Saturday, June 30, 2007

U.S. Innovative Teachers Forum

September 27-28, 2007

Updated: June 8, 2007

Rewarding 21st century learning teams

The 2007 U.S. Innovative Teachers Forum will recognize and reward learning teams practicing the elements of 21st century learning in their own professional learning and then incorporating these skills into the student learning environment.

The 2007 Forum, supported by the National Staff Development Council and the National Commission on Teaching and America's Future, will bring together exemplary K-12 learning teams for two days, September 27-28, 2007, on the Microsoft corporate campus in Redmond, Washington.

The Forum will provide learning teams with the opportunity to share expertise and engage collaboratively with their peers from around the country.

Apply for your learning team to have a chance to attend the 2007 U.S. Innovative Teachers Forum. Applications must be submitted using the online form by midnight Pacific time, July 11, 2007.

Focusing on teaming and the elements of 21st century learning

The flattening forces driving change at an exponential rate have redefined the necessary skills required to be successful in the 21st century. In order for today's students to acquire these skills and be competitive in a still-evolving global economy, learning environments within schools must become seamless and emulate the characteristics and behaviors of the outside world. Furthermore, a learning environment which is conducive to enabling students to acquire 21st century skills must not only exist for the students but also for the educators tasked with preparing the students, as they themselves must be well versed in and practicing these skills as professionals. Given the norm in U.S. education where teachers are working alone in isolated classrooms, (behavior attributed to our factory-era schools), how are educators expected to acquire these skills, let alone infuse them into their teaching and learning with their students?

Microsoft, the National Staff Development Council, and the National Commission on Teaching and America's Future support the growing consensus that teaching, even good teaching, is better when teachers have the support of their colleagues and opportunities for continual reflection, inquiry, problem solving and learning together. Groups of teachers engaged in this kind of work on a regular basis are the learning communities that make good schools great and enable sustained professional growth for educators in the 21st century.

About the 2007 U.S. Innovative Teachers Forum

An independent panel of nationally recognized education leaders will select up to 25 learning teams, based on team applications, to participate in the Forum. Up to three teachers plus a principal or vice-principal from each team will be invited to attend the Forum. The Forum will be held on the Microsoft corporate campus in Redmond, Washington, September 27-28, 2007.

Following the U.S. Forum, a subset of attendees will be selected to represent the United States at the Microsoft Worldwide Innovative Teachers Forum in Finland in November 2007.

Each learning team will be reviewed on the following criteria which demonstrate learning teams practicing the elements of 21st century learning in their own professional learning and then incorporating these skills into the student learning environment:

Application CriteriaWeight

21st Century Learning Teams Part I: About the Team

5 points

21st Century Learning Teams Part II: Goals and Team Time

Team goals

Common norms, agreements and learning beliefs

Team meeting time, duration and frequency

Team communication tools and strategies

10 points

21st Century Learning Teams Part III: Teamwork in Action

How does the team organize its work to stay focused on student achievement?

How does the team use best practice strategies to foster professional growth and student achievement?

20 points

21st Century Learning Teams Part IV: Team Success

How has the team directly contributed to improved student achievement?

What has been the most significant team learning thus far?

How has the team impacted the school structure and culture?

What are other indicators of success?

Team challenges and solutions

How does the team demonstrate 21st century skills?

Anything else that your team would like to share

15 points

Implementing 21st Century Projects Part I: Project overview

5 points

Implementing 21st Century Projects Part II: Project Development

Idea source and design steps

Concepts/themes

Essential questions

Core subject area integration

Standards

21st century content

Learning and thinking skills

Life skills

20 points

Implementing 21st Century Projects Part III: Project Implementation

Student learning strategies

Required resources

Information and communication technology

Implementation steps

Implementation tips

10 points

Implementing 21st Century Projects Part IV: Project Results

Assessment strategies

Student products/performances

Students' most significant learning

10 points

Implementing 21st Century Projects Part V: Project Artifacts

Student work samples

Project descriptors and rubrics

Other key project files, links, etc

5 points

Total Value

100 points

Applications will be accepted through midnight Pacific Time, July 11, 2007. Learning teams selected to attend the 2007 U.S. Innovative Teachers Forum will be notified by August 15, 2007.

If you have questions about the Forum, please send e-mail to teachers@microsoft.com.

Friday, June 29, 2007

DIGITAL LEARNING CONTAINERS!


Banning Student "Containers"

By Alan November
June 15, 2007
URL: http://www.techlearning.com/showArticle.php?articleID=196604487

from Technology & Learning

Education is digging in its heels against students' personal tools.

containers

When my 17-year-old son, Dan, comes home from school he shouts hello, heads right to his laptop, and logs on to IM. His buddy list is maxed out. His syntax and grammar would make most English teachers recoil in horror. While he's sending quick notes to his friends he adds photos to his blog, checks the comments from his global audience, and snaps mini earphones into his iPod.

Later he switches his mini earphones for some serious sound-canceling ones, picks up his guitar, and Skypes with his buddy the drummer, who lives across town, for a live jam session. Both musicians can record the session on their own laptops for immediate feedback. (Skype certainly saves gas and the exhaustion of hauling amps or drums.) When he is not creating entertainment and publishing for the world, Dan taps YouTube for his favorite Monty Python skits. He is in his zone.

After playing and recording his music, Dan is allowed to play nonviolent video games. He studies the moves of his own draft picks on the soccer field in EA Sports FIFA07. Any adult would have to look twice to make sure it's not a live televised game—the animation is awesome. You can hear Dan from two floors down: "Did you see that goal?!" He is totally engaged and in charge. He even directs his own instant replays.

With Xbox Live he can play in online leagues with soccer fans anywhere in the world. He puts on his microphone and headset, signs on, and the games begin. Twenty-four hours a day, Dan can find players who would just love to beat him. While they play they share hot tips on movies and the latest CD releases. Getting to sleep with all of this stimulation is a problem.

FiveContainers

Dan has five basic tools, or digital containers, for managing his content, communicating with the world, and accessing his entertainment: blogs, his iPod, Instant Messenger, YouTube, and video games. Of course he also has a cell phone, which he often sneaks into school to text message me about how debate went that day. Otherwise, he has no access in school to the tools he loves to use. In fact, he has been taught that they have nothing to do with learning.

At home he picks his applications and easily moves from one to another. He is self-taught, self-directed, and highly motivated. He is locally and globally connected.

containers
School as "Reality-Free" Zone

But it is safe to say that Dan is not totally engaged at school. He is not self-directed or globally connected. For instance, he isn't allowed to download any of the amazing academic podcasts available to help him learn, from "Grammar Girl" to "Berkeley Physics." He is not connected via Skype to students in England when he is studying the American Revolution, for example,which might create an authentic debate that could be turned into a podcast for the world to hear.

He cannot post the official notes that day so those who subscribe to his teacher's math blog via an RSS feed can read what's going on in his class. His assignments do not automatically turn into communities of discussion where students help each other at any time of the day. His school has successfully blocked the cool containers Dan uses at home from "contaminating" any rigorous academic content. It is an irony that in too many schools, educators label these effective learning tools as hindrances to teaching.

No Containers Allowed

What have we done? We, as educators, have decided that the tools or containers that Dan uses when he is home are inappropriate for school and learning. We have decided that because we do not like the content students produce on blogs without adult supervision we will not let them near a blog, even with adult supervision. What do we think would happen to student motivation if we actively tapped the containers our students want to use? Educators should co-opt them. What if we had blocked all use of paper at one point because, early on, a student had written some inappropriate content without a teacher's guidance?

If we could get past our fear of the unknown and embrace the very tools we are blocking (which are also essential tools for the global economy) then we could build much more motivating and rigorous learning environments. We also have an opportunity to teach the ethics and the social responsibility that accompany the use of such powerful tools. For example, many students do not realize that once something is on the Internet it has the potential to follow them for the rest of their lives.

The Movers

As is always true with breakthroughs, a few pioneers are leading the way. Log on to Bob Sprankle's Web site, where third-grade students inWells, Maine, are teaching the rest of us how to turn eight year olds into teams of powerful digital editors, researchers, and publishers—doing it all during snack time on Mondays. Darren Kurupatwa's pre-cal and calculus students at Douglas McIntire High School inWinnipeg, Manitoba, are authoring daily notes being accessed by people in six continents at pc40s.blogspot.com. NatalieWatt has taught her third graders in New Orleans how to deeply understand the inner-workings of Wikipedia by organizing the class to publish an article about a local historic mansion, the Pitot House, on the site. At Washington International School in Washington, D.C., a high school student spent a good part of his summer building an amazing three-dimensional computer model of the library being planned by the school. This is just a sampling of what happens when we tap the containers our students want to use.

The ability to harness the power of Web 2.0 tools wouldn't be as critical if it were not for the fact that we are educating our students to succeed in a globally connected economy. People around the world have access to our job market via the Internet (read The World is Flat by Thomas Friedman for more on this). We should all be feeling a sense of urgency.

As we provide our students with models of how to use their digital containers for learning, the role of the teacher will be more crucial than ever. The fact remains: These tools can be a major distraction from learning or they can be a major catalyst to it. It will be the courageous educator who works with students to explore the power of these tools and in turn empowers students to be lifelong learners and active shapers of a world we cannot yet imagine.

Alan November is an internationally known ed tech leader, author, designer, consultant, and speaker. For information on his Building Learning Communities Summer Conference, visit www.novemberlearning.com.

Pontiac Schools AIM for TRANSITION!

Click here to return to the The Oakland Press

Pontiac superintendent decides to retire


Report citing host of district failings raised pressure on chief

Of The Oakland Press
In a decision that brought neither fanfare nor outrage, the Pontiac Board of Education unanimously accepted a retirement notice from embattled superintendent Mildred Mason on Thursday.

Board members voted on the matter without discussion during an open meeting that began two hours later than scheduled. Attorneys representing both the board and Mason had accompanied them in a closed-session discussion that accounted for the delay.

"We're very excited about the opportunity to move the district forward," Board President Letyna Roberts said after the meeting.

Mason left the district administration building before the conclusion of the board meeting and was not available for comment concerning her decision to part ways with the district.

The superintendent had one year remaining on a three-year contract.

Roberts said attorneys are working on details of a settlement relative to how Mason will be compensated for that time. During the 2006-07 school year, she received a salary of just over $155,000.

Private discussions on Mason's future with the district have been taking place for months, and some board members have publicly called for her resignation, retirement or termination on several occasions.

During her nearly four-year tenure as superintendent, Mason oversaw curriculum alignment efforts that led to most district school buildings meeting state and federal requirements for improving student achievement levels.

At the same time, she has come under fire for alleged financial mismanagement, divisive operational management practices and still significantly lagging academic achievement.

Fran Fowlkes, co-founder of the Truth for Children education advocacy organization, said Thursday night's decision was critical to overcoming a host of problems that have long been criticized by people outside the district.

She argued that the board and others inside the district must have courage to address these problems earnestly.

"You came close, if this had not happened, to getting a double black eye."

Fowlkes also challenged district teachers and administrators to approach the coming school year with optimism and renewed commitment.

"When you go back to your job, I want to see new motivation," she said. "You will have more support that you've ever seen."

Roberts said the board has already agreed to use consultants with the Chartwell Educational Group to organize a nationwide search for Mason's replacement. The process is expected to take six to eight months.

Meanwhile, Assistant Superintendent for Business Services Calvin Cupidore has been appointed to serve as interim superintendent. He said he is looking forward to assisting the board in district management reform efforts during the search process.

Noting that he is not interested in pursuing the superintendent's position on a permanent basis, he said, "When that period is over, I'll look forward to coming back to my old position."
Click here to return to story:
http://www.theoaklandpress.com/stories/062907/loc_20070629160.shtml

Thursday, June 28, 2007

Pontiac Community Visits the AIM Program

Are WE Having ANY FUN YET?

Cultivating High Performance

by Gordon Quick

In larger organizations, how do you sustain the high performance magic that seems to come naturally in a well-managed entrepreneurial environment?

A number of years ago, I got a call from my friend Jack. Jack had started his own company and by the late 90s he had built a very successful $40 million business. It had grown very quickly and was profitable -- but Jack had begun to feel uneasy.

As we discussed his concerns, Jack's first words were "it just isn't fun anymore." When I replied -- "who said it's supposed to be fun"-- there was a long silence on both ends of the phone. The comment was intended half in jest, but we were both struck by its implications. It wasn't long before we had framed the question that would occupy our discussions for months to come: As a company grows, does it have to stop being fun?

Our early discussions focused on the point at which it stopped being fun for him. Although Jack could not identify the precise point at which it began to change, he clearly knew when he was enjoying it most. Despite the usual life and death struggles of an early stage company, he felt that the early years were the most fun. I can remember his words clearly, "Without a doubt," he said, "those were the most trying times -- but they were best times as well."

Having had a similar experience some years earlier in a company I built from a business plan, I knew exactly how Jack felt. We too had grown rapidly and were very profitable, but my unease was caused by something else. We had built our business through an intentional focus on continuous innovation. We were involved in a rapidly growing industry and we were constantly out in front of our customers in meeting their needs. Innovation propelled us to the dominant position in our market.

But as we approached $50 million in revenue, I sensed that we had lost the innovative edge that was the hallmark of our business. To recapture that magic, I tried a number of different things. And although we had some success, the results did not get us back to where I had hoped. As Jack and I discussed my situation, we wondered if his concern and mine were caused by the same problem.

At this point we began to frame the question more broadly: Do you have to be a small company to have that entrepreneurial spirit -- a spirit that makes it a fun place to work and where people's creative juices flow best? Yet we both knew of larger companies where that entrepreneurial spirit existed -- although it always seemed to be in a small, early stage division. The theme that seemed to be common in all these situations was the existence of a small, close-knit group of people tightly focused on a common objective.

Neither Jack nor I had a clear sense of the exact nature of the problem -- and we certainly didn't have all the answers. But from then on this issue was on my radar screen. As I read books and articles by the great minds of business, I found some good ideas and tried many of them. Yet I couldn't find what I felt was a complete description of the problem, much less a comprehensive framework for the solution -- if in fact there was a solution to this dilemma.

Years later I was thinking about this again when I remembered something Jack had said that didn't sink in at the time. We were talking about how he felt when he had just 30 employees. Jack believed that everyone knew what they were trying to achieve and everyone was a part of it. His comment was, "All the employees felt like it was their business as much as it was mine -- it was as personal for them as it was for me."

My most vivid recollection was of his comments about performance. He said, "Our performance as a group of 30 people was staggering. We were a well-oiled machine, producing at an exceptional level." Jack continued by using a sports analogy. "We felt like we were the underdogs in the NCAA Finals of basketball. We didn't necessarily have the best athletes, but we got the most out of every person, and as a team we were all focused on one thing -- winning the championship."

But the statement that resonated best with me was, "If I got proportionately as much out of the hundreds of people who work for me now as I did when we were 30 employees, our performance would be off the charts."

Bingo! Finally, I think I understood the nature of the problem that caused Jack to stop having fun and caused my company to lose some of its innovative edge. The problem is -- how do you create (or sustain) the high performance that seems to be a natural result of a well-managed entrepreneurial environment?

To address this problem, we first have to define what we mean by a high performance environment.

Jack's sports analogy suggested the answer -- a high performance environment is one in which every employee willingly and enthusiastically contributes the maximum of their energy and talent to the objectives of the company. While it sounds simple, this definition presents two fundamental challenges:

  1. How do you get every employee to willingly and enthusiastically give his maximum effort -- and do it in a way that best capitalizes on his unique capabilities?
  2. How do you align all those efforts toward achieving the goals of the company?

Now I am neither egotistical nor naïve enough to think that I have all the answers to these questions. But I am now convinced that it is possible to regain and sustain the magic that seems to come much more easily in an entrepreneurial environment. After much thought, I can confidently state that I believe there is a set of actions that will get any company very close to the ideal. However, the only person who can pull this off is the leader of the business -- whether that's the CEO, president, division president or whomever -- it is the person with overall accountability for the business.

But what does the CEO need to do to achieve this result?

Cultivating high performance is not about doing that one magical thing -- rather it is about putting all the pieces together in a way that allows you to most closely replicate the environment found in entrepreneurial organizations.

My model for cultivating high performance in larger, more complex companies has three principal elements: 1) creating an environment that draws out the best in people, 2) creating a clear and compelling roadmap that becomes the framework against which people's energies (and other resources) are applied, and 3) ensuring consistent execution against the roadmap.

If you think about the dynamics of an entrepreneurial organization, it's much easier to achieve the three elements noted above. First, the employees who sign on with a new company are always highly motivated and enthusiastically work to do whatever it takes. Second, the group is of such a manageable size and the goals so uncomplicated that everyone easily knows and understands what needs to be done. And third, having that shared vision and working in close proximity helps keep everyone on track. It's a natural environment for high performance.

But doing it in a larger organization is another matter.

Creating the ideal environment takes a CEO who is willing to lead by example -- one who follows a set of principles while instilling them throughout the rest of the organization -- top to bottom. Providing the framework for applying everyone's best efforts requires the CEO to lead his or her management team in the "thinking" part of managing a business -- these are the activities that produce the roadmap for the business. Then, with the roadmap explicitly defined, the CEO must focus on the "doing" part of managing the business -- shaping and motivating the team, defining the actions called for by the roadmap, ensuring that they are carried out and communicating all of this with the passion found in an entrepreneurial environment.

Cultivating high performance is not about some new magic bullet -- rather it is the discipline to put all the pieces together in a consistent, coherent manner. As companies grow everything gets more complex. And it is the subtlety of ensuring that all the pieces are in place that gets lost in the heat of battle -- that is what stops them from being fun places to work or causes them to lose their innovative edge.

In a series of articles in the coming months, I will explore each of these three elements in more detail. It is my hope that this series will help you identify some number of opportunities, both small and large, that will give your company that extra push toward creating a high performance environment. The good news is that the path is not complex -- you don't need an advanced degree to get there. What you do need is an open mind, thoughtful reflection, and a personal commitment to see it through.

LEADERSHIP: Curiosity, Pattern Recognition, Broad Mastery of Subject-matter, Compelling Shared Future-Picture

Lessons from a Great Thinker

by Margaret Heffernan

A master at recognizing patterns and avoiding reductive career structures, Alfred Chandler ensured his business success by recognizing that you can’t understand a business by simplifying it -- you have to master its complexity.

Last month, a great man died: Alfred Chandler. Aged 89, his passing didn't cause much of a stir, but it should have. Because like all great thinkers, Chandler set himself a huge question and devoted himself to exploring it. For Chandler, the question of our age was: how do businesses work? What are the relationships between the times, the technologies and the people that make corporations dynamic and self-sustaining?

A former professor of business history at Harvard Business School, Chandler tended to study the titans of the American economy -- General Motors, Dupont, Standard Oil and Sears -- but the lessons he extracted from those studies could be, and were, applied to businesses around the world. One business leader compared The Visible Hand to The Decline and Fall of the Roman Empire. Chandler's book had shown him everything about how organizations succeed or fail.

I met Chandler socially on a number of occasions and was always struck by two things. First was his immense youthfulness. His most recent book came out in 2005, at the age of 87, and he died in the midst of the next. He must have been eighty when we first met and yet he was the liveliest, best informed, most provocative conversationalist I can remember. Installing himself in a comfy seat, hubbub always formed around him; parties went into full swing when Chandler was there. And that was because of his second quality: curiosity. He wanted to know about everything from everyone. The people gathered around him weren't just business people; he befriended writers, musicians, artists, scientists, anyone with a lively mind. He understood that, at a certain level, you can't understand business by simplifying it. You have to master its complexity. It was no accident that he was married to an artist.

Chandler did what great thinkers do -- which, it turns out, is what great business leaders do too. When studies of thousands of top executives at companies around the world were analyzed, only one cognitive ability alone distinguished star performers. It wasn't technical expertise, schooling or IQ. It was pattern recognition, the big picture thinking that allowed leaders to pick out meaningful trends and to think far into the future.

Chandler was an ace pattern recognizer -- starting with his time in the Navy during World War II, when his job was analyzing aerial photographs of Japanese and German territory before and after bombing raids. He did as a young man what he would do for the rest of his life, and what, I would argue, all business leaders must do: survey the terrain, identify significant changes and figure out what they mean.

This is the most important thing that CEOs do and is almost always what spurs entrepreneurs into action. Business success is all about identifying patterns -- in product development, consumer tastes and social trends. To perform pattern recognition at a high level, you need to be curious, and you need to know a very wide range of people who are curious too. You can't know everything yourself, so you have to know a lot of people who know a lot. You have to place yourself in the midst of the hubbub.

Business failures occur when that pattern recognition stops, when business leaders fall for their own publicity or when the business itself becomes too narcissistic -- more concerned with internal politics and processes than with markets and customers. Many of our reductive career structures contribute to these failures. We start as generalists, and then get increasingly specialized until all we know is our area of expertise, and other people in it. We hang out with people just like ourselves who work in our industry, drive cars like ours, live in houses like ours, speak and think like us. The higher we get in the corporation, the more skills we need -- and yet our careers narrow our horizons at each step along the way. This reductivism is just the opposite of what we, and our companies, need.

One trend in leadership development seems to recognize this problem. More and more of the executive leadership conferences at which I speak feature experts and thought leaders from vastly different walks of life. Filmmakers talk about leading teams that must disband the minute work is complete. Religious thinkers discuss the spiritual dimensions of leadership. Scientists explain how to identify, from a sea of problems, those that you are capable of solving today. This is the opposite of old-style reductive thinking. It embraces the complexity of the business world and seeks to develop the talents to master it, not deny it. It stimulates the curiosity and enrichment true business leaders crave.

So what does that mean for individual careers? I think it means that the best employee, like the best leader, must at once be both narrow and deep. There's no substitute for knowing your business inside and out. But context is crucial and your ability to read the world around you is no longer an optional extra. This may feel like work has become harder than ever. It has. It's no longer enough to know just your job, to live it and breathe it eighteen hours a day. Now you need to have a life too.

The Center for Creative Leadership found a correlation between excellence at work and commitment to activities outside of work. This often comes as a surprise to corporate executives who think excellence and reductivism come together. But it comes as no surprise to women who've always had to combine a career with outside commitments. It serves as a significant wake up call to men who are just beginning to see fatherhood as a career asset. But Chandler, I suspect, would not have been surprised at all.

Tuesday, June 26, 2007

A VIRTUAL Experience

A New Kind of Conference

We are now counting the days and hours to NECC, the National Educational Computing Conference. This is, by all accounts, the largest and most comprehensive ed tech conference in the world and a high point for tech-enthused educators from all over the world -- and a bewildering and sometimes life changing experience for newbies, who are invited in by their tech-savvy colleagues and friends.

But something very interesting is happening to this conference.

Before I go there, I want to say that I am taking nothing away from the very dedicated, seemingly tireless, and incredibly creative people who organize and run this enormous conference, and the innovations that emerge every single year -- thanks to the mission and passion of ISTE (International Society for Technology in Education).

But what is interesting to me are the truly intriguing elements of NECC that owe their origin, not to ISTE, but to conference attendees. I first noticed something new during and just after NECC 2005, in Philadelphia. I and many other educators had been blogging and reading blogs for many months, with a handful of true pioneers with years of blogging behind them. What I noticed was that the buzz in the blogosphere during and just after the days of NECC were not about this international conference of tens of thousands, but a very small conference of fewer than a hundred in Memphis, Tennessee, the Laptop Institute. Because of the very concentrated presence of laptops at that conference, ubiquitous access to wireless Internet, and an atmosphere of helping each other; a drove of new bloggers and blogging came out of that conference, making it shine more brightly and interestingly than the enormous event that was sharing its dates.

This year (and last) NECC will be followed by educators around the world through Hitchhikr, a web site that aggregates conference blogs and photos. People, sitting in the comfort of their homes in New Zealand, will be able to read the blog postings of educators who are sitting in the sessions, typing their notes in their blogs in almost real-time.

NECC has instituted a tagging system where each presentation and event at the conference has its own tag for bloggers and photographers. But it was Steve Hargadon, of Technology Rescue, who created a list of conference sessions with hyperlinks that we can click on to see all of the blog entries and photos from the session of interest. In Hitchhikr, the blog tracking pages for the EduBloggerCon, a pre-conference event for folks interested in blogging and other Web 2.0 applications in education has been used 1,469 times. NECC's page only 932 times. The Laptop Institute, which doesn't begin until July 15 has already been used 1,334 times.

Once again, this takes absolutely nothing away from the NECC that many of us will enjoy as a physical experience. I can't wait (although I'm old enough to know how exhausting it will be). And to their credit, the NECC folks are paying very close attention to these parallel activities and encouraging the innovations of its audiences, supporting it through the session blogging tags, working with a number of prominent education bloggers who will be attending, and the bloggers cafe, which you can learn the most about through a recent posting from Hargadon.

I guess the most interesting thing I've seen was a series of blog postings from Vicki Davis, which became a widely and wildly read report on happenings and selected sessions of NECC 2006 in San Diego. Her stories were rich and detailed, and she was three thousand miles away, in her home in Camilla, Georgia. She was aggregating blog entries from educators who were attending, synthesizing them, and then reporting almost immediately to a growing reader community.

As an educator, I find these developments both interesting and provocative. The learners, in many ways, are exerting themselves into a position of literally leading some of the aspects of this and other conferences, which, once again, would not (could not) be the intense learning experiences without their traditional leaders and organizers.

But what might this look like at a much more local level -- say, a classroom. Might we imagine a classroom where the students start to use interesting new applications and skills that they are developing in their own social networks, to enhance the benefits of their classrooms? ..And what actions from the school might empower and support these developments? What could school leaders do to follow ISTE and NECC to encourage and support innovative learning?


A Window Into Virtual Conferences

It is 9:30am late in May and I sit glaring out the technology lab windows into the Library/IMC area where there is the typical whirlwind of excitement: teachers in the computer labs and students learning and working in various spots. The only thing different about this day is that I’m not right there engaged in the action. Today, I sit perplexed as my colleagues come in and out to participate in a virtual education conference within Second Life and I hear the questions regarding their first virtual conference: Is it better/worse than the traditional? Is it really a conference? Is there the same breadth and depth?

Right there, perplexed and focused on anything but the window I stare, I realized that I was being asked one question: why would anyone attend a virtual conference? They weren’t against it; they were challenging me to ensure that I had thought this one through!

Breadth and Depth
While each person has his or her own reason for attending a conference, there are three points that seem to stand out most or at least for me (I’d add vacation to the mix but that wouldn’t be professional now would it):

1. Networking
Obviously, this is one of the most powerful reasons for attending a conference. You can sit in a room, hotel, and conference center surrounded by people with similar interests, questions, and concerns. You can pull from these people, connect with these people, and develop relationships that may never have been possible without the conference. For instance, I had the pleasure of meeting and interacting with so many great professional at the Tech Forum in Chicago this year such as Vicki Davis, Steve Dembo, David Jakes, Meg Ormiston, and Gwen Solomon, and a host of ICE and NICE members. Would this, could this happen at a virtual conference?

The answer is yes! I had the opportunity to meet and interact with some amazing organizations, educators, and technology professionals from all over the world. Many of these new colleagues now interact with me daily through email, IM, blogging, Skype, Twitter, and Second Life. Why? We see each other all the time in Second Life. When a traditional conference ends, people return to their physical space in the world separated by miles unlike in the virtual realm where that separation only exists in terms of logging on.

2. Gathering Freebies
I have to admit that I carry a trait from my grandfather. He could never pass up anything free. He’d sit and listen to someone for hours as long as he knew that in the end he was getting something free. This explains why I often bring an empty suitcase to conferences ☺ I know I’m not the only one that does this because the tip was passed down to me. It is okay! Conferences offer freebies in bunches for us to explore, analyze, and evaluate. They offer free possibilities!

Virtually, I’ve yet to leave with a suitcase full of resources. However, I’m not convinced this won’t happen in the future as more and more vendors realize the opportunities that virtual conferences represent to their interests.

3. Increase knowledge
Just like networking, this is critical. When I look to a conference, I want to know that I will leave with a better understanding of topics that face my field, with more questions that challenge my thinking, and with needed resources that allows for reflection on my experience. In almost every traditional conference I’ve attended, this has happened.

Without a doubt, the same thing can be said virtually. At the Second Life Best Practices conference, there was a mental stimulation that rivals any traditional conference I’ve attended. Is this because the content is so new? Would it be the same if there was a virtual conference not focused solely on MUVEs but a general conference like NECC or Tech Forum? Only time will tell but my virtual gut says yes!

Professional and Collegial Recognition

It is clear that physical conferences are well-respected and often encouraged in the education world. If you are presenting at one, there is admiration amongst your peers and employer. However, what would they say if you asked to attend a virtual conference? How would you be perceived if you were presenting at one? Is the educational community ready to embrace a shift of this magnitude?

I can only speak from my school where they embrace forward thinking, but what about your school? What about your colleagues?

The Future Conference

Okay, open your blog or word processing software. List out the characteristics of attending a traditional conference session. If you want to get really bold, break these down by types of sessions and pros and cons. Got it? Good. For the most part, you can cross out traditional and add virtual to this list because they are that similar. Yes, there are some pros to attending the traditional that you can't get virtually and vice versa but it is wash for the most part.

By no means am I saying that virtual conferences will replace or should replace traditional conferences, I simply contend, or I hope, that there will be an explosion of virtual conferences and an increase in hybrid conferences: the blending of traditional and virtual. As budgets are cut and professional development monies shredded, fewer people will have the opportunity to attend the wonderful conferences that exist. This is a shame and virtual worlds are going to assist in resolving this issue. One prime example will occur in about one week at this year’s NECC where there are a host of opportunities for people to be a part of the NECC experience from the comforts of their home.

What does this mean for other local, state, national and international conferences? Will they embrace the possibilities of the virtual worlds? Will sponsors and vendors see the possibilities? What about your colleagues and administration?

Why Would Anyone Attend A Virtual Conference

A month later, I sit staring out the window as my dog runs through the yard my wife chasing her, the neighbor kids playing, and my family pulling in the driveway as I sit with my laptop no longer perplexed by this question. I’m engaged in two worlds peacefully balancing my professional and personal life and I know the answer to why I attend virtual conferences is rather simple: it is right outside my window and it is in knowing that the answer is simply the same as why we attend any conference.

COUNTDOWN! AIM Discovery Program 2007

"ONE FINE DAY" a the YAPO Computer Learning Center Summer Program 2007 / Pontiac

Monday, June 25, 2007

"LIVE the AIM DREAM!




"Dream lofty dreams, and as you dream, so shall you become." James Allen

Paul Potts was a cell-phone salesman who dreamed of spending his life "doing what I feel I was born to do." Watch him as he takes a huge step toward that dream.

WARNING: This video may cause goose bumps and even tears. Watch at your own risk...and then get your dream out...polish it off....and put it back on the mantle so you see it every day.

Sunday, June 24, 2007

Is there any other DIRECTION?

June 20, 2007
toc cover
Vol. 1, Issue 1
Executive Editor Kevin Bushweller provides an overview of what you can expect to find in Education Week's new Digital Directions publication.
John Q. Porter, the deputy superintendent for the office of information and organizational systems in the Montgomery County, Md., school system, talks about technology leadership and his future as a superintendent.

Web sites on mapping the future of education, ed. tech leader certification, and more.

K-12 educators are beginning to harness the learning powers of iPods and other portable devices in very practical ways.

How to use technology to maximize your science and math programs.

Finding the right reading software is no easy task.

The success of virtual schools presents a new array of challenges, particularly in the area of quality control.

The use of computer-based testing requires careful planning.

Administrators must be sure to avoid offering online professional development that doesn’t connect with what teachers do in the classroom.

For the past five years, the federal No Child Left Behind Act has increased demands on school technology officials to put in place new and better systems to collect and analyze data.

Guidelines and precautions can prevent data projects from becoming financial and logistical nightmares.

Wireless technologies present a whole new set of challenges.

Computer and network security is probably the most important topic that information-technology managers in school districts face.

Edited excerpts from a recent edweek.org chat, “The Evolution of Ed. Tech.”

Get a life, a SECOND LIFE!

Sundance Channel

Visitors to the Sundance Channel area of the Web site Second Life can watch full-length feature films in a virtual screening room.

The New York Times
Printer Friendly Format Sponsored By


June 24, 2007
Television

A Brave New World for TV? Virtually

IF you can find him, Vincent Tibbett is precisely the sort of well-connected cultural liaison any emerging filmmaker should want to know. An employee of the Sundance Channel, he is as easily recognizable for his shaggy haircut and assertively casual attire as he is for the crowds of aspiring artists who follow him around, hoping to chat him up about cinematic trends, get him to evaluate their movies or simply score his e-mail address.

But if Mr. Tibbett seems a bit harder to pin down for a lunch date than the average in-demand tastemaker, that’s because he doesn’t exist on our plane of reality. He is an electronic avatar found only in Second Life, the popular online virtual community.

Just six months old, Mr. Tibbett is one experiment in the Sundance Channel’s larger exploration of Internet-based virtual reality, a sort of canary down the mine shaft of a new technology that may or may not take hold among mainstream audiences.

And he is not alone. In the last year broadcast networks, cable channels and television content providers have all set up camp in virtual communities, where they hope that viewers who have forsaken television for computer screens might rediscover their programming online. Some outlets, like Showtime and Sundance, are establishing themselves in existing worlds; others, like MTV, are creating their own. Either way, if the wildest dreams of some very excited technology developers come true, virtual reality might finally be the medium that unites the passive experience of watching television with the interactive potential of the Web.

If that happens, the television industry — which has not been particularly speedy in adapting to the Internet revolution — sees an opportunity not only to recover lost ground from online competitors but also to take a lead, and in so doing create an entirely new environment in which to influence and sell to its audience.

“You want to be in this because you know, as a content provider, that this is where the future is going,” said Quincy Smith, the president of CBS Interactive. “I don’t look at it as science fiction. I look at it as the future of communication.”

For decades ambitious programmers and designers have sought to establish virtual worlds like the one put forth in Neal Stephenson’s influential 1992 novel, “Snow Crash,” which imagines computer users interacting in a simulated three-dimensional world called the Metaverse. But only in recent years, as graphics-accelerator cards and broadband Internet connections have grown more affordable and ubiquitous, has it become possible even to approximate such an experience.

IN Second Life (secondlife.com), visitors to the Sundance Channel area can watch full-length feature films in a three-dimensional screening room or take part in an environmental forum; fans of Showtime’s drama “The L Word” can meet the avatars of the show’s stars and design their own floats for a virtual gay pride parade. In MTV’s Virtual Laguna Beach (at vmtv.com) inhabitants can shop at digital versions of Emporio Optic and Laguna Surf and Sport or, at the click of a mouse, arrive in a virtual version of “The Hills,” where they can then join the party at an electronic replica of the Los Angeles nightclub Area.

Pre-teenage viewers have a virtual playground to call their own too: Nicktropolis (nick.com/nicktropolis). Nickelodeon’s two-dimensional community allows children (with parents’ permission) to play virtual basketball, watch Nickelodeon shows, douse themselves in digital green slime and chat with SpongeBob SquarePants.

To a generation that has grown up with multiplayer online role-playing games like EverQuest and World of Warcraft, the interfaces of environments like Second Life and Virtual Laguna Beach will seem familiar: Users create for themselves a personalized three-dimensional representative called an avatar and are then set loose to explore the world and connect with other avatars.

But it’s not just video game players who are signing up for virtual communities. Virtual Laguna Beach, introduced in the fall of 2006, claims nearly 890,000 registered users, primarily in the their teens or early 20s; Nicktropolis, which started in January, claims almost four million registered users, with a core audience between 6 and 14 years old; and the Sundance Channel’s Second Life content attracts users between 25 and 54. (The average age of the more than 6.9 million inhabitants on Second Life is 32.)

As broadcasters and media companies have entered virtual spaces, among the earliest content they have provided residents has been, not surprisingly, television programming, which inhabitants can watch on two-dimensional movie and television screens that appear throughout the world. “It’s obvious, but it gets fun,” said Sibley Verbeck, the chief executive of the Electric Sheep Company, which creates programs and content for virtual worlds. “It starts being a more social experience.”

As an example Mr. Verbeck pointed to a Second Life island his company created for Major League Baseball last summer where users could mingle during the All-Star Game and watch the home run derby. “People who came to mlb.com and watched online stayed for about, on average, 19 minutes,” Mr. Verbeck said. “Whereas the people who came into Second Life, mainly to talk to each other and be in a crowd, they stayed for an average of two hours.”

At minimum broadcasters want a presence in these virtual worlds because they know that significant numbers of their viewers are already visiting them. “We have to take our content to the community,” Mr. Smith of CBS said. “We have to take it where the users are already.”

Additionally television programmers see the games and social activities within their online communities as an opportunity for viewers — whether they are designing and selling their own fashion lines on Virtual Laguna Beach or building and wrecking cars on Virtual Pimp My Ride — to continue to engage with their brands long after the shows themselves are over.

But the television companies aren’t the only entities creating content for these worlds. In open virtual communities like Second Life, which allow users access to the underlying computer code from which their universe is built, anyone who is sufficiently handy with 3-D graphics programs is free to design amusement park rides, pirate galleons or anything else that can be dreamed up, and to incorporate them into the environment.

The proprietors of these worlds say this freedom has profoundly altered the way their users experience the medium of television. “Television has created a public opinion that we are mostly consumers and not very creative,” said Philip Rosedale, the founder and chief executive of Linden Lab, whose company started Second Life in 2003. “But that’s simply an artifact of the technology of television. If people are given the ability to co-create, to make something using the pieces and parts of media, they will do it.”

Already philosophical fissures have developed between the start-up companies offering open and unrestricted virtual worlds and the media giants that provide more closely moderated experiences.

Naturally, the people behind Second Life maintain that there is no such thing as too much autonomy. “We’re free and crazy and chaotic,” Mr. Rosedale said. “They’re too controlled.”

And the designers of MTV’s virtual spaces say that people prefer some rules and some guidance. “You just need to have the right blend,” said Michael K. Wilson, the chief executive officer of Makena Technologies, which helped to create MTV’s virtual properties and operates There, an independent virtual community (there.com). “You can’t make a comfortable world if at any time you could be accosted by somebody that was naked.”

There is at least one additional benefit that the media companies derive from their controlled environment. Just as real-world corporations like Reebok and American Apparel have established virtual stores in Second Life, so too has MTV courted advertisers to its online universe. PepsiCo, for example, set up soda machines in Virtual Laguna Beach from which avatars could purchase and drink cans of digital cola.

And in return MTV can provide its sponsors with excruciatingly precise measurements of advertising data. For example, if a real-world athletics company builds a simulated shoe store in Virtual Laguna Beach, MTV can measure how many users stopped to look at the store, how many of those users went inside the store, how many users bought a particular pair of virtual sneakers, and then how many of those users ordered the same sneakers for themselves in real life.

“It’s scary actually,” said Jeff Yapp, an executive vice president of program enterprises for MTV Networks’ music group. “It’s almost Google on steroids.”

FOR the media giants who missed out on the benefits of landscape-shifting online properties like MySpace and YouTube, virtual reality may be most valuable as a medium that can offer the combined benefits of a social-networking Web site and a video-sharing Web site, and might one day surpass both those technologies. (Tellingly, MTV developed its virtual worlds in a project code-named Leapfrog.)

“Suddenly, more than ever, these media companies are ready to innovate,” Mr. Verbeck said. “They’re trying to transform themselves into companies that can evolve with new technology.”

And some particularly evangelical advocates of virtual reality foresee major evolutions occurring in less than a decade. “The entertainment experience that people have in 10 years will be substantially interactive,” Mr. Rosedale said. “The argument that television will remain the dominant way we all use discretionary time, that is nonsense. That is over.”

But other veterans of virtual-reality development are skeptical about the technology’s potential for mass appeal. For more than 20 years F. Randall Farmer, a strategic analyst at Yahoo, has worked on numerous online communities, from Lucasfilm’s Habitat, a rudimentary 1980s-era attempt at virtual reality, to current offerings like Second Life and The Sims Online. He also contributes to a blog called Habitat Chronicles (fudco.com/habitat), where he frequently airs his doubts about virtual reality’s suitability to replace the existing World Wide Web.

“It’s not going to change the fact that the best way for me to interact with my bank today is a Web site where it tells me my balance, and I push this button called transfer, and type in a number, and it moves between the two accounts,” Mr. Farmer said in a telephone interview.

Still, Mr. Farmer said virtual reality could help programmers strengthen viewer loyalty to their shows through more limited interactive experiences. “I’m thinking more like an adjunct episode to a mystery-detective show,” he said, “where you and your friends can go in and play the major characters in ‘CSI,’ and you solve the mystery together. But those are very constrained experiences.”

Before that can happen, the virtual-world-building business has some real-life obstacles to confront. Its creators acknowledge that they need to make their worlds more user-friendly and their avatars easier to design.

And they expect to see a boom-and-bust cycle, much like in the earliest days of the Web, after which only a few providers of virtual-reality communities will survive. MTV Networks is already building another virtual community of interconnected music clubs modeled on downtown Manhattan, called Virtual Lower East Side (vles.com). CBS has contemplated the idea of creating a virtual world based on the “Star Trek” franchise.

In theory there is no reason that monolithic corporations with the resources and the technological know-how — a Time Warner or an NBC Universal — could not be among those left standing. But as the past history of the Internet suggests, it is rarely the company with the most money that rises to become the leader in an emerging field.

“There is no chance that a traditional media company can build this,” said Mr. Smith of CBS, whose network recently participated in a $7 million dollar investment in Electric Sheep. “It’s just as much about technology as it is about understanding a mass audience, and it’s naïve to assume we can just go out and build it.”

In the meantime some optimistic players in the virtual arena say that broadcast television and virtual reality need not cannibalize each other, and might someday learn to work together.

“Virtual worlds, when they’re done well, they’re taking people who watch 20 hours of television a week and turning them into people who spend 30 hours a week in the virtual world,” Mr. Verbeck said. “I’ve never been involved with a technology where you can make people say ‘Aha!’ so consistently.”

Friday, June 22, 2007

Pontiac Schools "Brutal Facts" revealed! Now to the Task at Hand!


Click here to return to the The Oakland Press


SYNOPIS
http://www.pontiac.k12.mi.us/downloads/Chartwell%20Situational%20AnalysisSynopis.pdf

FULL REPORT
http://www.pontiac.k12.mi.us/downloads/Chartwell%20Report.pdf

Report assails Pontiac schools, urges reforms


Recommendations could save district up to $8M now, $5.6M over next few years
Of The Oakland Press

Whether it's spending $1 million per year in district legal fees, failing to adequately monitor service contracts, allowing unethical practices such as nepotism to guide personnel decisions or failing to maintain consistent curriculum throughout the district, Pontiac faces formidable reform challenges in nearly every aspect of its day-to-day operations.

These were among numerous less-than-complimentary findings of the Chartwell Education Group, a consulting firm headed by former U.S. Secretary of Education Rod Paige and hired by the Pontiac school district late last year to evaluate management practices.

On Tuesday, the group released to the public a 292-page report containing hundreds of reform recommendations. If enacted, authors suggest, these measures could not only improve academic achievement and rebuild languishing community trust and confidence, but also save the district up to $8 million immediately and an additional $5.6 million over the next two to five years.

Board of Education President Letyna Roberts told about 50 community members gathered for Tuesday's report release that the board is committed to "revolutionary change" namely taking whatever measures are necessary to stem the tide of lackluster student achievement, rapidly declining enrollment, the loss of millions of dollars in operational funding each year and many other problems.

"If we keep going like this, this school district will not be around much longer," she said. "We mean business, people. I hope, I encourage and I urge you to become part of the team."

Based on five months of site visits by educational experts, interviews with individuals in every part of the district, a detailed community survey, facility inspections and other research, Chartwell consultants found both flaws and some commendable aspects of board governance, district management practices, school leadership, community support, financial operations, technology management, personnel services, school safety, instructional practices and student engagement.

At the top of the leadership structure, consultants found considerable disharmony between Board of Education members and top district administrators.

"It was something that was evident in almost every interview we had," said Scott Jenkins, a Chartwell consultant.

Additionally, the report suggests, some board members look to micromanage day-to-day operations rather than set policy, and some make decisions based on community political pressure, rather than the best interests of students.

District executives and other school community members also took heat for decisions made without regard for the best interest of students.

"The district is plagued by a variety of unethical behaviors "particularly nepotism" when it comes to personnel matters, promotions, awarding contracts and the retention of employees," the report states. "Enough examples were provided and confirmed by various sources that it is clear the district faces serious issues regarding unethical behavior at all levels."

Principals are said to be left out of a variety of district planning processes, despite the fact that they are considered vital team members in many other districts. "Those are frontline leaders in every school. They need to be part of the central planning," Jenkins argued.

Shirley McClendon, principal of Owen Elementary School and a member of the Pontiac Association of School Administrators, said she and her colleagues are eager to become part of that process.

"Whatever it takes, we will be there," she told board members Tuesday. "We have the energy, the talent and the time."

It may take considerable efforts to convince the Pontiac community that reform recommendations can bring about tangible change to will benefit students.

A Chartwell survey revealed that 67 percent of local residents believe the district is either failing or beyond repair. Even more, 69 percent, said they would put their children in other schools if given the choice.

Among prominent community concerns is the district's failure to prepare many students to be successful beyond high school.

Just one example of that, Chartwell consultants found, is the fact that less than 5 percent of Pontiac graduates qualify for state scholarships awarded to students meeting basic learning benchmarks. This compares with 45 percent of students at average Michigan high schools doing so.

"The (Pontiac school district) must discontinue practices which clearly hinder high-quality teaching and high student achievement," report authors suggest. "These practices are what contributed, in large part, to the district's low test scores and a widening achievement gap with the rest of the state."

School safety is yet another community concern. Though the district has made efforts to address safety issues in the schools Ñ such as installing metal detectors and hiring security officers consultants found no districtwide safety management system.

"This lack of a comprehensive plan is clear, particularly in the high schools, where several violent outbursts and gang-related activities have made it necessary to involve local and state police." the report states.

"What the (Pontiac school district) must realize is that if the safety of the school system is not effectively addressed, it will be at the risk of the students, the district and the entire Pontiac community."

Despite these and many other unflattering findings revealed by the five-month investigation, some community members expressed confidence that an inclusive, community effort to review and implement report recommendations can help turn the crisis-ridden district around.

"I think there's everything we need right here in this community already," said Evelyn LaDuff. "We are the solution to the problem."

With the report now released to the public, school leaders plan to begin prioritizing report recommendations and developing a strategic plan for renewal. Though some changes are expected to be in place by the start of the coming school year, others may take years to complete.

District officials said a synopsis of the Chartwell Education Group situational analysis will be available on the district's Web site starting today. The address is www.pontiac.k12.mi.us.

The full, 292-page report will be distributed free of charge to 75 key community stakeholders to be determined in the near future by Board of Education members. Others interested in obtaining a copy can do so for a $10 fee. They will be available at the district administration building, 47200 Woodward Ave., starting Monday.

Contact staff writer Dave Groves at (248) 745-4633 or david.groves@oakpress.com. Ê Article View Links
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http://theoaklandpress.com/stories/062007/loc_20070620160.shtml

Wednesday, June 20, 2007

ONLY the SHADOW Knows!

Published: June 20, 2007

Los Angeles

ON Thursday, on the summer solstice, the Sun will celebrate the year’s lazy months by resting on the horizon. The word solstice derives from the Latin “sol” (sun) and “sistere” (to stand still). The day marks the sun’s highest point in the sky, the moment when our shadows shrink to their shortest length of the year. How strange to think that these mundane friends, our ever-present familiars, can actually go faster than the sun’s rays.

I remarked on this recently to my husband as we sat on the porch with our shadows pooling by our chairs. Nothing can go faster than light, he insisted, expressing what is surely the most widely known law of physics, ingrained into us by a thousand “Nova” programs.

That is the point, I explained: Nothing can go faster than light. A shadow isn’t a thing. It’s a non-thing. It’s the absence of light.

Special relativity dictates that we cannot move anything more quickly than the particles of light known as photons, but no law says you can’t do nothing faster than light. Physicists have known this for a long time, even if they generally do not mention it on PBS documentaries.

My husband looked troubled, as did my sister and some friends I regaled with the story that evening. Like the warp drive on “Star Trek,” faster-than-light travel is supposed to be a science-fiction fantasy. Isn’t it?

They are right about the travel: According to relativity, no physical substance can exceed the speed of light because it would take infinite energy to accelerate anything to such a velocity.

Yet the laws of physics pertain only to that which is. That which isn’t is not bound by relativity’s restraint. From the point of view of relativity, a shadow (having no mass) is a non-thing, an existential void.

It’s quite easy to conjure up a faster-than-light shadow, at least in theory. Build a great klieg light, a superstrong version of the ones set up at the Academy Awards. Now paste a piece of black paper onto the klieg’s glass so there is a shadow in the middle of the beam, like the signal used to summon Batman. And we are going to mount our light in space and broadcast the Bat-call to the cosmos.

The key to our trick is to rotate the klieg. As the light turns, the bat shadow sweeps across the sky. Round and round it goes, projecting into the void. Just as the rim of a bicycle wheel moves faster than its hub, so too, away from the source our bat shadow will fly faster and faster, a consequence of the geometry that guarantees the rim of a really big wheel moves faster than a co-rotating small wheel.

At a great enough distance from the source, our shadow bat will go so fast it will exceed the speed of light. This does not violate relativity because a shadow carries no energy. Literally nothing is transferred. Our shadow bat can go 10 times the speed of light or 100 times faster without breaking any of physics’ sacred rules.

My sister leapt to the heart of this apparent paradox: Why isn’t the light itself traveling faster than the speed of light? Isn’t it also rotating in space? Actually, no. The bulbs that produce the light are spinning, but the light particles leave the source at 186,000 miles a second, the vaunted “speed of light.” Once emitted, the photons continue to travel at this speed directly away from the source. Only the shadow revolves around the great circle. The critical point is that no object, no substance, defies light.

My husband was right to object that you’d need one spectacular klieg to produce a detectable shadow thousands of miles out in space. Still, the theory is sound.

The anthropologist Mary Douglas noted that all systems of categorizing break down somewhere, unable to incorporate certain forms. By standing beyond relativity’s injunction, shadows suggest the limits of all classification schemes, a tension that even modern science cannot completely resolve.

In the terms recognized by relativity, shadows are non-things. Yet before the invention of clocks, shadows were the most important means for telling time. Weightless and without energy, shadows can nonetheless convey information — though they cannot, despite our giant klieg, be used for faster-than-light communication. That’s because the shadow’s location cannot be detected until the light, moving at its ponderous relativistic pace, arrives.

“Here there be monsters,” said the medieval maps, signaling the limits of reason’s reach. As a map of being, physics is flanked by the monsters of non-being whose outlines we glimpse in the paradoxes of quantum mechanics and in the zooming arc of a shadow bat going faster than light.

In Christian theology we are told, “God is that which nothing is greater than.” The scientific corollary might be, “Light is that which nothing is faster than” — a statement true both in spirit and fact.

Margaret Wertheim, the director of the Institute for Figuring, a science and mathematics education organization, is writing a book on physics and the imagination.