Steve Jobs on Education

“All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time.” ~Steve Jobs

I just finished reading (or rather listening to the audiobook) Steve Jobs by Walter Isaacson.  As an early computer user my second personal computer was a Macintosh 512Ke. Over the years in addition to Windows PC computers we have had Mac PowerBook 150, iPods and now an iPad 2.  While I have always been interested in Jobs I have also always been an admirer of Jobs original Apple partner Steve “Woz” Wozniak who was the creator of the Apple I and the Apple II.  I enjoyed reliving much of my “geeky” upbringing with computers.

Recently Apple announced a major move towards distribution of digital textbooks.  Apple hopes to change how students and teachers purchase and view textbooks.  They hope to back as big of an impact on textbooks as they did with music.  I was also most interested in Jobs interest in America’s Educational System and Schools.

In chapter forty-one Isaacson shares Steve Jobs observation of the educational system. “Jobs also criticized America’s Education System, saying that it was hopelessly antiquated… It was absurd, he added, that American classrooms were still based on teachers standing at a board and using textbooks. All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time.”

Steve Jobs major competitor and colleague was Bill Gates.  Gates also has been working to make changes in education through the use of his Bill & Melinda Gates Foundation. During Gates last meeting prior to Jobs death, Jobs and Gates spoke about the educational system together.  “They agreed that computers had, so far, made surprisingly little impact on schools—far less than on other realms of society such as media and medicine and law. For that to change, Gates said, computers and mobile devices would have to focus on delivering more personalized lessons and providing motivational feedback.” 

In his book, Isaacson shared how Steve Jobs was asked by President Barack Obama what it would take to move manufacturing of Apple Products from China to the United States. Jobs explained that it cannot be done.  His answer again speaks to the importance our educational system plays in the development of jobs in our country. “Jobs went on to urge that a way be found to train more American Engineers. Apple had 700,000 factory workers employed in China, he said, and that was because it needed 30,000 engineers on-site to support those workers. You can’t find that many ‘Factory Engineers’ in America to hire,” he added. These Factory Engineers in China did not have to be PhDs or geniuses; they simply needed to have basic engineering skills for manufacturing. Tech schools, community colleges, or trade schools could train them. “If you could educate these engineers,” Jobs said, “then we could move more manufacturing plants here.”

For those of us in education, Jobs opinions and observations are not new, but they are important for us to be reminded of.  We might not all agree with all of Steve Jobs or Bill Gates philosophies on the American Education System but these are two men that clearly have a perspective we cannot ignore.  To give you an idea of the perspective Steve Jobs and Apple have, Apple, Inc. has cash on hand today $76 billion.  The United States Treasury has $74 billion or $2 billion less than Apple has of cash on hand.

What excites me is that Citrus County Schools has been planning and moving in much of the direction that Jobs and Gates are suggesting.  Our district last year went to a computer leasing program which updated nearly every computer system in the district and schools and will update them again every three years all at a cost near or less than what it cost to purchase computers.  This means that students now have access to the latest industry software and hardware. Now what I am most excited about it our district is getting ready to initiate a pilot “One to One” mobile technology for students which will put a mobile device in the hands of every student in the pilot program.  This means students will use these devices as their textbook readers and mobile learning centers.  It will allow for both individual remediation and/or individual advancement for students.

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Studies Show: Dyslexia Reveals Silver Lining

Recently when I was talking with a group of students at Citrus High School I was asked, “Are there any benefits to being a dyslexic?”  When one hears the term “dyslexia”, you likely think “learning disability.”  Rarely do people realize that dyslexia is associated with a special set of perceptual skills many which provide distinct advantages. A recent article in the New York Times in February 2012 promoted greater awareness of the upside of dyslexia.

Dyslexia is still a most poorly understood disorder, but recent research at MIT shows that typical readers are better at focusing on words in the center of their field of vision. Readers with dyslexia, however, have stronger and more accurate peripheral vision.

The study, headed by Gadi Geiger and Jerome Lettvin, used a mechanical shutter to flash a row of letters before test subjects, with the letters extending from the center of the subject’s field of vision outward. While typical readers were able to identify the letters in the center, those with dyslexia were able to identify the letters at the very edges of the row.

What’s interesting about this study and related research is that these skills seem to be either/or. A person is only good at focusing on one or the other. Being able to focus on the details in the center of a page is an asset in learning to read, but it also means that most people are fairly weak at recognizing broader features and patterns outside of that small area of focus. This fits well with what some dyslexia advocates have been saying for years – that dyslexics are intuitive, big-picture thinkers who are more aware of their surroundings.

Not only is their peripheral vision stronger, it seems that their ability to view an entire scene as a whole, rather than focusing on the details, can help them spot errors faster. In a University of Wisconsin study, people with dyslexia identified “impossible pictures” faster – they were able to spot the unrealistic elements in drawings in the style of M.C. Escher, which rely on optical illusions to create physically impossible scenes.

It even turns out that students with dyslexia have shown a superior ability to understand and process visual information in certain contexts. In one study, dyslexic students were able to see the images in photographs which had been heavily blurred, while non-dyslexic students could not. In some situations, it turns out; dyslexic learners actually have the advantage.

This research represents some substantial steps in the right direction. Better understanding what dyslexia is, and how it works, is crucial to helping struggling readers learn how to overcome their academic handicaps and make the best use of the unique talents.

Portions of this blog were taken from Julie Rodriguez blog post from February 10^th, 2012 on www.Care2.com.

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Tour of Citrus County Community Based Instruction

Think about the poem about the Blind Men and the Elephant by John Godfrey Saxe.

Those involved in the transition of students into adult life. We may be the parents of these students, their teachers, or we may provide community services to these young adults. Well, “Transition” is our ‘elephant’, and our interagency council, known as START, continues to try to promote “better communication and connection” among all of us. And, too often, our lives are so busy that we really become the ‘blind men’, able to see only our small part of the picture.

We invite you to join us to see the whole elephant and learn how transition looks throughout Citrus County. On March 27th, 2012 we, in the ‘Student Transition And Resource Team‘ (START) committee, have planned a tour of CBI (Community Based Instruction) sites. Please see the attached flyer for details. I hope many of you can join us as we look at the big picture.

For more information contact Stephanie Hopper (352) 726-1931, ext. 2340

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