It has been almost eight years since I stopped working for the overly-large school district. But that doesn’t mean I’m not interested in what’s happening inside the complex bureaucracy I left behind.
Recently I’ve noticed that Google has been doing a lot of advertising for Chromebook. The devices themselves are made by several different companies, of course, but all of them run the Chrome operating system created and controlled by Google.
The ads make several implicit comparisons with “regular” laptops – faster startup, longer battery life, no viruses – even though Chromebook are not really computers. In fact, they have more in common with 70’s era devices known as dumb terminals.
A long, long time ago, in my first undergraduate programming class, we never got to touch the computer itself. Instead, we had to punch our program into cards, one line per card. The cards were stacked up and delivered to a window in the computer center where someone would feed them into a reader for the machine to process. Two to twelve hours later, we could pick up a printout of the results.
A few semesters later, I took a graduate-level programming class that offered special privileges. I was able to interact directly with the computer through a CRT terminal similar to the one above. It was known as a “dumb” terminal since the device had no computing power of it’s own and simply acted as an input device for the huge machine in a nearby room. But at least I didn’t have to carry around a big box of cards.
Although Chromebooks do have some processing power, their primary function is to act as a window into the web, especially Google’s online applications. Almost all the work is being done by machines located in data centers around the world. The results of all your work are also stored out there in the cloud.
We can debate the relative value of Chromebooks and whether they are good devices to be using in schools (or using at all).
But please don’t tell me that kids with those devices are using computers. And that they have exactly the same capabilities as any other laptop.
When using a Chromebook, you are sitting in front of the modern equivalent of the dumb terminal I used fifty years ago.
The picture is of a dumb terminal very similar to the ones that lined one wall in the computer center at my college. They came in a variety of forms.
You may remember back in March that Apple held one of their events. It was a little different from their usual shows since the focus was on K12 education, featuring new, cheaper iPads, their expensive pencil, and some software.
The usual tech and edtech channels showed up for the presentation, of course, but there were also reports on the regular news channels and even your local stations. Why? Well, because it’s Apple.1
Anyway, the announcements generated lots of chatter among educators I follow on social media. Discussions (arguments?) that largely swirled around the age-old question, what is the best device for education? iPads? Chromebooks? Mac? Windows? Chart paper and crayons (my personal favorite)?
However, that “best” question is totally wrong. It was wrong twenty years ago during the classic Mac vs. PC wars2. It’s wrong today when the selection of devices and software is far greater.
Take a careful look at the products being promoting at the Apple March event. Line them up with competing offerings from Google, Microsoft, and others. Zoom in really close. Notice, that there really isn’t much difference between any of them.
For one thing, most of that technology being sold as “educational” today is far more more about teaching than learning. About controlling devices and access (we can’t have students doing the “wrong” things). And mostly designed to replicate the traditional analog teacher-directed classroom on an electronic device.
Take for example, the Chromebook. It’s fans3 heap praise on the device because it’s cheap, easy to manage, light, great battery life. Did I mention it’s cheap?
All of that is true but above all teachers and IT departments love the Chromebook because it’s a hardware and software system specifically designed to lock down the machine so that students have few options other than following the path laid out by adults. Apple’s Classroom software, a centerpiece of their education event, offers to do the same thing with iPads.
In the same way, Apple’s coming-soon Schoolwork software is little more than a iPad variation of Google Classroom. Classroom, as just about anyone even near a school knows, enables teachers to “easily assign anything from worksheets to activities in educational apps, follow students’ progress, and collaborate with students in real time”.
Except that quote is from Apple’s press release describing Schoolwork. But tell me it doesn’t apply perfectly to Google’s Classroom.
The bottom line is that Classroom, Schoolwork, and whatever Microsoft calls their variation on the theme are not learning tools. They are entirely addressed at classroom management. They exist to distribute lessons and activities and collect the finished products. Lessons and activities that vary little from the paper versions assigned ten, fifteen, thirty, fifty years ago.
Devices from Apple and others didn’t change learning when we first started throwing them into school in the mid-80’s. They didn’t really change teaching either. Flash forward to 2018 and these shiny new products are also having little significant impact on teaching or learning.
And that’s because the basic structure of school hasn’t changed.
The curriculum – what students are expected to know and be able to do when they graduate – is largely the same as it was long before computers entered the picture. The pedagogy – the method and practice of teaching – has been stuck in the mode of teacher-directed information transfer even longer.
We have not re-thought the process known as “school” to take full advantage of the powerful technology teachers and students now have in their hands. Instead we bring in devices and software to “digitize” the familiar and comfortable.
All of which means we are asking the wrong question. Instead of debating the “best” device or class management system, we need to first look at the larger issues of what school should be. At how technology can help students gain an authentic understanding of both themselves and their world.
The image is about eight years old but look around. It won’t be hard to find a classroom with lots of laptops (or Chromebooks) and kids working in Google Classroom.
1. The company still retains some of that Reality Distortion Field, leftover as part of the Steve Jobs legacy. Regardless of the topic, Apple has always done an astounding job of turning their marketing announcements into national news.
2. Spoiler alert: the Mac “lost”. Of course, Apple then went on to become one of the most profitable companies that has ever existed. And the technology that “won” the wars completely failed to “revolutionize” schools. But the Mac likely wouldn’t have done that either.
3. I’ll probably get a lot of hate tweets for this, but in my experience, Chromebook fans are almost as fanatical as those accused of being Apple fan boys.
In a story about Microsoft’s education event this week, Wired made one good point about instructional technology. That had absolutely nothing to do with instruction.
The article’s focus was on the new, simpler version of Windows, called 10 S, that the writer says is aimed at competing with Google’s Chrome OS.
Chromebooks have been so successful because they’re hard to hack and easy for IT people to deal with; Windows 10 S appears to at least try doing the same.
And that sentence offers one primary reason why technology in the classroom is so screwed up: many, if not most, schools and districts make purchasing decisions based on what will make IT happy.
IT wants devices that make their jobs easier, something that is easy to clone, lock down, and control. From a central, remote location, please. The needs and wants of teachers are secondary. And students? Well, we rarely ask them about anything to do with what goes into their education anyway, so their opinion doesn’t count.
Certainly there is a place in schools for Chromebooks and whatever Windows 10 S turns out to be.1 But I strongly disagree that this computing-lite approach is “great news for students”.
Windows 10 S and Chromebooks simply represent one more way to standardize and maintain control over the learning process, while appearing to be forward looking.