Do I Dare Disturb the Universe?

Scott McLeod recently shared 13 tools he couldn’t live without. Here are 12 of mine and 2 honorable mentions.

iPhone – I know there was a world before the iPhone, but I prefer not to think about it. Increasingly, I use it more and more around the house in lieu of my laptop if all I’m doing is Tweeting or reading my RSS feeds.

My iPhone

Google Docs – Almost everything I write at least begins life as a Google Doc. Sure, it may end up in Scrivener or Pages for fine-tuning or formatting when it’s ready to be published, but for just getting something down “on paper” it’s tough to beat GDocs.

Gmail – Other than my work email (FirstClass. Blech.), all of my various email accounts are managed in a single Gmail account. I’ve been a Gmailer since it debuted (2004?) and can’t imagine not having it.

Fever – My RSS reader of choice. We all have “top-tier” feeds that we never want to miss and “lower-level” feeds that we read if time allows. Plus, how guilty do you feel when you have “713 unread” in your Google Reader? Fever is a single-user web app that you run on your own server. Basically your top feeds or daily reads are “kindling” and your secondary feeds are “sparks.” The sparks are kept out of the main view and there’s no nagging “unread feeds” indicator so you can ignore them guilt-free.

My Fever homepage / 92 feeds and zero clutter

Why have sparks at all, then? Here’s where Fever gets interesting… There is some magic algorithm that monitors all your feeds for common topics or links and then gives you a “temperature reading” of the hottest topics and links in all of your feeds. So – for once – it is actually BETTER to subscribe to more feeds as they’ll provide the sparks. Then for daily reading you just cruise through your kindling. There is also a web-based iPhone version (no native app) that looks as good as the full browser-based version. Geek Note: As mentioned above, you have to run Fever on your own server or hosted web space. There is some setup involved, but it took me less than 15 minutes. After that I was able to import my OPML from Google Reader and I’ve done zero maintenance since.

TweetDeck/Tweetie 2 – As I’ve mentioned before, Tweetie for the iPhone and TweetDeck for the desktop.

iTunes – I’m a music fanatic. I have music on constantly when I’m at my desk.

Adium/iChat – Indispensable. I wish more of my colleagues were on AIM or GTalk. I use Adium mostly because it keeps my contacts all in one list. iChat, on the other hand, supports video chatting.

Quicksilver – “Act without doing.” When I sit down at a Mac without QS, I am immediately lost.

Firefox – It’s a little pokey lately, but my plug-ins don’t work in Safari.

Skitch – This was an easy one to almost forget, but I use it at least 2 or 3 times a week. Someone wants to know what settings to use in Adium or where a certain preference is located in our district email client. Instead of writing, “Open Preferences. Click the ‘Accounts’ tab. Find the box for SSL and check it. Then enter ‘443′ in the ‘ports’ field…” it’s easier to just pull up my settings and use Skitch to make a screen capture.

Dropbox – Provides access to your stuff from multiple computers as well as the peace of mind to know that your stuff is backed up in the cloud should your hard drive take a dirt nap.

ActionMethod – The best task and project manager I’ve used in a long time. Complete with an iPhone app. After trying many, many other apps this is the only one that works like I think. Plus, there are nifty paper products to complement your online setup.

Honorable Mention:

Evernote – The place to dump everything that has other place to go. Scans of receipts, software licenses, anything.

Caffeine – Not an “every day” application, but it’s nice to have when you need it. Click on the coffee cup in your task bar and it fills up. Now your display won’t go to sleep. Ever. Very useful if you’re presenting. Saves you the embarrassment of being in the middle of a presentation when your display goes to sleep or your screen saver comes on.

When I first saw the video of Ken Robinson talking about creativity, I sat and nodded my head in agreement. Most of the people I show it to do the same thing. But then most of us go back to business as usual.

Is our current educational system even capable of addressing an idea as nebulous as “creativity?”

Do we employ creative teachers? Creative leaders? Is it even a trait that we value when we interview prospective teachers or administrators?

Do we have students who think of themselves as being creative?

I’ve said out loud before, ‘You know – I’m just not a very ‘creative’ person.” It’s taken me a long time to realize that what I really meant to say was, “I’m not really good at drawing things.” Because when we talk about creativity, that’s the first place a lot of our minds go: the fine arts. Sometimes we extend that into writing classes, but we rarely envision students being creative in Physics or Calculus.

Fortunately for us, though, Albert Einstein didn’t view math and science as a series of chapters in a textbook. He didn’t think that doing math meant doing “1-35 odd.” He didn’t have “science time” during which he thought about the Theory of Relativity followed by “math time” when he calculated how many dimes and nickels he had if he had 13 coins and 95 cents. His most important discoveries and theories came from having time to just sit and think and play with the interactions of multiple disciplines.

And Einstein knew how to have an idea and take action to push it forward; to focus on moving from vision to reality.

I like Ken Robinson’s definition:

Creativity means having original ideas that have value.

I would also add that it’s about knowing where to go from there. It’s about ignoring — just for a moment — the impulse to tell yourself, “That’s stupid.” Of course, not every idea deserves all that attention, but for those that do we need to know what to do next.

from "Indexed" by Jessica Hagy

So I’m wondering a lot lately about how we can provide time for educators and students to just sit and wonder. Or play.

I know, I know. We would allow kids more time to be creative if it weren’t for [standardized tests, behavior, curriculum, attendance]. I know the barriers because I live within them, too.

But given all that, how we can support teachers, leaders, and kids learning how to make their ideas happen?

from "Indexed" by Jessica Hagy

I think some of us — for fear of being perceived as fundamentalist technology apologists — feel the need to qualify statements about particular hardware or software with the phrase, “It’s not about the technology…”

I should know. I’m one of them.

It’s about the learning, certainly. And the technology that supports that learning. But if the goal is to create a collaborative, networked space for learning then technology and the Internet are necessary catalysts.

I’ve become increasingly reliant on certain online tools to get things done at and away from my desk. From my task list in Remember the Milk to our Web-enabled classroom walk-through instrument to the Google Docs I use to collaborate with colleagues, sometimes the best solution requires Web access.

I, for one, am spoiled. I’m so used to ubiquitous access to the web whenever and wherever I need it that I take for granted that it will always just be there. I’m stopping short of an of existential crisis here; I’m not “re-evaluating” my choice of tools. I like my tools and they work for me 99.9% of the time.

I’m just pointing out how amazing it is that in a relatively short time we’ve come to a place where, when the technology doesn’t work as intended, we’re paralyzed.

I know. I’m hilarious. But it’s a good question, right? We wouldn’t think of keeping campus open if the indoor plumbing suddenly stopped working, would we?

Argue all you want that we shouldn’t be so dependent on tools that live “in the cloud,” but having access to them has become de rigueur in my world.

This begs the question (for me, at least…) of how this little temporary outage affected our students. Was it business as usual, or were classes interrupted by the inability to access resources? This certainly isn’t a value judgment — there are fantastic traditional lessons and really horrendous online ones — more of a general wondering. If technology tools have become as embedded as we’d like them to be, I would hope this would be evidenced by at least some disruption in the day’s activities.

If class had been temporarily shut down due to lack of online resources, think of the amazing teachable moment. What better opportunity to make sure students have the interpersonal, social tools they need to collaborate with people who happen to be in the same room.

I made this because I saw this and this on the same day. Then I saw Scott was having a contest, but the deadline had already passed.

Then Dan made this and I got re-inspired. Plus, I hate getting beat at my own game.

So I made this.

Because I don’t like to be left out.

[I posted this on LeaderTalk earlier today.]

I had a whole post ready for my “official” LeaderTalk day last Friday but in the end I just couldn’t bring myself to click “Publish.” I was a little frustrated when I wrote it and I think it needs to simmer for a bit before it’s ready for prime time.

Fast-forward to this morning and a great keynote from Karl Fisch about literacy in the 21st century. Karl said a lot of great things and challenged the thinking of a lot of people in the room. This led to some great conversations throughout the morning and throughout the day.

But Karl’s talk got me thinking about my “unpublished” post. I’ve been spinning a lot of half-formed thoughts around in my head all morning and this is my attempt at putting them together in some quasi-cohesive form.

Most of us reading LeaderTalk and publishing our blogs are basically in agreement that school, in its current iteration, leaves something to be desired in terms of its ability to meet the individual needs of students in a way that doesn’t look like an assembly line. Though the methods proposed to address this deficiency vary from blog to blog and person to person, there isn’t a lot of disagreement that something needs to change.

The question I’m left with, then, is that with all of this ideology around how things should look, and all these great conversations “out there,” how do we carry these conversations back to our schools? If we (the schools) are supposed to “be the change [we] want to see in the world,” then how do we start talking about this change at the micro level in one school?

More pointedly, how do we have a real discussion about these real ideas that doesn’t somehow degenerate into (a) “If the school/district would buy me a projector/computer/document camera, then I could do this stuff,” or (b) “Let’s talk about tardy policies and consequences for cell phone use…”?

Is this the majority of teachers? Probably not. Are these equipment and policy issues important? Sure. Are they the most important? Not to me.

Nonetheless, I would love to get beyond them in a way that doesn’t sound like I’m minimizing the concerns of the teachers for whom these are the Big Issues Of The School.

My struggle right now is trying to frame these big ideas in a simple, straightforward way that is accessible to everyone and doesn’t alienate any particular group of teachers. On the other hand, part of me feels like waiting around for buy-in from everyone means we’re wasting a lot of time when we could be moving ahead.

I guess don’t have a lot of answers, but I sure have a lot of questions.