stake regarding the scrapping of handwriting. Several studies have shown that handwriting engages portions of the brain that a keyboard does not.

"When we write, a unique neural circuit is automatically activated," said a French psychologist. "There is a core recognition of the gesture in the written word, a sort of recognition by mental stimulation in your brain. And it seems that this circuit is contributing in unique ways we didn't realize."

"Learning," said Stanislas Dehaene, "is made easier."

"When learning to write by hand," the Times noted, "children better generate ideas and retain information."

Who would have thunk it?

Don't think the fuss over "Common Core" standards is any big deal? It happens that those standards include ending the teaching of handwriting after the first grade.
Incidentally, Oklahoma Gov. Mary Fallin signed legislation last week that ends that state's adherence to Common Core.

"It has become very apparent to me that the word Common Core has become a word that is tainted, that is divisive, that has caused widespread concern throughout our state," Fallin said.

According to the Oklahoman newspaper, the standards "were developed in a state-led effort launched in 2009 through the National Governors Association, a group Fallin now heads. Meant to be rigorous and advance critical thinking, they were adopted voluntarily by 45 states and the District of Columbia. Oklahoma joins Indiana in repealing them."

Fallin faulted the Obama administration for using federal funds as either cudgel or reward on the issue, noting that Washington offers financial "incentives'' for those states that, like New Hampshire, go along with the standards.

Perhaps our own state board, which claims no local district need adopt the standards but is making it impossible to avoid them, can try this assignment: Write 100 times, in longhand, New Hampshire can do better than Common Core.

My 11th graders told me this year that they can't seem to write without a rubric and an outline anymore, two items that the Common Core and the Danielson teacher evaluation rubric as practiced in my school specialize in festishizing.

When I asked students to write a personal piece about a struggle they have had and what they have learned from that struggle (a piece that could take the form of either a personal essay, a narrative or poetry), many students said they had difficulty starting because they hadn't written anything creative all year and weren't really reading much in the way of literature or poetry anymore (this is much worse for 9th graders, where they are getting the education malfeasance that is the EngageNY curriculum, but it's still bad at all levels in high school.)

We have been told by the self-described geniuses who brought us the Common Core, the Danielson framework and the other ancillary reforms that go with these that the proof will be there after a decade of reform, that students will be going to college and showing up in their careers ready to do the "rigorous" work the 21st Century workplace will require.

But the consequences from these reforms are showing up already - especially the damage the Common Core and the Endless Testing that goes with it is doing to the emotional health of children.

The Union Leader says these consequences are unintended, but I'm not so sure.

In a country where the economic and social elite seem to want to own 100% of the country, you can see the value in an education revolution that dumbs down most of the populace and does severe emotional and psychological harm to them.

In any case, whether the consequences are unintended, as the Union Leader says they are, or they're intended, as I tend to think they are, the consequences to the reform agenda are showing up already.

The Common Core Generation is going to be a Lost Generation.