Keeping Up With Today's Students

As education is evolving into a 21st century learning community, so have my skills as an educator. After being involved in a class that has made me realize the potential of a 21st century-based learning, my aptitude to incorporate technology within my classroom has vastly increased. Most importantly, I have learned that “Teachers must be skilled in technology application and knowledgeable about using technology to support instruction and to enhance and extend student learning. The mere ability to operate various hardware and software does not constitute an acceptable level of proficiency” (Otero, Peressini, Meymaris, Ford, Carvin, Harlow, et al, 2005, p. 9). Merely learning basic technology skills is not enough to teach effective use nor to model specific skills for students. I do not have to be a master of these skills, but I do have to be able to guide my students throughout their learning experience (Laureate, 2008b). After creating and developing several lesson plans, conversing with professionals in the field of education, and actively employing various technologies firsthand, my 21st century skills are ready to be fully incorporated into my classroom.

Understanding today’s learners has truly been an eye-opener because “today’s students think and process information fundamentally differently from their predecessors” (Prensky, 2001, p. 3). Teachers can no longer maintain the status quo; education must continue to evolve and transform with its students. It is becoming a reality that classrooms need to change because these digital immigrants are unlike past learners. They not only receive information at a rapid rate, but they crave the luxury of receiving a multitude of data at the click of a mouse. “They thrive on instant gratification and frequent rewards. They prefer games to ‘serious’ work” (Prensky, 2001, p. 4). These learning processes require teachers to mimic these types of preferential learning styles and that means using technology. Teachers have to meld content with new digital and technological systems. It is about teaching to the strengths of the learners, even when they speak an entirely different language.

With new learning styles, comes a new teaching style. Past practices have insisted upon teacher-centered instruction, but today’s learners require quite the opposite— learner-centered. This terminology is not new to the educational system, but it now has become a necessity. Students need to work within the process of collaboration with the idea of project-driven curriculums. The role of the educators has become very much the facilitator as students essentially foster independent learning opportunities (Laureate, 2008c). Once teachers realize the potential behind students being in charge of their own learning, the possibilities are endless. Students will become engaged in classroom activities, and soon they will no longer live a double life; their technology-infused lives outside the walls of the school will finally become united. This new connection will allow learning to go beyond the classroom as students take their activities home. The data does not lie, and classrooms that mirror project-based learning are revealing higher levels of student achievement (Laureate, 2008a). Not only are the students benefitting, but this new philosophy of teaching is truly invigorating for many educators as they watch their students learn and achieve at higher levels. Realizing the possibilities of technology not only renews interest in the educational system, but it generates life in what nearly became a stagnant institution.

As teachers step into a new dimension of teaching, it is important to continue moving forward. Teachers need to stay connected to new technological advancements and act as pioneers. “With fast processors, advanced software, and powerful networks, we all have the opportunity to enter new informational worlds where the computer and its network connections can act as a tool for augmenting our minds as we strive to create understanding from global deluge of faceless data and information” (Thornburg, 2004, p. 5). Students do not necessary have an unfair advantage over teachers in this new era; they just choose to seize the opportunities. Educators cannot be afraid of the unknown but rather embrace new practices and give their students the opportunity to perform at higher levels. Teachers have to stay educated by staying globally connected to other teachers, reading and analyzing the latest trends, and not being afraid to implement new technologies and methodologies into their classrooms.

After realizing the possibilities presented through the use of technology, there are two new goals I expect to achieve. Firstly, I aim to modify my district’s current teaching standards so that they reflect 21st century learning skills. I currently have been placed on our district’s curriculum committee and through this group, I will advocate for change. I will introduce them to concepts presented through The Partnership for 21st Century Skills as well as practices I have implemented within my classroom. I will also continue to transform my classroom to model these practices on a daily basis. Through this committee I also have the means to pilot new curriculum models that implement 21st century concepts. On a more personal note, I also plan on writing several grants to acquire ten new computers for my classroom so that I no longer have to take my students to a computer lab; I want technology to be available at my students’ fingertips.

As I review my checklist from the first week of my current class, I realize that several changes have taken place, but two are very noteworthy. As a teacher leader, I will now “participate in developing a vision for technology integration and communicate the reasons for using technology across curricular areas”. I have already discussed several options with our business department to create and develop several cross curricular units. Furthermore, I have elicited help from our technology facilitators to further my professional growth. For the first time I am truly using my current resources to make my classroom an environment that closely mirrors a 21st century learning community.

Laureate Education, Inc. (Executive Producer). (2008a) Bringing the fun into teaching with technology [Motion picture] Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2008b) The changing role of the classroom teacher: Part 1 [Motion picture] Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2008c) Transforming the classroom with technology : Part 3 [Motion picture] Baltimore: Author.

Otero, V. , Perssini, D. , Meymaris, K. A., Ford, P. , Garvin, T., Harlow, D., et al. (2005, February). Integrating technology into teacher education: A critical framework for implementing reform. Journal of Teacher Education. Retrieved August 18, 2009, from http://jte.sagepub.com

Prensky, M. (2001). Digital natives, digital immigrants. On the horizon, 9(5).

Thornburg, D. (2004). Technology and education: Expectations, not options, 401, 1-12.

Students Speak Out

After revewing several sources regarding 21st century skills, the next logical step was to ask experts in the field, students. Therefore, the following is about a four minute podcast where I assess some of my high school students' knowledge and ability to use various technologies. It was a great tool for me to realize how available certain technologies are for my students and in what mediums they utilize these devices. This is only a quick preview of some of their comments, but more importantly, it truly makes educators realize the importance of altering methodolagzies so that 21st century skills are commonplace in the realm of education.

http://christina-mills.goshen.schoolfusion.us/modules/podcast/files/118892/506766-29566feed.xml

Embrace 21st Century skills

The Partnership for 21st Century Skills website establishes a fundamental framework that could help America’s students not only succeed, but possibly help pioneer this new global frontier. The current educational institutions are inadequately, or failing to meet the needs of society. However, The Partnership for 21st Century Skills is attempting to bridge the widening gap between the two systems. “Clearly, we must work together to fully prepare people for the challenges of work and life in the 21st century” (Partnership for 21st Century Skills). With this in mind, the Partnership for 21st Century Skills is working with states through an initiative that urges states to alter current educational practices to meet the skill sets needed for the 21st century.

After reviewing the various facets of this site, I am quite impressed with its straightforward initiatives to help the educational realm converge with the current structure of society. In doing so, this organization also offers various affiliates that will assist schools in preparing teachers to adequately implement these new 21st century skills into the classroom. Furthermore, this organization also offers online resources to further enhance the process of incorporating these skills into education. This website is enticing in the aspect that it offers straightforward solutions to an ever-pervading problem that is enshrouding the educational system. Even journalists of Time magazine mock the current state of affairs on the educational by relating it to the fable of Rip Van Winkle and stating, “Kids spend much of the day as their great-grandparents once did: sitting in rows, listening to teachers lecture, scribbling notes by hand, reading from textbooks that are out of date by the time they are printed” (Wallis, 2006). This notion that the educational system is failing to meet the needs of today’s youth because of its outdated practices is a foreboding and menacing concept that can no longer be ignored.

However, is the answer truly diving head first into the first concept that sounds not only appealing but also enticing? As I peruse the many components set forth by the Partnership for 21st Century Skills, I cannot help but feel cautious and almost skeptical of the theories and opinions expressed. Many of the site’s creators boast the fact that they were once educators and understand the daily frustration and obstacles that educators face, but can they truly empathize with the current situation facing education? Maybe it is just me, but isn’t it easier to seek advice and solutions from experts who are currently in the firing line, right beside you every step of the way? Another question that comes right to the forefront is, “How much does this cost?” Who is planning on funding this new educational model? This new plan calls for changing assessments, altering standards, and seeking resources through higher education, parents, community, etc. They go on to state that, “Education leaders need to reach out to these partner and work with them to improve education” (Partnership for 21st Century Skills). With anything, that calls for funding, and with the current state of affairs, that seems unrealistic. Lastly, The Washington Post brings forth an argument worth considering:

A sentence from a report by the Tucson-based Partnership for 21st Century Skills illustrates the problem: “Every aspect of our education system—preK-12, postsecondary and adult education, after-school and youth development, workforce development and training, and teacher preparation programs – must be aligned to prepare citizens with the 21st century skills they need to compete.” This is the all-at-once syndrome, a common failing of reform movements. (Mathews, 2009)

The concept of “all or nothing” is difficult to conceptualize; there is not any reform that happens “all at once”. So is this new 21st century model merely setting the educational system up for further failure and disappointment? These are tough realities, and they are tough questions that have to be appeased to some degree.

Overall, there is never going to be an easy solution to any problem, and there is a definite problem plaguing the educational system, that is non-debatable. As a current educator, I agree with many of the theories and practices put forth by the Partnership for 21st Century Skills. Our students need to be able to not only meet the needs of society, but exceed them. However, I do not believe it can be an all or nothing, and yes, funding is an issue. But, there are many avenues I can pursue that will begin the process of preparing my students. It is possible to meet standards and incorporate 21st century skills; my students are living proof. Educators just have to embrace new concepts and incorporate it within their standards and curriculum. At this point, I realize I have to embrace my job and begin the process of lobbying and promoting new learning skills. The implications are simple, move forward or be “left behind”.

Mathews, Jay. (2009, January 5). The latest doomed pedagogical fad: 21st century skills. Washington Post. Retrieved July 22, 2009, from http://www.washingtonpost.com/wp-dyn/content/article/2009/01/04/AR2009010401532.html

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf

Wallis, Claudia. (2006, December 10). How to bring our schools out of the 20th century [Electronic version]. Time. Retrieved July 22, 2009, from http://www.time.com/time/printout/0,8816,156840,00.html

A Spotlight on Education: Blogging in the Classroom

It is of no surprise that there is a spotlight illuminating the field of education at every turn. In a world where the slogan “I want this, and I want it now” is commonplace, educational institutions are finding themselves in a precarious position; the warning of being considered stagnant resounds across the nation (Laureate, 2008b). Educators are being thrust into a new direction, a new era, and if they are unwilling to join the new phenomena known as the World Wide Web, then their purpose will be forgotten, or worse, no longer needed. An issue that has received the most attention that has revealed itself on national assessments is reading. Many educators may choose to quibble about national assessments and the variables that are beyond their control, but to the rest of the nation, the results are simply black and white; today’s youth is unable to understand and comprehend text at an acceptable level. However, despite all of this, the most disturbing element is that the answer is possibly right in front of us, technology. With this being said, educators can no longer ignore the new-age of technology that is encroaching daily into their classrooms, with or without their consent. If teachers can harness technology and incorporate its capabilities into their classrooms, then they can connect with the new type of learner that society has created.

A new era is taking place, the era of communication. This era is clearly defined by the Internet and everything it has come into contact with. It is an era that is discernible by its ability to collaborate and interact with others without distance, time, or space being a factor (Laureate, 2008a). Therefore, one way to close the gap between students and reading comprehension is by learning how students view and interact with text that is no longer static. This new era means teachers have to help students who are of a new learning generation, and in order to do so, they have to use text that students view as relatable. Therefore, I choose to use weblogs. Blogging could potentially be an untapped resource that is the answer to students’ inability to comprehend and interact with text. The truth is that blogging offers an abundance of reading strategies and skills for students. “They could be asked to reflect and build on previous ideas, incorporate the feedback from readers, synthesize reading from a number of different sources, and advance new ideas or interpretations of the topic” (Richardson, 2009, p. 32). In this case, I can pose questions related to literature read in class and my students can reply in a multitude of ways. For instance, I may ask them to reflect on the theme in the novel using text examples. They must decide as a whole what the theme is, and how it is revealed throughout the course of the novel. My students would then respond using text support. It will require them to interact through a form of debate. Of course I would have to develop a rubric stating specific parameters and requirements, but overall this will enable them to assess their reading as well as take it to the next level.

Literally at my fingertips, I potentially have the means to aid my students in confronting their literacy dilemmas in an atmosphere of familiarity. The reading process requires numerous skills, many which take place internally and prove difficult to illustrate with practical means. With blogging, my students can virtually see their thinking process being laid out before them, and if required, they have the aid of an entire Internet community. Blogging will enable my students to share their thinking process, a critical component needed to enhance the reading process. “This joint thinking allows students to respond to and follow the conversation to a logical conclusion enhancing understanding for the whole group” (Harvey & Goudvis, 2007, p. 50). However, the possibilities that blogging presents do not end with merely improving and enhancing reading; it reveals their thinking. This will give me the ability to see my students’ thinking which is truly a remarkable process that is unmatched by any other. This new medium gives me an unprecedented look into the minds of my students, and quite possibly an answer to help improve literacy problems. “Once students respond to a text, we have some evidence to go on. We have an inkling about whether their understanding is in the ballpark or off the mark. And usually we know a whole lot more” (Harvey & Goudvis, 2007, p. 53). Blogging can give teachers the uncanny ability to help dissect a student’s internal reading process.

Therefore, educators can no longer stay in the dark and not embrace the possibilities that lie within technology. Children and society have already walked through this uncharted territory without looking back. Educators now need to be willing to venture forth and walk in the footsteps of those before them before they are enshrouded in darkness; a darkness of being considered archaic and no longer necessary.

Harvey, S. & Goudvis, A. (2007). Stragegies that work: Teaching comprehension for understanding and engagement (2nd ed.) Portland, ME: Stenhouse Publishers

Laureate Education, Inc. (Executive Producer). (2008)a. Program Three. The third wave. [Motion Picture]. Understanding the impact of technology on education, work, and society. Baltimore:Author

Laureate Education, Inc. (Executive Producer). (2008)b. Program Five. Technology’s influence. [Motion Picture]. Understanding the impact of technology on education, work, and society. Baltimore: Author

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.