Coming to Grips with Google ChromeBook

“You never change things by fighting the existing reality.
To change something, build a new model that makes the existing model obsolete.”
- Richard Buckminster Fuller




I've been told that the way we use new technologies is often based on the way we have used (what seem to be similar) technologies in the past. In other words, we try to use new technologies to do earlier tasks, rather than take advantage of new properties or new capabilities; we fail to approach them with a new mindset. Consider that some of us tried to use the computer as a typewriter and many consider the primary function of a smart-phone to be a telephone.

In observing my own encounters with new technologies and the encounters of many faculty members with whom I consult, I sense the notions above are true. When we see a new device that is small, portable, and has a keyboard or in anyway acts like a laptop, it's easy to perceive that device as a laptop. Months ago I came to this conclusion as I contemplated the iPad as a unique device.  I created a list of properties of the iPad to inform my thinking about what I might do to use these properties in higher education. It is the properties of the iPad that enable developers to create apps for the iPad. The apps provide a way for the iPad to become a chameleon. In other words, the iPad can be thousands or hundreds of thousands of devices. But in spite of this experience and awareness, I have once again fallen into the trap of perceiving a new device as a laptop. The device under consideration is the Google ChromeBook.

My initial introduction to the Google ChromeBook was in the context of a cart full of ChromeBooks and Apple MacBook Airs for use in teaching and learning. I brought baggage to the conversation with my perception that this cart was a means of providing laptops for faculty who may attend our workshops and did not have a laptop with them.
I must state that in my case, the chrome book required a Google account and then a login to the university SafeNet environment. Having both a personal Google account and a university account also added to some confusion.

I have only used the Google Chrome book on two occasions. The first was my initial encounter and the second was follow-up experimentation. After reflecting on my experience, I think the way one should be introduced to the Google Chrome book is to clearly refer to it as a computing DEVICE. Secondly, I now understand that it is A GOOGLE DEVICE that is focused on Google functionality and uses Google tools; an example is the Chrome browser as the only web browser. So, I would introduce this device by clearly separating the words GOOGLE -- CHROME -- BOOK. Google emphasizes the company and products, Chrome defines the browser that one uses to access Internet resources, and book refers metaphorically to the look, nature and portability of the device.

The chrome book I used was a Samsung Chromebook.  I've since learned that there are different models, made by different manufacturers (see information on the Google site). Most of these, as I stated earlier, tend to present themselves as a laptop. However, they use apps instead of software that resides on the machine. This is somewhat like the Apple iPad. These devices largely depend upon the Internet cloud for storage. Some apps do provide local functionality and update as the device is synchronized upon the next connection to the cloud. A USB port does provide access to information on a thumb drive or other USB device. There is a version called the ChromeBook Pixel that has a touch sensitive screen and the interface can work much like the iPad.

The ChromeBook's basic functionality is an interface to Google and Google plus. So, all of the associated features of those accounts are available and become your basic working tools. Text documents created in Google Docs and/or stored in the Google drive may be output as MS Word files, PDF or other types as desired.

So, at this point my understanding of the Google Chrome book leads to a necessity for me and (I believe others) to understand the complete functionality of the Google environment. This is a great tool for accessing Google resources and for interacting and collaborating with others. IT IS NOT A LAPTOP; It is a new and unique COMPUTING DEVICE.


Afterthought: almost everything is connected in Google. This reminds me of the quote, “There will come a time when it isn't 'They're spying on me through my phone' anymore. Eventually, it will be 'My phone is spying on me'.”
- Philip K. Dick

Make every effort to come to new technology with an open mind. Play, explore, ask questions and embrace your frustrations. They just may lead to new insight.

Digital Storytelling Program for VCU Faculty

What's your story? What are important stories in your discipline? How might a story introduce students to important developments, situate content in the context of history or a larger picture? What questions might be generated by a grounding story at the beginning of class? Faculty in the CTE Digital Storytelling Program will explore these and many more compelling questions. APPLY NOW!

For centuries, stories have served as means of recording events, conveying wisdom and sharing a perspective about the world around us. Through the power of narrative, a story can unfold and tell who we are and relate the significance of events or ideas to listeners in a deeply personal way. Stories can give us a new perspective, and cause us to care about issues and/or challenge us to learn and inspire us to change.

The DST program is for VCU faculty who are interested in developing and incorporating their own (or student generated) digital stories in their teaching practice as a means to share narrative stories, provide background information on a particular topic or issue, generate interest and deep reflection, foster insight, encourage discussion and enhance student engagement and learning. Participants will engage with a cohort other faculty in sequenced sessions throughout the Fall 2012 semester, in which they will be introduced to concepts and engage in discussion and hands-on practice. Each participant will create their own digital story based on some aspect of their own learning or teaching and share this with cohorts in the program. Participants will then discuss what they have learned, identify how they will incorporate digital storytelling into their course(s) and create a second story and plan for use of digital storytelling during the Spring 2013 semester. Following implementation in 2013, participants will regroup to discuss and document their experience and impact on their teaching and student engagement.

See the embedded story about previous experience in the CTE Digital Storytelling Program.



Apply NOW!!! Participation will be limited (5-8 faculty).

This session is for faculty and is limited to 8 VCU faculty participants. Deadline for submitting applications is 5 pm, Friday, September 7, 2012. The application form is available at http://www.vcu.edu/cte/programs/instructional_technology/DigitalStorytelling/application.htm

Funsintheway: The Art of Living (now) in a Cluttered Environment

(Photo credit: Wikipedia)

















It never ceases to amaze me, what I find in the clutter of my life. This post is actually some writing I did in 2000 (just after the computing world was supposed to come to an end) as part of a book (yet to be written/published). In going through old e-mail as part of a migration to a new system, I unearthed somthing that still resonates. So, why wait any longer? My creative works are all to often hidden under a bushel, so I'm going to let it rip.

"Funsintheway: The Art of Living (now) in a Cluttered Environment". Life is ultimately spiritual. For centuries philosphers, gurus and spiritual guides have directed their teachings to enable us to "be in the moment". "Oh, Sure, Come on Over" celebrates the fullness of life in the moment. Other self help books which focus on improving your environment and architectural surroundings are filled with photographs of pristine, elegant and sometimes zen like environments. However, these are routinely devoid of any people or evidence of human existance in these environments. These books are a lie. They document those rare moments when everything is "in its' place"; that rare
few minutes before guests arrive (After an all night cleaning session which ends up with the last few items tossed in a closet). When was the last time you saw a self help book which celebrated the naturalness and the elegance of shoes which had been kicked off in the celebration of rest, or underwear hanging from the arm of a chair? Or when have you seen a Ralph Lauren bedroom with a weeks worth of clothes on the bedpost, a laptop and papers on the bed and dirty dishes piled on the bedside table? How about any people who are seen just in the midst of living?

Living with guilt and anxiety over cleaning to be done or papers to be filed is not really living. Learning to live in the moment is a spiritual journey which is mastered by few. Celebrate the cobwebs on your bathroom lightbulbs. Wipe them away when the time is right.  Recognize the order in your apparent clutter. You know which pile to look in for your telephone bill! Invite someone in and clear of a patch in the middle of your "important papers";  share a glass of wine and nibble on some cheese. Pick up your instrument and share a few new tunes with a friend. Lean back on that pile of unfolded clothes and throw another log on the fire. Relax baby, it's Miller time.


In fairness to my collaborator, Jeanne Schlesinger, I am establishing the following copyright: All rights reserved to "Oh, Sure, Come on Over" by William Deihl and Jeanne Schlesinger. Note: "Funsintheway: The Art of Living (now) in a Cluttered Environment" is part of "Oh, Sure, Come on Over".

Experimenting with change... the story of my (our) lives. Not much need to state the obvious, but on it goes. Today, one change is the editor and interface to the  Blogger editor. I'm probably behind the times (as my blogging activity has been minimal), but here I go.

I value reflection and the opportunity to connect the dots of my thinking over time. How I do that varies in regularity and methodology. As I reflect on those notions, I consider my thoughts on my simultaneous love and distain for technology. It's a dance... using technology to enhance my life and selectively ignoring the latest tools in order to experience and honor things of great value, which move at a slower pace. 

Reflecting on the importance of friendships and shared experiences requires a note of thanks; an easy thing to do with a phone call, e-mail, an immediate text message or a Tweet. But, reverting back to the use a pen on paper slows the process just enough to make a difference. It allows me to employ the use of my hands in a craftsman-like way and engage in the beauty of calligraphy. It allows me to experience the feel of fine paper, explore the angle of pen and marvel at the formation of line. In some ways, this is a self-indulgent act of pleasure. But, it is also an act of love and a recognition that occasionally the gift of time and craftsmanship to both ourselves and our friends are just possibly the most important things we can do.

Take a break. Cook a nice meal. Smell the coffee. Enjoy the sunrise. Tell someone you love them. 

Enjoy the best of both worlds. Savor the quiet moment(s) and...marvel at the simultaneous gifts that your Smart-Phone can afford.

Image courtesy of letreries at http://www.flickr.com/photos/letrerias/5716682734/

Inching Forward Into Video for Digital Storytelling

Addressing the faculty desire to actually work with video footage.

For some time, I've been reluctant to introduce video in the creation of faculty and/or student digital stories. This audience generally needs simple tools which are freely available and which have a low learning threshold. In addition, I feel that the one needs to first understand the power of still images and the impact of multimedia in conjunction with them as a means to create powerful stories in video format; somewhat in the style of Ken Burn's documentaries. However, technology has increasingly made it easier to incorporate video footage into storytelling, and simple editors such as iMovie or Microsoft Movie Maker are examples of tools which can produce surprising results by those who are not a professional videographer. Making the transition to video production still requires intense focus on images and in addition, requires careful editing and attention the value of movement which might breathe new life into productions.

Today, I found a great example of video production which incorporate powerful still images and appropriate small video clips to create a compelling narrative. The example I will offer is provide by ESPN.com and it is the story of Falsely accused prisoner Dewey Bozella, who earned the 2011 Arthur Ashe Award for his courage to never give up fighting. As you view this story, consider the powerful images first and ask, what does video add to this story? Choose your technology carefully. Can less be more? Do I need 5 minutes of video or 5 seconds? How can still images inform the choices of video shots?

Multiculturalism Revisited

Rethinking multiculturalism.

My colleague asked some participants in a workshop, "Are you a Mac or PC?" As I heard that frequently asked question, realized that we think of multiculturalism from a traditional point of view. We look at race, ethnicity & regional areas as the consideration of culture; which we should. However I realize the question: "are you a Mac or PC?", implies an investigation of the technological culture in which one works and lives. I believe this cultural question goes beyond the hardware to the way we live, so the question(s) might be: Are you computerized or are you not? Are you stationary or are you mobile? Do you go out and seek information or do you subscribe to information to be delivered to you? These and other questions make me pause to rethink what it means to consider multiculturalism and my teaching and learning practice.

PS: I consider myself part of a mobile culture & this writing was actually dictated into Dragon, on the iPhone.

Creativity in the Field: Exploring the iPad2 for Creation, Learning & Teaching

Today is a new day. This is the second day that I've had the iPad2. I've had the iPad for sometime and I've enjoyed its display and many of its functions. However, the iPad2 takes it to a whole new level. Within a few hours, I was able to get my e-mail set up, get oriented to the basic features of the iPad2, to download and install apps for iMovie and Garage Band and to be able to actually do video production in the field; literally in the field. Using GarageBand in this tactile pad environment has truly changed my perception of what computing can be. Being able to bend pitch by using a mouse on the laptop or desktop computer is not the same as being able to click a virtual string and then bend the note as you would on a real guitar. I'm only beginning to envision what other capabilities this tactile environment they afford. Just think of being able to move shapes and may afford, such as interacting with the computing surface by applying pressure. The capabilities of the iPad is only limited to the apps which have or will be developed to allow it to perform in many many ways. My interest is in educational use. I am truly blown away by the fact that I can be anywhere and have such capability to actually produce work (noting that internet connectivity is a crucial part of truly being mobile). I still am bothered by Apple's lack of ability to play flash content. Flash has been a long staple in the arena of multimedia production and delivery of educational content & I think it's ridiculous to ignore that large body of existing contact. However, given what it is, my challenge is to experiment and see what I can actually do to provide quality examples of the creation and use of educational content via the iPad2. I'm going to challenge myself to work only with the iPad in the iPhone as much as possible. I realize that I will need to actually use a laptop to engage in some of the software activities and so forth that I normally use, but the time has come to take this journey and truly explore what it means to be mobile and how mobility can impact teaching and learning.