I ran across this report from Cisco and thought it might be a good resource for us (for some reason the link goes to the bottom of the PDF so be sure to scroll up). It provides a nice overview of issues and be sure to check out the graphics on pages 5 and 6-great stuff to use with parents, students and staff. What concerned me was the lip-service given to leadership at the end. If leadership is one of their 4 pillars (p.4), we got short-changed.
Based on the article and what you know, what would be some suggestions you would offer to developing and supporting leadership that can meet these goals-think about what you would say to your supt, BOE, Higher Ed and our UNC President-what do they need to know about the gap we have now in this area and how can they help us bridge it?
For me, I would like to see tech saviness be given the same emphasis as other core areas when it comes to choosing new leaders for admin roles.
25 comments:
This article pointed out lots of truth about the current situation facing our schools. Several times it mentioned that teaching seemed to be the one profession that people from the past would still recognize today. Teacher’s are still in front of rows of students writing on a board, and the students taking down notes. Unlike most other lines of work, the teacher and the school have failed to adapt to the changing times. The article talked a lot about how teachers and systems would have to change, about how technology would have to be used effectively, but I agree with Dr. Mills that little was mentioned about how school leaders and principals would have to change.
You could go in front of your BOE, Superintendent, or other educational leaders and argue the points made in this article, but I don’t believe that would change their perceptions. I feel confident that the reason why is because school leaders across our counties, state, and nation agree strongly with what this article is saying. They echo CISCO’s arguments. Our problem lies in how to do it!
The article talks about a holistic approach throughout. The need to reform at all levels. The one pillar I would focus on first would be the curriculum. I take this mainly from a high school perspective, only because that is where my experience lies. I feel that current curriculum, especially in core areas, almost prevents teachers from using a lot of the collaborative, project based, and hands-on type instruction that technology can fully engage students in. I’m not saying that no teacher does this, I’m saying that with so much to cover and so little time teachers try to rush through content in traditional lecture style to give students a chance at a state assessment at the end of the year. Instead of engaging students in technology driven assignments that would give them the opportunities to grow and challenge their abilities, many teachers continue with old methods of “teaching to the test.”
As a future educational leader I would argue that curriculum must be the first focus. Curriculum must jump to the 21st century, so that teachers can teach 21st century skills. Power standards that narrow the curriculum and allow opportunities for collaborative and project based learning need to be created in all areas. Effective leadership at each individual school must be there to implement this new curriculum.
Teachers are no doubt paramount in this process and the article speaks multiple times about their need for continuous growth and learning opportunities. As John Hattie’s research proved spending money isn’t always the answer. The research spoke of how investing in quality teachers is what has the greatest positive effects on a school. They are the ones who drive instruction. This is also why they should be the ones who lead the schools. Any effort to improve schools and implement a new curriculum must be lead by school leaders within the schools. Great teachers as the article said should be the ones who become principals and lead the schools forward. A principal can change a school faster than any one thing. Great leadership inspires teachers, staff, and students. The article doesn’t go into much detail about principals and their role, but if a school is going to be a 21st century place of learning it must start with a 21st century thinker at its helm.
T.Holland I couldn't have said it any better. AMEN! The biggest problem is- how to do it. And I feel this is the question all distrcits near and far struggle with. They have to realize there is no one correct answer. It's what works for your administrators, teachers, parents, students, etc.
I enjoyed the graphs that showed how "disconnected" the students feel at school. That is the only time they are not playing on the computer, watching TV, social networking, etc. But how do we attack this in schools? I believe the US has done a decent job by giving access to technology to most teachers (at least one computer in the classroom), I state this loosely. Many educators still to not know what to do with it, including some administrators. Which is a huge problem. How can you tell someone how and what to do when you don't do it. I am a firm believer- you can talk the talk, only if you walk the walk, including technology and 21st century skills. So, yes I also agree with Dr. Mills, T.
I also agree that curriculum needs to be the focus. On page 18 of the article toward the bottom of the page it states,"21st century skills do not require an extended timetable since
they can be transferred to learners within core subjects. How
we teach, in this regard, becomes what we teach." The problem lies with the teachers who believe it's just one more thing to take up my time. That is not true. Teachers need to realize teaching 21st century skills can be done by just changing instructional methods, not curricula. Believe it or not they're still "teaching to the test," just not using conventional methods.
I am an elementary Science teacher and my brain is going crazy right now because everything I believe has been written in this white paper. I still believe there is a lot of changing that has to take place and strong, tech savvy administrators are those, like us, who are going to make it happen!
This article helped me realize that I have, up to this point, not fully understand what is meant by the term "21st Century learner." While that is somewhat embarrassing to admit, I am appreciative of now having a better understanding of the task before us. I am relieved to see that many of my colleagues and I have been working hard to do just what this article says we should be doing to prepare our students for the future, for the most part. At our school, we work diligently to help our students grasp the life skills and lifelong guidelines presented in this article as necessary for 21st Century learners: cooperation, collaboration, teamwork, problem-solving, communication skills, creative and critical thinking opportunities, and the importance of lifelong learning. We also put a great deal of focus on what the article called "tailored instruction." However, as we've discussed already, our school, like so many, falls short on the technology component.
Throughout this article, "great teachers and teaching" was frequently mentioned. Each time I saw this I thought of the National Boards for Professional Teaching Certification. This is a process that makes teachers become reflective and proactive educators. It is my belief that the National Boards process supports this component of necessary reform. Encouraging and supporting their teachers in seeking this certification
would be one suggestion I would give Superintendents, BOEs, and other administrative
leaders.
I was surprised to see the research that showed the lack of significant improvements made in literacy rates and only modest increases in math scores due to class size reductions. Those of us at the primary level are constantly hoping for smaller classes. We feel that we can meet the individual needs of our students in K-3rd grade when there are fewer of them in our classrooms, however this article does not agree.
We know that learners are changing. We do need to address these changes in our schools. The fact that the time students spend at school is the only time within their day they are "disconnected" scares me on more than one account. On the one side, why do students (older kids especially) even want to come to school if it is a place they feel doesn't meet their needs? And secondly, that information frightens me because I don't like the idea that our students are constantly (except apparently while at school) having to be mentally stimulated. I believe that having to have constant stimulation is not good for the brain. Children need to know how to be still, both mentally and physically. Having the ability to think, without stimulation from outside sources, remains important for creativity, among other things. I think we've discussed this before....it's all about BALANCE, there again.
The article talked about the need for leaders to manage technology investments carefully. I know of situations where this is not being done. My hope is that I can learn from the mistakes of others in cases like this and make better decisions about how and on what technology funds are spent. Again, being aware and keeping abreast of current trends is how I would hope to accomplish this. Building a staff who understands the importance of technology tools that benefit and enhance learning of core curriculum is paramount for school leaders.
This was a great article. “The future growth and stability of our global economy depends on the ability of education systems around the world to prepare all students for career opportunities and help them attain higher levels of achievement.” Is this really happening? When I look at what is happening in the elementary school where I teach, I believe we are trying to take this approach. We encourage the development of social skills and problem solving skills. Team work and collaboration is also promoted. But this isn’t enough. Through social networking, and the use of other technologies like iPods, blackberries, etc., young people are trying to move toward the 21st century…but is education? Schools have to move into the technology word too. I just read an article where a teacher is teaching her students about poetry through the use of text messaging. Now that is reflecting current trends and technologies. This teacher is finding new ways to teach in today’s world. I sure hope this teacher has administrative support and encouragement to promote this idea to other teachers.
I also noted in Cisco’s article that spending per child has increased by more than 70% in the past 25 years but math scores have only shown a slight improvement while literacy scores have remained unchanged. Administrators have to be advocates for students and begin to advocate the fact that learners are changing; therefore, teaching has to change. Classrooms have to be interactive so students can develop skills to problem solve, make decisions, collaborate, and use creative and critical thinking skills. This will give them a competitive advantage when they are among the working force.
The bottom line is, as administrators we have to develop a plan to design a technology curriculum that integrates student’s interests as well as educational requirements. Let’s pull out the iPods and blackberries, encourage texting, and surfing the web, advocate to the superintendent for financial resources, equipment, etc., so teachers can actively begin to develop creative ways to use technology. This is the only way traditional teaching can begin to turn so 21st century goals can be achieved.
Connie, I agree with you in that we do offer "tailored" instruction to our students. But we still have a long way to go in meeting their total needs for 21st century learning. As administrators we do have to build a staff that understands the importance of technology tools that benefit and enhance learning of core curriculum. But, as Thomas said, our biggest problem is "How do we do it?" This is the million dollar question that as Melissa stated does not have one correct answer. Each administrator is going to have to work with his team, AP, teachers, parents, etc., to find ways to effectively answer this question.
This article was very informative and made alot of good points but I find myself with mixed thoughts after reading it. The graphs and charts were interesting and the statistic that spending in the schools has increased 70% per pupil in the past 25 years and has shown only modest gains in scores is really confusing especially when taken in consideration of the influx of technology into our schools designed to help students. I think there is such push to include all types of technologies in the classroom that teachers and administrators are having a hard time mastering it enough to feel comfortable utilizing it.I think it will take a while for our schools to transition to the point where they are able to take full advantage of the technology. Something else to take into consideration is that the majority of faculty in schools now came through the education system when current tech was not being used. I think the generation that is coming through public schools and universities right will have a huge advantage ragarding technology. It is amazing what the students already known on their own due to all of the social networking sites, blackberries, etc, most of them could tech us on technology.Having said all of that I believe strong leadership and curriculum should be the main focus of an adminstrator. I believe we cannot not all be tech specialists but we do need to be aware of the new technology that can help the students and figure out how to effectively incorperate it into the classroom.
Well, I have to say that in the beginning of this article, I was wondering where this was going to go...But once I got into it, I had lots of moments that I wanted to say, "Duh!" Let me explain.
I have been involved over the last 3 years in a kindergarten teacher leader initiative through DPI called the Power of K. This whole reform initiative has taken a look at 1) what we know about how children grow and develop 2) how they learn best and 3) what we as educators should do to engage them in high quality instruction that causes them to hello, communicate with each other in meaningful ways, interact with each other and with the curriculum in an active way, and ask questions, problem solve, THINK and RESPOND! I don't mean to sound sarcastic, but if you go back and look at theorists, Piaget and Vygotsky could've told CISCO this a long time ago.
My principal will tell you, if you want to see how to really teach children of any age, go visit a prek or K classroom at our school. Children are engaged in thought-provoking conversations, projects, and creativity at its best. Teachers take these opportunities and embed core content like math, writing, reading, and even a little technology to help children learn. Children have opportunities for center-based instruction where they can expand on content already being taught or go on a self-initiated learning endeavor based on their interests. Teachers and assistants are experts at taking children from where they are and moving them forward because they take the time to talk to kids, listen to kids, and watch them work and play.
I couldn't help but get a little bristled when I read on page 8 "21st century learning will also benefit somewhat didactic systems in Asia and elsewhere where rote learning has traditionally dominated." Again, hello USA, NC...How many trees are we killing a year by ordering those sacred workbooks that can't be used until the last year of the textbook adoption. We are forever giving children the answers, the formulas, the processes for how to solve problems instead of letting them wrestle through it. Children don't truly understand the conceptual ideas of the skills that they perform so well or not so well on summative assessments.
My thoughts on this article - hooray for an outside agency to analyze what should be happening in the education system. Maybe those of us who do truly believe in this article should tap into the business industry a little more, invite them to speak at the board meetings and sit on district/school committees so that skills like collaboration (not sitting at desks all day doing worksheets) and creativity (actually researching and creating media for other viewers besides the teacher for grading purposes) stay on the forefront of educational leaders minds instead of how many schools are in School Improvement because of test scores...
Melissa, you and I need to team up and start a charter school-lol. We seem to really see eye to eye on a lot of issues that have come up. I agree that the "how" is the question. Truthfully as I said earlier, we've known that to really teach kids, you have to peak their interest, tap into their interests, know what their current skill base is, and know where to go with it next, and I don't mean turn to the next page. Truthfully, this whole way of thinking including teacher delivery of instruction and technology is a paradigm shift. We are asking society to think about school a different way - not how it was when they were there but how it should/could be. We're also talking about a shift in values - not about what someone gives me but what I can seek out and find myself. That in itself is a cultural, societal issue. The concept of lifelong learner is not understood nor valued by many of our young parents. This is a value that must be engrained in students' minds while we have them at school. Teaching them to never stop learning in the traditional sense should become easier with access to the WWW. But teaching them to apply it to their daily lives and self-motivation is another issue.
As administrators, we have to put in place a system of expectations that values classrooms with active discussions, kids working in teams to create, build, and analyze, and teachers working their backsides off trying to keep up with the latest technology, even if it means getting some tutoring from your students. Sometimes reform starts in pockets and when success has been achieved, others will follow. We all will have to prove ourselves to others before we can move mountains. (And I think that might take another degree - lol!)
Claudia, you are so right...teaching does have to change. And, you are exactly right and the need to "pull out the iPods and blackberries, encourage texting, and surfing the web, advocate to the superintendent for financial resources, equipment, etc., so teachers can actively begin to develop creative ways to use technology." I also agree with Reed's summation that basically it all boils down to the fact that teachers and administrators are not comfortable utilizing the technology, due in part to a lack of time to familiarize ourselves with it. There's also the "old dog/new tricks" issue! (Hey...I'm one of those "old dogs!") Finally, I am very proud to say that I teach in the school that Juliana was describing, where the kindergarten teachers engage children "in thought-provoking conversations, projects, and creativity at its best." I have the opportunity and privilege of working with these same students who have received such a great start with teachers who know what it's about!
Great article. I returned last summer from working in Africa. I taught at teacher training colleges in Malawi and Ghana (2007-2009). I have also worked with schools in Mexico and attended college in Costa Rica. My experience living, working, and traveling in developing countries is that education is highly valued and educators are revered and respected.
While in Africa, I spent a lot of time typing reports to prove that investment money was being used wisely; providing quality education and bringing awareness to gender equality.
This article allowed me to reflect on the fact that many of the advancements being made in education, in developing nations, are through foreign investors. As this report indicated, it is important "that developing nations increase education in order to supply [businesses] with “top talent” and future consumers of their product[s].
Gender equity… a very popular phrase. Most of my work in was spent ensuring investors that girls are being educated and that women are being supplied with opportunities to start businesses in order to support themselves.
Quality education … another popular phrase. Information is delivered orally. Books and paper are luxury items.
One of the aspects that I noticed and pointed out while I was living in Malawi is that developing countries are skipping the “trial era” in technology. The report mentions that “poorer countries are leapfrogging stages of development by jumping straight to the technology that works rather than having to test what does not work.” Although the majority of Malawians still live in mud huts, most mud huts have a cell phone. Out of curiosity, I checked the statistics on Wikepedia: “as of 2008 there were 236,000 land line telephones in Malawi, and 1.781 million cell phones.”
Suggestions for developing leadership…. Educational systems need to align their curriculum in order to prepare students for the 21st workforce. Integrate technology in order to create competent and creative thinkers.
Suggestions for supporting leadership… survey the teachers…find out what they know…what they need to know….what help they want and need.
Suggestions for the superintendent….provide training for teachers in order to equip them to educate the 21st century student. Reform the curriculum so it aligns with the 21st Century goals and stick to reform.
BOE… Encourage community members and businesses to partner with the schools by investing in their local schools like NGOs and businesses invest in developing countries. Education systems could partner with companies to find out what skills they are looking for.
UNC President… look at the education classes. Are the “new” teachers being taught modern methods in order to reach the 21st century leaders? I have been out of college for seventeen years. I do not notice a tremendous difference between “traditional” delivery and “new” methods.
Claudia your suggestion of pulling "out the iPods and blackberries, and encourage texting" reminded me of the article I read this week about Gov. Perdue's budget including almost $39 million for Palm pilots to be used to diagnose students’ skill levels in reading and math.
The Senate approved $15 million, "with the money to being used to expand the program beyond the current 40 schools participating in the pilot program and providing teachers with training."
http://www.newbernsj.com/news/students-87869-devices-wants.html
Interesting.
Thomas, I agree with what you said about teachers failure to adapt with changing times, especially when compared to other lines of work and occupations. Imagine a doctor who was practicing medicine the same way today as he did 10-20 years ago, it kind of puts it into perspective when you think about it like that. In addition the curriculum does need to be updated and aligned to be utilized with current technology. The principal should take an active role act thier school to facilitate this. This can be down with staff development and workshops structered towards making the staff more comfortable and efficient utilizing technology in the classroom.
Juliana,
Your comments about life long learners being a concept that many parents don't understand or value is dead on. Many parents of the students we teach and that go to our schools weren't excited about their time in school either. Unfortunately, their attitudes about schools and much of the content that we cover isn't a helpful one. Without support at home, all task at school become more difficult. You don't have to reach just a child, you have to reach the adult too.
Your other comments..."Teaching them to never stop learning in the traditional sense should become easier with access to the WWW. But teaching them to apply it to their daily lives and self-motivation is another issue." This is an excellent quote. It drives to the essential question of how do we get the technology to teach what we want our students to learn? This is a skill that many teachers are blessed with. I have seen teachers take technology and do wonderful things with it. I use quite a bit of technology in my classes, but find that typically I am the one using it, not my students. It brought me back to the comments that several of you have made about how our students are only "disconnected" at school. That is really a stunning graph!!
I spoke in my earlier blog about narrowing the curriculum and having more "power standards" to help teachers get away from "teaching to the test." I want to clarify what I meant, as I don't believe we should be watering down our content to simply teach to the test. There are countless activities that you can do which allow students to explore and challenge themselves with the current curriculum. You can certainly do this using technology. I do feel that narrowing the curriculum would allow opportunities for more of that to occur, without the added pressure of feeling you are spending too much time on a particular objective or concept.
Connie,
I couldn't agree more with your comparison of the articles reference of great teaching and the idea of teachers going through the national boards process. I myself haven't gone through that process, but I have seen it done and realize how much self reflection plays a part in it. It reminded me of our earlier class with Dr. Buckner, and all the coding and self evaluation that went with it. I feel like if all teachers went through similar processes they would identify their weaknesses and make strides to improve. Technology use and the teaching of 21st century skills would surely stand out in many teachers self evaluation as areas they need to improve upon. I consider myself to be an effective teacher, but I know without a doubt that I have much room for improvement. This is especially true when I reflect throughout the semester and realize that my classes are only touching technology on a limited basis. I have support at my school and I have colleagues that are willing to help. I have a supportive principal who will work to get what we need. I'm sure those teachers who are missing those components will have even more difficulty seeing their students become 21st century learners.
I am posting this without reading your comments first because every time I read them, you all say what I was gonna say. So I hope I don’t mimic anything.
Break the cycle! This was the theme that jumped out at me as something I was aware of, but never quite like this. Low achievement sparks more money spent on remediation tactics and workplace training in an attempt to improve the problem areas. All this does is take money that could have been used for quality instruction initially. To break this vicious cycle, we must spend money smarter.
State and local educational bodies need to be encouraged to submerge its teachers and school leaders in technology and technology training. Undergrad programs for education majors should be at least 50% technology; how to use it and how to teach with it. Principals should be not only tech savvy themselves, but hire tech savvy teachers. They should also be afforded the resources to properly train and monitor teachers in technology.
What else to close the gap? Lower class sizes and quality teachers. Two things that we know work, but never invest the money. Teaching should be a 6-8 year degree program with more competitive salaries (with other careers). Provide resources such as broadband, professional development, tools.
Connie, I wanted to comment on your thoughts about NBPTS. I also thought of NBPTS when reading this article, but I thought of it as a process that could be altered to incorporate some of the practices we as educators need in our classroom today. I am National Board certified, but honestly, I do not feel that my teaching has improved significantly because of it. (my paycheck has, though) True, the process does require much reflection and self assessment, but I think NBPTS is an open door to require teachers to acquire and implement some technology skills. Even the printing and shipping aspect of NBPTS is behind the times.
Also, I missed the statement in the reports about lack of improvement due to class size reductions. I guess I had my blinders on because I, too, still want to believe that class size is paramount and necessary for student achievement – even at the middle school level. Basic needs of students need to be met before the educational needs. This becomes exponentially more difficult with each child added to the roster.
I was most intrigued that this article was presented by Cisco. Cisco is certainly not a stakeholder in education, so their perspective was interesting and valid.
I was impressed by the solutions presented in the article regarding closing the achievement gap. It is a subject that has seemed to baffle many intellectuals in education. Why is the gap so large? Why is it not shrinking? With all the technology present in today's society, why do we still have high school dropouts?
The section of the article that stands out most to me were the 3 components of 21st Century Leadership. Teachers must be trained to teach differently and incorporate technology. The curriculum / assessment must balance core subjects with 21st Century skills. And finally, accountability for outcomes must fall on school leaders. The leaders have to be accountable and must constantly question the curriculum and evaluate if needs are being met. Is our system effective?
Most would say no. In a world where we have BYU and North Carolina Virtual Public High School (both offer online high school credit), students should not continue to drop out of high school. We, as leaders, have options that we are not using efficiently. The Virtual High School is free to public education students. Being that our students are so technologically advanced, why aren't more administrators using this option? This could help the achievement gap because it is a different medium. If the old way isn't working, who's to say if we try something new, it wouldn't work either?
Al...
I agree - we must be submerged in technology trainings. And we must also be monitored and evaluated constantly to ensure that it is being used effectively. School leaders have to do their parts!! They have to stop looking for teachers who just keep kids quiet, but rather praise the teacher whose classroom is organized chaos. These are the classrooms where that are bright, engaging, fun, and where kids are learning and not waiting for the bell to ring. THIS WILL CLOSE THE GAP!! Continuing to put African-American males in rows and requiring them to do massive amounts of homework (at home where they may not have lights or even see their parent(s)) is outdated. CHANGE OUR WAY OF THINKING!!!
But, Al, as much as we see that this is necessary, we understand the reality - the money issue. With classroom and budget cuts continuing to increase, administrators are going to have to become more creative in finding funding! Perhaps places like Cisco have grants to train teachers! (A novel concept...)
Al, I like your style! I really enjoyed reading your post. I couldn't agree more break the cycle and take the power back!
Now let me get serious. This whitepaper scares me. I have always been bothered by the influence that corporations have on schools.
As an educator I have always been offended by the assumption that corporations, like CISCO, have a better understanding of education than the Department of Education. When I look at some of the situations that corporations have put our country into I question the wisdom of allowing them to steer our educational system. This may make me a crazy but I question the motives of many corporations. I think that we in America assume that they have our best interest in mind and I don't believe that this is the case.
I was also bothered by the underlying premise of this paper. That is the idea that globalization is great. I am not an economist, however, I think a strong argument could be made that the uncontrolled growth of the global market has led to our current economic situation.
Leaving economics out of it, I was also shaken by the statement, "Achieving system-wide transformation requires the alignment of all key stakeholders. From His Majesty King Abdullah II of Jordan to the parents of students in Mississippi a broad coalition is needed to achieve lasting reform." I am not sure but I think the author meant to write "to achieve lasting conformity". I don't know it was just a bit too "1984" and "Animal Farm" for me.
I have enjoyed reading the article and what you all have said. To me, the graph on page five could have a lot of impact if you were to show it to your staff as an administrator. The fact that “school is the only place where learners disconnect” is a real problem.
When discussing change, I agreed with the article that creativity and collaboration are very important. We all have the few people at our schools who are the “technology nerds” and I think as an administrator it’s important for us make sure we encourage collaboration so all teachers can learn from each other. Hey, it’s free staff development! Another important part of the plan that is mentioned is accountability, which I think is so important. As a leader we have to follow through with things…for example, if you have staff development for technology and don’t require teachers to actually use it, then what’s the point? I feel like that happens a lot, we’ve all been at these staff developments, gotten the notebook or handouts and shoved them in our filing cabinet where they are now collecting dust. It’s important for us to remember to follow up!
Well my goals are a little larger than that, but we can talk. lol. I believe that is what makes all of us strong, effective leaders. As you can clearly see it here, all of us have our own way a seeing and representing pressing issues. Some go finance and economics, some lean more to what we know- teaching. I also observe one other great difference that sets us apart- we are not afraid of technology nor the shift in teaching styles. If it works, it works! Why wouldn't we use technology? I think it was Reed that stated something to the effect that we have such a huge advantage sitting right in every, (almost) every corner of our classrooms and in some it just collects dust. Are teachers really afraid of using technology??? How can we fix this or help it seem effortless to teachers (because ultimately that's what "they" want- don't lie-lol). Again, how, how, how??? and a Why???
Here are some suggestions I would make to the powers that be. *I went off on a rant earlier.)
Superintendent= Give training that matters and then follow up with that training. One reason that teachers are scared of technology is that they are not properly trained on it. Often we are shown something once and expected to use it and master it. (Also, I what point will the educations "fear" of technology end. I sometimes wonder if this isn't slowly becoming a myth. Technology is such a part of our lives that I think these teachers who fear technology are the dwindling minority.)
BOE- I love the NYC model of finance that was put out as an example in this white paper. Give the schools their money and allow them to spend it as they see fit. I think this is especially true when it comes to technology. Often, technology is purchased for the school by central office or is sent by the state. This type of top down management does not work.
UNC- Simple. Train teachers on 21st century skills. They will never become part of the classroom until teachers are taught how to incorporate them into daily lessons. Often, I will meet new teachers who don't even know what 21st century skills are.
I feel that schools are putting a focus on 21st Century learning. They want more technology incorporated into the curriculum. I know my school has worked the past few years to bring more technological tools into the school. They also offer trainings on how to use the new equipment or devices. However, I mean this very literally. Up until now most of the training has focused on how to turn it on and operate it. I feel we should be moving toward more of a focus on how to use the new technology to enhance the curriculum. I think teachers would be more likely to utilize the technology more if they could have a clear picture of how it can benefit their students with mastering the curriculum.
Al,
I like what you said about how our undergraduate education programs need to be more technology centered. If we wnat teachers to incorporate more effective technology use into the classrom, we need to look at how we are training our teachers. I know that during my program of study to become an elementary teacher, there was little focus on this. I will clarify that I was working on my education degree about 10 years ago. I don't know if things have changed and how much they have changed. I do know we need to look at effectively training teachers who have been out of college for quite some time. Their programs of study probably had a limited focus on technology.
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