When our kids were younger, I spent many hours watching SpongeBob SqaurePants with them.  For me, SpongeBob episodes are not only hilarious but motivational.  In fact, SpongeBob episodes were a big motivator in formulating my vision for what games like ItzaBitza can be – as much fun as watching a SpongeBob episode (particularly if you’ve seen the episode more than two times), while gaining expertise in critical work-life skills like creative thinking and reading comprehension.

We’re not cavemen.  WE HAVE TECHNOLOGY!

My favorite SpongeBob episode is the one in which Mr. Krabs has SpongeBob and Patrick paint the inside of his house, with a strict rule not to get paint on anything besides the wall because the paint is permanent. But they accidentally spill paint on Mr. Krabs’ first dollar.

SpongeBob and Patrick struggle to get the paint off.  Finally Patrick exclaims:

Wait a minute, SpongeBob!  What are we doing?  We’re not cavemen.  WE HAVE TECHNOLOGY!”   Patrick grabs the computer and starts pounding it on the dollar bill.  SpongeBob makes the astute conclusion: “It’s not working.”  REALLY?  Technology for technology’s sake doesn’t solve every challenge?  No kidding.

Creativity – We Have It!  What’s with CAN’T?

Clearly the creators and writers of SpongeBob think very creatively.  And it is wonderful they share their genius with us.  But wouldn’t it be a great thing if our kids were not only recipients but active participants in creating amazing things like the next SpongeBob or creative solutions to ..umm…let’s see…the financial crisis?  The great teachers do it – why can’t all of us ignite our children’s imagination and provide engaging opportunities for mastering critical work-life skills like reading comprehension?

The most fun I have at Sabi is talking with the parents and children who are familiar with ItzaBitza.  Both parents and kids love the way the game brings their drawings to life and the problem solving opportunities found in the game.  After the giggling amazement of watching the kids use Living Ink in the game to turn what they draw to life, parents start to appreciate the approach we took to providing a reading experience that is not only implemented in a way our early readers can succeed, the kids are motivated to read.  Yet when I talk with the parents and kids for an extended period of time, asking them what they like, what they think of their drawings, and other stuff, inevitably I get an “I CAN’T” from the kid.  What?  You’re 5 years old and already you can’t? If a kid THINKS he can’t do creative expression what happens when they are adults and we need them to tackle hard challenges through creative problem solving?  This from the same country that was on a mission when I was a kid to put a man on the moon?

Straight to the Moon!

This was the directive President Kennedy gave us in 1961:

"I believe that this nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to the Earth."

— Pres. Kennedy, May 25, 1961

The section of the John F. Kennedy Presidential Library & Museum website devoted to the space program is a great resource to get inspired by what can happen when $$Billions go to a vision we can get behind versus the current bail-out stories our news hammers out to us e-v-e-r-y—s-i-n-g-l-e—d-a-y.  When imaginations are ignited and challenges bring opportunities.

Can you please tell me what our education vision is?  I get very hopeful as I follow educators on Twitter dedicated to the integration of technology.  When I Tweeted “How are you using technology to improve learning?”  One teacher’s Tweet back totally inspired me “…global collaboration and tearing down the walls of classrooms!  For students and teachers alike!  I followed up with her and asked what technologies she used.  Her answer: “email, nings, wiki.”  I got excited as I envisioned a flat world in which projects consisted of virtual classmates from all over the world.  Each child adding their context and culture to the workflow.  I saw a scenario in my head in which a fifth grade class simulated running a global business using the same Internet tools and business software that I use.

I get very excited when I talk with my children’s computer specialist and find out what positive effects are happening when technology is deployed in their schools.

I get hopeful when I think how the next crop of teachers will have known only a digital lifestyle.

What’s the Vision?

Yet – I am not clear on the vision.  Not the way I was when we were all behind getting that man on the moon.  The 40th anniversary of the moon landing is July 20th, 2009.  I remember being a kid and being very, very proud and stunned that this was happening.  Even with all the distractions – like the Vietnam war – we accomplished a vision set out for us by a man who wouldn’t be there when it happened. The vision was that strong in all of us.

Yes, we have technology.  Yes, we have exceptional teachers and others who are very gifted in how to use them.  Yes, we have a government that “gets it.”  What vision for education we can all rally around like we did 40 years ago when purpose, spirit, creativity, and technology combined forces for a decade and met its goal?

The good news is so many of us share a passion to shape technology – and content running on technology – in ways that bring out 21st century skills.  Whether the skills are about learning how to work in a flat world, or creative thinking.  The good news is 40 years later there are so many social tools that allow us to share what we are doing and explain it in 140 characters or less.

Stop with the CAN’T and Start with Paradigm Shifts

But I can’t help believing a stronger vision that plugs us all in can take those darn CAN’TS out of the thoughts of our children as they realize the power their minds are capable of.

None of these ideas are new or perhaps as paradigm shifting as a man on the moon.  But they’re a start.  How about:

• From 50 to 5 pound backpack in 5 years.  Who cares if it is the Kindle or some other gizmo – clearly lugging text books, insisting on online books being always connected, insisting on tons of supplemental material has past its prime.  Yes we have technology TODAY to address this.
• Instead of No Child Left Behind, how about Education Adapts to Every child.  As John Medina pointed out in “Brain Rules,” each person’s mind is wired differently.  We all learn from a different context and at a different time in our lives.  Thus, one size doesn’t fit all.  Technology is ideal to provide feedback on what a child likes, what they are struggling with, and can make recommendations.  All of this does not displace teachers, but DOES allow a teacher to treat each child individually.  Heck – probably Amazon.com’s engine that determines what our likes/dislikes are is a good a starting point for an adaptive engine as anything.  If you agree we should start with likes/dislikes and integrate ability assessment, not the other way around.
• 50,000 Global Lemonade Stands (50,000 is just a number I pulled out of something) – the idea (not completely baked) is Internet tools that small businesses use are used by virtual classmates to run small businesses.  Give each small business a micro-loan to start going and who knows?  Perhaps a global 5th grade class can tell us a thing or two about turning a profit.

So these are a few ideas that I’ve been kicking around.  I am sure you can come up with your own.  Regardless of ours – what’s the bigger vision?  This is what I’m missing.