I still haven´t convinced myself to continue to write in English. It made a lot more sense when I was in the US and had a few international readers, somehow I´ve started to find it quite satisfying and challenging to write in English. I get spelling and grammar mistakes pointed out from a friend of mine but I´ll take that as a compliment.
Right now all high school students in Sweden are doing the "SAT:s", in Sweden called Nationella prov (National tests). I started wondering when 1-to-1 learning, i.e having access to laptop with internet, will make its way in to the classrooms and the standardized tests. As the world gets smaller and smaller due to globalization, collaboration and social media, the demand from students being able to using these tools in their natural learning environments will steadily increase.
One important aspect of this is the fundamental understanding that students progress more through collaboration, social skills and digital competence than by standardized tests and individual test taking. By that, I don´t mean that each student shouldn´t be given tasks according to their own development and skills but rather that we should emphasize and value more and different skills. The thing is, with computers and ICT we have possibilities to give students tasks that previously wasn´t possible. So how do we do it? How do we change the structure of learning from individualized competitiveness to collective progress without missing out on "the subject" (a reference to Foucault). Is it possible to make these structural transitions without losing the few benefits students have by "learning all by themselves"? To me, this raises some very important questions and I think the thing to look for beyond the 2.0 web, social media and collaboration is the whole organization of time and place in school. When 1-to-1 is as natural as pen and paper, which it will be in 5 at max 10 years, how do we organize schools?
That question is more controversial and revolutionary than anything our system has ever gone through. The impact this will have, not only on education but on our society as a whole, will be mind boggling. And those who don´t start to adapt to these changes right now, that includes the whole education system, will be left way behind.
If you think your teachers are having a hard time coping now how do you think they will cope in five years?
måndag 17 maj 2010
onsdag 12 maj 2010
"In times of change the learners will inherit the earth"
"In times of change the learners will inherit the earth, while the knowers will find themselves beautifully equipped to deal with a world that no longer exists"
Stephanie Hamilton quoted Eric Hoffer in her presentation the last day in Boston. We are, in some cases, painfully aware of that times are changing. We are not talking about smaller transitions but about a paradigm shift. Students with prestigious degrees are having a difficult time finding work. They feel their knowledge should be enough for the society they are supposed to be prepared for, instead they "find themselves beautifully equipped to deal with a world that no longer exists". We need to help students to adapt and prepare for a future that no one knows how it will look like in the next 5 to 10 years. And if this is true for students examined today, it is probably true for our society as a whole. But where do we start?
I think all of us left Boston and Maine with new ideas, energy and go-ahead spirit. The discussions on learning and the new expectations the current generation has on schools, teachers and principals are totally different from anything we´ve experienced. These fundamental changes seem to engage and challenge our rooted perception of how schools work. I´d go as far as stating that these changes are revolutionary but in a positive way. Many of the principals have a profound as well as a broad understanding of these changes (maybe that´s why they were there). But it also requires a lot of courage to be a frontrunner and challenge all these prerequisites from the IT-department, teachers, parents and others. We have to make IT in schools a natural pedagogical work tool. This is fundamental if we want to change the path on which we are heading into the 21st century. We have to start changing the way we engage students in learning. We have to be willing to accept that our role in education, as educators, teachers, principals, officials and politicians are changing.
"If a child can´t learn the way we teach, maybe we will have to teach the way they learn"
Stephanie Hamilton quoted Eric Hoffer in her presentation the last day in Boston. We are, in some cases, painfully aware of that times are changing. We are not talking about smaller transitions but about a paradigm shift. Students with prestigious degrees are having a difficult time finding work. They feel their knowledge should be enough for the society they are supposed to be prepared for, instead they "find themselves beautifully equipped to deal with a world that no longer exists". We need to help students to adapt and prepare for a future that no one knows how it will look like in the next 5 to 10 years. And if this is true for students examined today, it is probably true for our society as a whole. But where do we start?
I think all of us left Boston and Maine with new ideas, energy and go-ahead spirit. The discussions on learning and the new expectations the current generation has on schools, teachers and principals are totally different from anything we´ve experienced. These fundamental changes seem to engage and challenge our rooted perception of how schools work. I´d go as far as stating that these changes are revolutionary but in a positive way. Many of the principals have a profound as well as a broad understanding of these changes (maybe that´s why they were there). But it also requires a lot of courage to be a frontrunner and challenge all these prerequisites from the IT-department, teachers, parents and others. We have to make IT in schools a natural pedagogical work tool. This is fundamental if we want to change the path on which we are heading into the 21st century. We have to start changing the way we engage students in learning. We have to be willing to accept that our role in education, as educators, teachers, principals, officials and politicians are changing.
"If a child can´t learn the way we teach, maybe we will have to teach the way they learn"
lördag 8 maj 2010
Last official day
Today was the last official day. We had a briefing at the Apple Boston HQ and I´ll write down my thoughts and impressions tomorrow. One thing though:
"In times of change the learners will inherit the earth...
while the knowers will find themselves beautifully equipped to deal with a world that no longer exists"
And also two quotes from Abraham Lincoln:
"I'm a slow walker, but I never walk back"
"The dogmas of the quiet past, are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise -- with the occasion. As our case is new, so we must think anew, and act anew. We must disenthrall ourselves, and then we shall save our country".
Times are changing fast. Ask Greece.
"In times of change the learners will inherit the earth...
while the knowers will find themselves beautifully equipped to deal with a world that no longer exists"
And also two quotes from Abraham Lincoln:
"I'm a slow walker, but I never walk back"
"The dogmas of the quiet past, are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise -- with the occasion. As our case is new, so we must think anew, and act anew. We must disenthrall ourselves, and then we shall save our country".
Times are changing fast. Ask Greece.
torsdag 6 maj 2010
Ruben R. Puentedura
One of the most influential persons in the ongoing 1 to 1 initiatives in Sweden is Ruben Puentedura and the SAMR Model in Practice.
We go back to 1945, it´s the end of the war. An article "As we may think" was published - "Based upon all the reserach we done we the new deals. We know that machines cannot only be mechanical device, passive intellectual device. We know that machines can act intellectual". How would such a machine look? It was a systematic conjuction of summary of the research up to that date. He visualised the machine with interactive carts where poeple could interact with eachother. Physichal carts that contained intellectual information and augment this. The machine let people operate on that information.
Engelbart - A research center for augmenting human intellect. A machine working for autmenting human intellect. This was everything that is on our computers today. View him here http://sloan.stanford.edu/mousesite/1968Demo.html. The video shows every key aspect of the machines we use today. An understanding that we need to show and hide different layers, multimedia capacity on the screen. A machine that augments the intellect the machine itself and how such a machine would be built. What can we then do with augmenting the information in schools?
How do we get children to do things that they have never done before Seymour Papert.
Alan Kay published on the same conference. How must the machine look for the kids? iPad 1 to 1 1970s. (Puentedura emphazises that this IS NOT A SPECULATIVE piece of work). This is how they thought these machines must look based on research.
The SAMR Model:
We need to take the theory and background in mind when we think of education today. Look at what these researchers discovered.
Curricular design and adress the issues mentioned above. From replacement to transformation.
http://www.p21.org/
http://tpck.org/
Podcast on iTunes U: http://tinyurl.com/aswemayteach
Four levels:
Don´t expect changes if you do the same thing you´ve always done. The Substitution level.
Augmentation level - Tech acts as a substitution but with small functional improvements.
Modification level - Tech allows for significant task design. Tool can be used for thinking and discussion. The function of the tool is changing the learning. Here is where you are start seeing medium effects sizes.
(Now let´s think of Seymour - what can we get kid to get to theorems they couldn´t perform in ways they couldn´t do before).
Redefinition - The level that creates workspaces, living, recombining and new understanding of learning.
Hehe, want more bang for the buck - Go up the ladder.
Actual classroom scenario:
Substitution level: Create a webpage with the same information as they have offline. Don´t expect much change. (Shakespeare - Macbeth)
Augmentation level: When you use the same page as before - but you link to Flickr or pictures that weren´t accessible from the textbook. What is being performed with Shakespeare?
Modification level: Get kids to understand the meaning of Macbeth. Bring in visual components to visualize text in different ways. Colour and layout. Wordle.net.
Redefinition: Let the kids go to places where they couldn´t go before. Storytelling, Youtube, Augmented reality. Let them go to the places, perform where Shakespeare performed. Second life, Google SketchUp
We go back to 1945, it´s the end of the war. An article "As we may think" was published - "Based upon all the reserach we done we the new deals. We know that machines cannot only be mechanical device, passive intellectual device. We know that machines can act intellectual". How would such a machine look? It was a systematic conjuction of summary of the research up to that date. He visualised the machine with interactive carts where poeple could interact with eachother. Physichal carts that contained intellectual information and augment this. The machine let people operate on that information.
Engelbart - A research center for augmenting human intellect. A machine working for autmenting human intellect. This was everything that is on our computers today. View him here http://sloan.stanford.edu/mousesite/1968Demo.html. The video shows every key aspect of the machines we use today. An understanding that we need to show and hide different layers, multimedia capacity on the screen. A machine that augments the intellect the machine itself and how such a machine would be built. What can we then do with augmenting the information in schools?
How do we get children to do things that they have never done before Seymour Papert.
Alan Kay published on the same conference. How must the machine look for the kids? iPad 1 to 1 1970s. (Puentedura emphazises that this IS NOT A SPECULATIVE piece of work). This is how they thought these machines must look based on research.
The SAMR Model:
We need to take the theory and background in mind when we think of education today. Look at what these researchers discovered.
Curricular design and adress the issues mentioned above. From replacement to transformation.
http://www.p21.org/
http://tpck.org/
Podcast on iTunes U: http://tinyurl.com/aswemayteach
Four levels:
Don´t expect changes if you do the same thing you´ve always done. The Substitution level.
Augmentation level - Tech acts as a substitution but with small functional improvements.
Modification level - Tech allows for significant task design. Tool can be used for thinking and discussion. The function of the tool is changing the learning. Here is where you are start seeing medium effects sizes.
(Now let´s think of Seymour - what can we get kid to get to theorems they couldn´t perform in ways they couldn´t do before).
Redefinition - The level that creates workspaces, living, recombining and new understanding of learning.
Hehe, want more bang for the buck - Go up the ladder.
Actual classroom scenario:
Substitution level: Create a webpage with the same information as they have offline. Don´t expect much change. (Shakespeare - Macbeth)
Augmentation level: When you use the same page as before - but you link to Flickr or pictures that weren´t accessible from the textbook. What is being performed with Shakespeare?
Modification level: Get kids to understand the meaning of Macbeth. Bring in visual components to visualize text in different ways. Colour and layout. Wordle.net.
Redefinition: Let the kids go to places where they couldn´t go before. Storytelling, Youtube, Augmented reality. Let them go to the places, perform where Shakespeare performed. Second life, Google SketchUp
Research and professional development
I´ll do some quick notes live from Bette Manchesters discussion on implementing 1 to 1.
Three basic and fundamental components:
* Professional development
* Leadership development on all levels
* Dealing with multiple and different
Finding a couple of schools that are frontrunners. Exploration schools. Look at how the kids interact with the teachers in the classroom. Help design deep level projects, do not try to get ahead of the kids when it comes to the technology. What are the tools you need to get to the learning. We tried to hire the best educators in Maine, from universities and schools. A lot of educators were selected beacuse they had a deep knowledge between technology and pedagogy. Having a teacher/leader was a critical component to the project. Bring in expertise from the community. Build a network and let the teachers be part of the community.
"What is your learning network"?
"The Green-eyed Monster" (envy) - anyone who tries to take a lead in technology often shut their door. If you try to get in front others will try to target you for what you are doing. The solution, communicate and open up. Do not shut your door. Invite and explore. http://www.micdl.org/ to continue to support and help the schools.
The leadership development is so important. It can´t be overlooked. Changing school and working with schools are an ongoing struggle.
Now it´s time for David Silvernail and the leading researcher for the 1 to 1 initiative. Works for the university of Southern Maine and under contract with the legislator for the ongoing program om 1 to 1. Collecting survey data right now. Going to talk about benefits and results.
How many teachers are reaching the bar for "desired level of use"?
About 78% of middle school teachers use the computer a few times a week or more. There is no bar set of how much is the right amount but Maine set it to 84%. About 50% use it a few times a week or more to assess and assign formative teaching. A concern is how to individualize the learing with the help of a computer.
What do middle school teachers report as benefits of the laptop program for their students?
80% says students are more active and 79% says the students are more engaged in their learning. 61% says that the laptops help my students better grasp difficult curricular concepts.
Improving mathematics performance using laptop technology: The importance of professional development to success.
Very important to get the parents involved.
http://www.mlti.org/rfp
http://maine121.org/ - professional development
Three basic and fundamental components:
* Professional development
* Leadership development on all levels
* Dealing with multiple and different
Finding a couple of schools that are frontrunners. Exploration schools. Look at how the kids interact with the teachers in the classroom. Help design deep level projects, do not try to get ahead of the kids when it comes to the technology. What are the tools you need to get to the learning. We tried to hire the best educators in Maine, from universities and schools. A lot of educators were selected beacuse they had a deep knowledge between technology and pedagogy. Having a teacher/leader was a critical component to the project. Bring in expertise from the community. Build a network and let the teachers be part of the community.
"What is your learning network"?
"The Green-eyed Monster" (envy) - anyone who tries to take a lead in technology often shut their door. If you try to get in front others will try to target you for what you are doing. The solution, communicate and open up. Do not shut your door. Invite and explore. http://www.micdl.org/ to continue to support and help the schools.
The leadership development is so important. It can´t be overlooked. Changing school and working with schools are an ongoing struggle.
Now it´s time for David Silvernail and the leading researcher for the 1 to 1 initiative. Works for the university of Southern Maine and under contract with the legislator for the ongoing program om 1 to 1. Collecting survey data right now. Going to talk about benefits and results.
How many teachers are reaching the bar for "desired level of use"?
About 78% of middle school teachers use the computer a few times a week or more. There is no bar set of how much is the right amount but Maine set it to 84%. About 50% use it a few times a week or more to assess and assign formative teaching. A concern is how to individualize the learing with the help of a computer.
What do middle school teachers report as benefits of the laptop program for their students?
80% says students are more active and 79% says the students are more engaged in their learning. 61% says that the laptops help my students better grasp difficult curricular concepts.
Improving mathematics performance using laptop technology: The importance of professional development to success.
Very important to get the parents involved.
http://www.mlti.org/rfp
http://maine121.org/ - professional development
onsdag 5 maj 2010
"We work harder with laptops, the time before we had laptops, work was harder"
It is an absolutely beautiful day in Maine today. Sunny, warm and very pre summer feeling to it. Todays program included visits to school in the morning and now, 14.30, a panel discussion on topics brought up by us participants after the visits this morning.
I got the privilige to visit Freeport Middle School and meet up with Raymond Grogan, principal, and Shawn Favreau (visit his site here). We were guided by a handful of young girls who also, along with their peers, showed us some fantastic projects they´ve been working on.
We got to meet Eric who showed us three projects, the first project was a 20 minute long movie on events that had influenced him in his life, so far. Remember, the students are 10 to 13 years. He also showed his podcast and his creation of clay sculptures the process behind it and how they documented it. You can watch their creations at their site click this link. The reflection above was made by a student (and quoted by Chris Toy) at Freeport Middle School today.
One of the things that stroke me the most was the childrens engagement in their own learning. It´s so different to read about the Maine initiative and to actually visit the classrooms to see and almost feel how they work with their computers. A perfect example of how to work with the computer was in wood work/carpentry and how they created models in Google SketchUp and then built them with the tools. One of the boys were making a model of a small cabin which he and his dad is supposed to build this summer, from the model he has created.
Google SketchUp was an essential program in their classrooms. It´s free and I recommend every school to download it. They used it in so many projects, one was to build a model of an energy efficient house with solar panels and other smart solutions. Someone had made a true scale model of Maines house of representatives/congress (don´t know the exact word) with all the furniture, people and everything in it.
Principal Ray
Two of the boys had built their own photocopier in Techno and programmed it themselves. The feeling I got from seeing them present it was like "This? This is nothing special. We do it all the time. And it´s fun". O_o
The feeling in the school was so positive and teachers as well as students gave us the feeling of constant learning, constant development. It truly felt like they were on an endless journey, exploring and trying to find new ways to engage each other. And they are not done. This is not the final destination or end to their 1 to 1 project. A thing they pointed out many times.
"Don´t not expect 1 to 1 to raise your testscores through the roof, it might raise writing and maybe other subjects too, but what it does do is engaging the students, learn them how to collaborate, find information, value information and produce new knowledge. This is not a solution for raising the grades or the SAT scores, it might very well do that too, but this is truly the best way to make the kids ready for the 21st century. This is 21st century skills and digital competence and we can´t measure that with test from 40 years ago".
I got the privilige to visit Freeport Middle School and meet up with Raymond Grogan, principal, and Shawn Favreau (visit his site here). We were guided by a handful of young girls who also, along with their peers, showed us some fantastic projects they´ve been working on.
We got to meet Eric who showed us three projects, the first project was a 20 minute long movie on events that had influenced him in his life, so far. Remember, the students are 10 to 13 years. He also showed his podcast and his creation of clay sculptures the process behind it and how they documented it. You can watch their creations at their site click this link. The reflection above was made by a student (and quoted by Chris Toy) at Freeport Middle School today.
One of the things that stroke me the most was the childrens engagement in their own learning. It´s so different to read about the Maine initiative and to actually visit the classrooms to see and almost feel how they work with their computers. A perfect example of how to work with the computer was in wood work/carpentry and how they created models in Google SketchUp and then built them with the tools. One of the boys were making a model of a small cabin which he and his dad is supposed to build this summer, from the model he has created.
Google SketchUp was an essential program in their classrooms. It´s free and I recommend every school to download it. They used it in so many projects, one was to build a model of an energy efficient house with solar panels and other smart solutions. Someone had made a true scale model of Maines house of representatives/congress (don´t know the exact word) with all the furniture, people and everything in it.
Principal Ray
Two of the boys had built their own photocopier in Techno and programmed it themselves. The feeling I got from seeing them present it was like "This? This is nothing special. We do it all the time. And it´s fun". O_o
The feeling in the school was so positive and teachers as well as students gave us the feeling of constant learning, constant development. It truly felt like they were on an endless journey, exploring and trying to find new ways to engage each other. And they are not done. This is not the final destination or end to their 1 to 1 project. A thing they pointed out many times.
"Don´t not expect 1 to 1 to raise your testscores through the roof, it might raise writing and maybe other subjects too, but what it does do is engaging the students, learn them how to collaborate, find information, value information and produce new knowledge. This is not a solution for raising the grades or the SAT scores, it might very well do that too, but this is truly the best way to make the kids ready for the 21st century. This is 21st century skills and digital competence and we can´t measure that with test from 40 years ago".
Finally arrived in Maine
We arrived in Boston at 16 local time which means 22 Swedish time. From the airport we went by car to Freeport (which didn't go as smooth as planned as our gps had some issues.). However we arrived at the hotel 21.00 local time and had a great dinner followed by an inspirational speech from Mrs Bette Manchester. I'll try to get my hands on the Keynote (although it was actually a pp and not only that, it failed when trying to play an embedded video). Unfortunately I can't update with pictures since my laptop is out of power. I promise an update real soon.
måndag 3 maj 2010
Att bli det som behövs
Den spikraka vägen att till slut hamna där jag hamnat (någon form av konsult, säljare, föreläsare, utbildare, bollplank, utvecklare med mera) började en aning krokigt. Kompisar och släkt hävdade envetet att jag skulle välja "en bred utbildning som natur, då kan du bli vad som helst". Tyvärr hade jag varken intresse eller fallenhet för matematik och fysik (vilket avspeglar sig i slutbetyget). Helt ärligt så var inte intresset för studier under gymnasiet, generellt sett, speciellt stort.
Till slut hamnade jag på kriminologiska institutionen på Stockholms universitet och det var på många sätt en mycket spännande miljö. Jag hamnade i sällskap med människor som många läste kriminologi som komplettering till sina juridiska eller sociologiska studier. Diskussionerna var intressanta och jag började mer och mer fördjupa mig i hur struktur och politik hängde ihop och hur man utifrån detta skapade lagar, regler och normer - samt varför många människor valde att bryta mot dessa. Och med det hela konstruktionen av kriminalitet och lagar. Gråzoner mellan rätt och fel, brott och normbrytande. Det var en oerhört fascinerande syn på världen. Utöver min magisterexamen i kriminologi hann jag även med en kandidatexamen i statsvetenskap och en del psykologi. Men det var egentligen inte där jag blev den jag är och det jag gör idag.
Till slut hamnade jag på kriminologiska institutionen på Stockholms universitet och det var på många sätt en mycket spännande miljö. Jag hamnade i sällskap med människor som många läste kriminologi som komplettering till sina juridiska eller sociologiska studier. Diskussionerna var intressanta och jag började mer och mer fördjupa mig i hur struktur och politik hängde ihop och hur man utifrån detta skapade lagar, regler och normer - samt varför många människor valde att bryta mot dessa. Och med det hela konstruktionen av kriminalitet och lagar. Gråzoner mellan rätt och fel, brott och normbrytande. Det var en oerhört fascinerande syn på världen. Utöver min magisterexamen i kriminologi hann jag även med en kandidatexamen i statsvetenskap och en del psykologi. Men det var egentligen inte där jag blev den jag är och det jag gör idag.
A trip to Maine
So I´ve finally decided to write parts of this blog in English. Mainly because I´m heading to Maine tomorrow and therefore will meet a lot of non Swedish speaking people. Although we are a delegation of approximately 50 Swedish attendants, there will certainly be people from other countries too (apart from the US obviously). Once a year we make this trip with Apple but for me it´s the first time. We´ve been hearing, watching, reading and learning from the Maine initiative for almost nine years and I´m thrilled (seriously) that I finally get to go. I´m a bit stressed though as I´ve got so much to do before leaving. I´m soon going to start packing and checking that I have everything with me.
Att veta vad man skall bli
Jag har ofta tillhört en övergångsgeneration, på flera sätt. Vi var de första som fick det nya betygssystemet med bokstäver istället för siffror och idag räknas vi som digitalt infödda, vi som är födda på "rätt" sida om 1980. Jag hävdar dock att gränsen för att vara digitalt infödd snarare bör hamna runt 1995 någonstans. Hursomhelst så fick vi unga 80-talister tidigt lära oss att komma på "vad man skulle bli". Välj något på gymnasiet som du kommer att vilja jobba med. För de flesta av oss var det omöjligt att veta hur planerna för nästa helg såg ut och att då börja planera för ett framtida yrkesliv var helt befängt. Det enda man kunde tänka var att börja studera på högskolan för att förlänga tiden innan arbetslivet och helt enkelt hoppas att man kom på då vad man ville göra. Det är nog många av oss som aldrig kom på vad vi ville göra.
Min mamma däremot, hon visste. Mina föräldrar har båda en musikalisk sida, min mamma är sångpedagog och min pappa sjöng i sina yngre år på Stockholmsoperan, varför det verkade naturligt att även jag skulle ha en musikalisk sida. När jag gick i tvåan i lågstadiet så ville jag såklart börja spela eller sjunga. Jag har inget som helst minne av att jag fick välja men mamma kom hem en dag och berättade att jag skulle börja spela ett instrument hos Andras. Det var inte vilket instrument som helst utan VALTHORN. Tänk er själv att ni kommer hem till ert barn och berättar att på måndag är det dags att börja spela valthorn. Ja, de kommer förmodligen förstå lika lite som jag gjorde då. Men samtidigt hade jag liksom inte så många andra planer, så jag tänkte "Ah, roligt!". Min mammas plan var snarare att valthorn är ett instrument som låter vackert (jämför med om er son/dotter skall lära sig fiol i fem-sex år och aldrig bli riktigt bra) men framförallt - om jag mot förmodan skulle vilja fortsätta spela, så är det alldeles säkert det instrument med absolut minst konkurrens. Det var till 100% därför jag så småningom kom in i Arméns musikkår och spenderade ett år med att spela valthorn på heltid.
Min mamma däremot, hon visste. Mina föräldrar har båda en musikalisk sida, min mamma är sångpedagog och min pappa sjöng i sina yngre år på Stockholmsoperan, varför det verkade naturligt att även jag skulle ha en musikalisk sida. När jag gick i tvåan i lågstadiet så ville jag såklart börja spela eller sjunga. Jag har inget som helst minne av att jag fick välja men mamma kom hem en dag och berättade att jag skulle börja spela ett instrument hos Andras. Det var inte vilket instrument som helst utan VALTHORN. Tänk er själv att ni kommer hem till ert barn och berättar att på måndag är det dags att börja spela valthorn. Ja, de kommer förmodligen förstå lika lite som jag gjorde då. Men samtidigt hade jag liksom inte så många andra planer, så jag tänkte "Ah, roligt!". Min mammas plan var snarare att valthorn är ett instrument som låter vackert (jämför med om er son/dotter skall lära sig fiol i fem-sex år och aldrig bli riktigt bra) men framförallt - om jag mot förmodan skulle vilja fortsätta spela, så är det alldeles säkert det instrument med absolut minst konkurrens. Det var till 100% därför jag så småningom kom in i Arméns musikkår och spenderade ett år med att spela valthorn på heltid.
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