1. EdTech Austin
The Great Debate:
Technology & Systems
27 May 2015
@HalSpeed @TACSEd

2. Jobs Shifting in the Digital Era
2
Agrarian Workers
(farmers) Industrial Workers
(manufacturing) Creative/Digital Workers
(knowledge & technology)
Source: Richard Florida, Rise of the Creative Class (2002) and Dan Taylor (2013)

3. Index of Changing Work Tasks in the U.S. Economy 1960-2009
3
Source: http://content.thridway.org/publications/714/Dancing-With-Robots.pdf
IndexValue:1960=50

4. The Cone of Learning Experience
4

5. 5
Source: http://www.hippasus.com/rrpweblog/
Source: http://www.litandtech.com/2013/11/turning-samr-into-tech-what-models-are.html
Not Simply a Technology Problem

6. A Systems Problem
6
Inertia
Hysteresis
Habits
Reminder
RoutineReward

7. State Government
Principals and Administrators
Teachers & Counselors
Elementary
School
Middle
School
High
School
Post-
Secondary
School
Federal Government
Community
Citizens
Parents
Employers
Students
Public Education is a Complex System
7

8. 8

9. 9

10. Source: http://www.weforum.org/reports/new-vision-education-unlocking-potential-technology
10
to Know to Valueto Act

11. Source: http://www.weforum.org/reports/new-vision-education-unlocking-potential-technology
EdTech Opportunities
11

12. 4. Digital/ICT Literacy
Ability to use and create technology-based content, including finding and sharing
information, answering questions, interacting with other people and computer
programming
12
ICT – information and communications technology

13. TACSE Objectives
13
“Traditional” CS
Students
Everyone Else,
the
“Digitally Illiterate”
Digital Jobs
Everyone Becomes
“Literate” in the
Digital Society
1B
1A
Teach every
student the
foundational
understanding of
computer science
Increase
the number
of students
pursuing digital
careers

14. 14
Computer Science

15. 15
Computer Programming

16. 16
Software Implementation

17. 17

18. 18

19. Texas Teacher Certification: Computer Science 8-12
0
100
200
300
400
500
600
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015*
Annual New Net Total
19
Source: https://secure.sbec.state.tx.us/Reports/prodrpts/rpt_edu_tchr_prod_counts.asp
* Sept 2014-Apr 2015, all other years Sept-Aug

20. Texas Teacher Certification: Computer Science 8-12
0
200
400
600
800
1000
1200
1400
1600
1800
2000
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015*
Annual New Net Total
20
Source: https://secure.sbec.state.tx.us/Reports/prodrpts/rpt_edu_tchr_prod_counts.asp
* Sept 2014-Apr 2015, all other years Sept-Aug

21. TEALS
www.tealsk12.org
 TEALS (Technology Education And Literacy in Schools) is a
grassroots program that recruits, trains, mentors, and places
high tech professionals from across the country who are
passionate about computer science education into high
school classes as volunteer teachers
 TEALS volunteers team teach with ISD teachers
 Teach introductory or AP computer science
 Embedded PD that builds teacher capacity
 Now recruiting volunteers for Austin
21

22. Join us for the next TACSE MeetUp
Wednesday June 10th
www.tacse.org
22

23. 23
Productivity
Grows
Wages
Increase
Workers Buy
More
Companies
Hire More
Tax Revenue
Increases
Government
Invests More
Workers
Better
Educated
Economy
Expands
Virtuous
Cycle
Source: Inequality for All

24. The Cyber Revolution
A new era of production has begun. Its principles of organization are as
different from those of the industrial era as those of the industrial era
were different from the agricultural. The cybernation revolution has
been brought about by the combination of the computer and the
automated self-regulating machine. This results in a system of almost
unlimited production capacity which requires progressively less human
labor. Cybernation is already reorganizing the economic and social
system to meet its own needs.
24 Source: http://scarc.library.oregonstate.edu/coll/pauling/peace/papers/1964p.7-01.html

25. Program or Be Programmed
Digital technology is programmed. This makes it biased toward those
with the capacity to write the code. In a digital age, we must learn how
to make the software, or risk becoming the software. It is not too
difficult or too late to learn the code behind the things we use—or at
least to understand that there is code behind their interfaces.
Otherwise, we are at the mercy of those who do the programing, the
people paying them, or even the technology itself.
25 Source: Douglas Rushkoff, Program or Be Programmed