kitchen table math, the sequel: Time to sell SAS stock?

Friday, October 5, 2007

Time to sell SAS stock?

(If I had any, that is; all my money's in Vangaurd index funds, so I wouldn't be able to get rid of it even if I wanted to).

It appears that its CEO doesn't quite have a firm grasp on logic:

Countries like China, India, and Korea have invested heavily in education over the last decade. They are now producing more scientists and engineers than we are...

Sounds about right - so he's going to call for us to invest in rigorous math & science programs like they've got in China, India, and Korea, right?

...Today’s generation of kids is the most technology savvy group that this country has ever produced. They are born with an iPod in one hand and a cell phone in another...

...Their world is one of total interactivity. They’re in constant communication with each other, but when they go to school, they are told to leave those “toys” at home. They’re not to be used in school. Instead, the system continues teaching as if these kids belong to the last century, by standing in front of a blackboard.


Ah. In short:

1. America has a shortage of scientists and engineers.
2. China, India, and Korea have a glut of scientists and engineers.
3. Therefore, we need a completely new and revolutionary teaching method to teach math & science, unlike the traditional, content-heavy systems employed by the Chinese, Indians, and Koreans.

Brilliant!

To be fair, he does appear to have some bad inputs which are screwing up his conclusions ("Education has not changed, and that’s a problem. It was a good system when I came through, but today’s kids have changed, and that’s the part that educators are not realizing."), but identifying bad input is a pretty fundamental part of any IT project.



Catherine here, parachuting into Independent George's post --

For months I've been meaning to put up a link to de Havilland Blog's post about Frederick Hess's article on how business people can help education.

I'm glad I didn't get to it, because this is where it belongs.

I think Hess has a second article on this subject....will drop in the link if I find it.

from the article:

Two titans of the new economy—founders of Apple and Dell—clashed at an education conference earlier this year in Texas. Steve Jobs and Michael Dell were discussing technology and school reform when Jobs disturbed the usual pallid comity of these sorts of events. “What is wrong with our schools in this nation,” he said, “is that they have become unionized in the worst possible way. This unionization and lifetime employment of K–12 teachers [are] off-the-charts crazy.”

Jobs elaborated, “What kind of person could you get to run a small business if you told them that, when they came in, they couldn’t get rid of people that they thought weren’t any good? Not really great ones, because if you’re really smart, you go, ‘I can’t win.’”

Dell responded that unions were created because “the employer was treating his employees unfairly and that was not good. So now you have these enterprises where they take good care of their people. The employees won. They do really well and succeed.”

[snip]

The hostility that greeted Jobs’s comments is familiar to business leaders who get serious about school improvement. The education establishment is happy to take corporate America’s money and in-kind support, but is ultimately skeptical of business.

The sense I get is that American businessmen and women, overall, in their many forays into education reform, have operated as boosters, loyalists, and fundraisers.

I'm with Hess. American business needs to change its model, or get out of the way and let people who enjoy political work -- or who don't enjoy political work but can't help themselves, as the case may be -- do their thing.

It's easy to give money when you've got it.

It's hard to go up against entrenched power.

14 comments:

Instructivist said...

"Today’s generation of kids is the most technology savvy group that this country has ever produced. They are born with an iPod in one hand and a cell phone in another. They’re text messaging, e-mailing, instant messaging. They’re on MySpace, YouTube & Google. They’ve got Nintendo Wiis, Game Boys, Play Stations."

I don't get this mindless fascination with gadgets. Any moron can write not even semi-literate text messages and instant messages.

Elsewhere http://en.wikipedia.org/wiki/Cary_Academy I read that this selfsame CEO founded an academy that has the brilliant idea of switching to Tablet PCs:

"Cary Academy was founded by James and Ann Goodnight and John and Ginger Sall. Dr. Goodnight and Dr. Sall were co-founders of SAS Institute. As such, the school places a heavy emphasis on the use of technology in the classroom.[1]. Starting in the 2006-2007 school year, the school will transfer to Tablet PC for all students."

This will do wonders to handwriting. I can't recognize even my own signature when I write on those UPS or credit card tablets in stores.

But the academy http://www.caryacademy.org/Academics/Index.html gives "students the opportunity to take risks in learning..."

Catherine Johnson said...

I don't get this mindless fascination with gadgets.

ditto

ditto, ditto, ditto

My district is GROANING with gadgets, not one of which is reliable, and all of which require endless rounds of installation, teacher-training, $400 dollar light bulbs, and etc.

Meanwhile we do not have books.

Not to speak of.

They took shelves out of the library (I am told) in order to make it look less book-free.

Parents at the 4-5 school are holding a bake sale to raise money to BUY books.

AND: we're seeing writing assignments coming home from the high school that involve finding historical information ON THE INTERNET.

i.e.: THE STUDENT DOES NOT HAVE A BOOK TO READ ABOUT THE PERIOD IN QUESTION

Catherine Johnson said...

This reminds me that I have yet to link to Brett's post about business people and their many interventions into education....

Anonymous said...

"...Today’s generation of kids is the most technology savvy group that this country has ever produced. They are born with an iPod in one hand and a cell phone in another..."

So what? Being able to use a cell phone, an iPod, etc. does not make you an electrical engineer anymore than knowing how to drive a car makes you an automotive engineer.

If you think about it even knowing how something works does not make you an engineer or even makes you want to be an engineer. My buddies and I used to work on our cars when I was in high school and of the 6 or 7 of use who used to hang out and do the work only two of us went on to be engineers.

I am willing to bet large amounts of money that only a small percentage of cell phone users have any inkling of how they work. You don't have to know and you don't have to be an engineer to use one.

His statement is illogical and does not advance in any way a solution to the problem of the U.S. not producing enough engineers.

Anonymous said...

I'm also sure that he wants highly trained, highly educated workers to pay minimum wage.

First, I agree with the above points--his logic is questionable, to put it most charitably. But let me add the following as a) someone very tech-savvy--I only use computers that I personally build, b)as a teacher, and c) as a recipient of federal grant money for technology: technology is at best just another tool for teaching, no more or less effective than simple chalk (my personal favorite "tech"). It does not work miracles, it does not make students learn who otherwise wouldn't/couldn't except in some very special cases, and it does not dramatically deepen understanding. The best thing for me, personally, is that as part of both my world civilizations and (especially, since it's a major part of the curriculum) AP European history course it is far, far easier to look at and discuss artwork than ever before. Slides were expensive and cumbersome; books didn't cut it, but artchive.com is a joy to use in class. Google Earth is nice for working with geography, since it's a virtual globe and since you have everything from local to global scale. There are a few other situations like these. But these are evolutionary, not revolutionary, changes. And in the long run, I am not sure the benefits merit the incredible expenditures to purchase this equipment.

The research, or should I say "research", hardly tells us much because it's heavily anecdotal or based on surveys of kids: News flash! Kids love playing on computers! Wow! (As an aside, it's the same kind of research that emphasizes collaborative learning,. Kids always report back that they enjoy sitting with their peers talking while the teacher is away, pretending to not understand when the teacher comes by so they can justify their lack of progress, and then relying on the "smart kid" to do all the work for everybody else or simply doing it on their own at home. How many teenagers WOULDN'T like such an arrangment?) Basically, the research really tells us this: most of the students using technology are probably "playing" with it rather than using academically.

I also fear that increased technology use drives silly ideas like project based learning. I hate "project based learning" because I don't really care to find out what a student can do with unlimited time and resources, nor do I care to find out what their parents can do for them. I don't know what a student is learned from a PowerPoint, or a tri-fold display. Projects never seem to lead to any retention. Projects BASED on learning already accomplished are fine, but as a method of learning, it's like starting to build a house with the roof first. Needless to say, this notion is wildly popular.

Cliffs versions: Technology nifty in specific areas, not revolutionary, its research base is probably a joke (go figure!), may reinforce silly ideas.

Anonymous said...

Pardon the typos in the above.

Catherine Johnson said...

technology is at best just another tool for teaching, no more or less effective than simple chalk (my personal favorite "tech")

THANK YOU

THANK YOU

I'm reasonably tech-savvy -- certainly as tech-savvy as any 15 year old with an iPod.

I can't for the life of me see the quantum leap over chalk a SMART Board is supposed to be.

That said, I like SMART Boards; I like the cheaper equivalent even better (screen, laptop, projector).

I'm having fantasies of teaching a Kerrigan Writing to the Point course using such technology, which would allow you to write a paper together with a class, using the screen.

That would be extremely helpful; I think it's possible you could see a measurable increase in learning.

But you wouldn't see a miracle.

Catherine Johnson said...

I don't know what a student is learned from a PowerPoint, or a tri-fold display.

God, how I loathe tri-fold displays!

Actually, that's not quite right.

Until last spring, I had never heard of a tri-fold display.

I actually made my own out of a cardboard box, then scotch-taped C's Battle of Gettysburg Timeline onto it for the Civil War Museum.

Looked like hell.

When I got to the Museum, I discovered that all the other parents:

a) knew what tri-fold displays were, and
b) knew where to go to get one

Catherine Johnson said...

evolutionary, not revolutionary, changes

YES YES YES YES YES!!!!!

That's it, exactly.

Catherine Johnson said...

So what? Being able to use a cell phone, an iPod, etc. does not make you an electrical engineer anymore than knowing how to drive a car makes you an automotive engineer.

People are off their rockers.

Anonymous said...

There is not only high-tech innovation, but also low-tech innovation. Here is how to learn math and reading at taxpayers expense (the "tutoring" provision of NCLB);

Reply to: job-441029146@craigslist.org
Date: 2007-10-05, 2:35PM CDT


Teach students math and reading while having tons of fun!

Instructors are needed for afterschool programs throughout the Chicagoland area. Orion’s Mind teaches math and reading skills to children in grades 1-8 through hands on activities. Students run, jump, sing, act all while improving their math and reading skills!

Tex said...

Kids always report back that they enjoy sitting with their peers talking while the teacher is away, pretending to not understand when the teacher comes by so they can justify their lack of progress, and then relying on the "smart kid" to do all the work for everybody else or simply doing it on their own at home.

As the parent of a “smart kid” teenager, this is one of the best descriptions of group learning that I’ve ever read.

Brett Pawlowski said...

Thanks for highlighting the Hess article - it's a great piece. Coincidentally, I just spoke with Rick for the first time on Friday - I invited him to keynote at a conference I'm holding next year, and he'll be concentrating on the arguments in that article. Should be great!

Catherine Johnson said...

That'll be great!

Will he also touch on the issue of businessmen taking over urban school systems and hiring Columbia Teachers College to run the thing?