Partnership for 21st Century Skills Reaction

I am glad there is such an organization for support as well as to promote awareness and motivate action. At the same time, I am frustrated and a bit saddened that something like this is even necessary. Although I AM a lover of our free market and democratic processes, sometimes it is daunting to try and effect change! I am convinced the way to do so is by convincing the voting public of the need for such change, or proving how it will effect businesses and livelihoods.

I am such a believer in the need to impart these skills, and passionate about the ability of these same skills to equalize employment opportunities among and throughout different economic and social classes if only we would properly immerse ALL students in 21st century learning! Wouldn't every child, then, have the same chance in life? With web 2.0 skills traditional roadblocks could be lifted as collaborative efforts combine different talents and location ceases to matter nearly as much. All students can enhance creativity, interpersonal, problem-solving and even literacy skills, with practice - especially with the aid of social learning to keep them engaged and motivated.

I, for one, would love to see a movement such as this actually result a more uniform (and decidedly more modern) learning experience across the country.

So, I suppose what surprises me is that we are so disjointed as a country, with respect to our goals for education. I am saddened to say that I am beginning to believe there is too much freedom in the decision making process for school districts. While the democratic ideal is not to me minimized, equity in education is lacking, and that is just plain wrong.

I have not found anything on the blog, http://www.21stcenturyskills.org/so far, that I disagree with. But, I look forward to hearing what my colleagues have to say!

NEEDED: Literacy & Web Publishing Skills; the Earlier, the Better!!

I just finished reading a fascinating article in the Commemorative Inaugural issue of Time Magazine (2/2/09) regarding changes in novel publishing, "Arts: Books, Television, Short Lists (Grossman,pp71-74)" that really related to our course resources for the week. It is about the changes in traditional publishing and how first-time authors who are refused publication these days are publishing their own novels and selling them online. Traditional publishing houses are then "crowd-sourcing," or watching their sales and offering to publish (for millions of $) once interest is proven through online customers. I don't know about you, but this proves to me that students need literacy and web publishing skills more than ever. The article makes a good case for literacy, both reading and writing, being on the rise globally, due to the pervasiveness of the read-write web. Two-way written communication is critical, and will only become more so for our students, as will navigating and staying abreast of web changes.

Moreover, Grossman made an interesting comparison of the fact that while many people may be uncomfortable with online publication lacking the traditional controls of editing by scholars, the novel got its name as being something new and was even considered quite "vulgar and immoral" when it made its debut! Traditionalists in the 18th century did not trust the medium or its publishers at first, and look what it became in such a relatively short time! As an amateur historian, I loved the comparison. Imagine a time when reading about people's family issues, romantic involvements, and work lives was considered immoral, whether fictional or true... And, what a lesson against condemning new things before giving them a chance!

Does Society Drive Technological Change or Does Technology Drive Societal Change???

First of all, I agree with Thornburg and Davidson’s assessment that in a capitalist society technology is more or less driven by the demands of the citizenry. The logic that in the U.S.A. society drives technological change rings true with me. In fact, it seems to me that the inventions of time, from the discovery of how to control and use fire to the latest i-phone, have resulted from ingenuity applied to solve problems or fulfill needs. In our society, specifically, economic demand clearly dictates which new inventions and technologies are embraced. If the public feels they are valuable, they become profitable, and are built upon and improved upon.

It is nice to be both aged and educated enough to appreciate Alvin Toffler’s “Wave Theory” concerning changes in education, as well as Dr. Thornburgs reflection that these changes are being outpaced by innovation in our business, transportation, communication and even family structure models. Anyone who has read or listened to Toffler's theory would certainly agree that our school system in the United States still follows the calendar of the Agricultural Age and, predominantly, the business and communications models of the Industrial Age. While some small inroads have been made with some very basic digital “tools” of the Information Age, we are far from the collaborative, Web 2.0 type of learning environment necessary for student competency in the Communication Age (or whatever this newest age will eventually be referred to as).

The obvious question then becomes, “Why does education lag behind?” In a country of demanding capitalists, many of whom take technological advancement for granted, WHY don’t citizens set high standards for education? Why are we less demanding of our schools and our education system?

In my opinion the gap is due to both the very economic theories that drive technological change in the first place, as well as the democratic system of educational organization. The public, in great number, expects more funding from the government for education, but rallies against the taxes required. To many citizens, spending more of their own money for advances in education simply is not worth what it will cost. They don’t trust the money to be spent well, or don’t recognize an immediate return on their investment. I see the gap as a result partly of the democratic process; a "necessary evil," perhaps. Technology is simply morphing faster than the general, voting, taxpaying public can comprehend much less keep up with!

How to we change the public view? I wish I knew!

Blogging in the Middle School Classroom

"Writing is THESIS, blogging is SYNTHESIS."

*Will Richardson

I must admit that I am convinced of the benefits of using blogs to facilitate learning. At the same time, I am reserved as to what will be allowed in my school.

To begin with, I am a true believer that, with the rapid expansion of two-way communication on the web, many of today's students will make their livings someday based on their creative use and application of technology as it grows and changes. The ideas suggested in the YouTube video "Shift Happens (http://www.teachertube.com/view_video.php?viewkey=6f2c2eba77f39993d118)," including the number of jobs most students will hold by the time they are 38 years, old convince me that creativity necessary to adapt to change as well as literacy skills required communicate ones ideas and understandings clearly and persuasively are critical for these students. Blogging absolutely would provide them with the opportunity to read critically, respond creatively, clearly and convincingly, and stay motivated by an authentic audience providing genuine feedback.

On the other hand, I have already been denied permission to allow students to post on blogs or wikis, and changing that school of thought is likely to be an uphill battle. I do intend to put ideas forth, but do not want to bring ill-favor upon myself that might in any way jeopardize my position. I am happy to report that I LOVE my school district's location and demographics (great mix of students), the intellectual and developmental age of my students, and the subjects I teach!! I am certified in both middle school language arts and social studies, and literacy, interpersonal, technology, research and presentation skills are my passions.

So, here is what I would like to try. I would like, as a starting point, to post the information from my web page (http://kaminskiteach.googlepages.com/) to a blog instead, so that I can begin to introduce my students to the blog format. I currently post homework assignments, class documents and templates as we use them, important dates and links to study and research sites. The reception has been excellent from both parents and students. We conduct a lot of research, so the links have helped students firsthand. Not only would the blog format be instructional for students, but I could archive lessons and templates for the year, and allow searchable access for other teachers or interested parties online.

Once students "have a handle on" the format, we could then analyze ancient history blogs for credibility and value. I could teach them how to access the "About" link and consider the author's background, as well assess the author's level of authority with Technorati.com. Ultimately, it will frustrate me to stop there, but perhaps once I have something to present to administrators, I can begin to attempt to take the next step. I have envisioned, since attending a conference this past summer, posting questions and observations for response by memebers of my classes, and visiting some as a class, to enhance lessons on differing perspectives within secondary sources of all kinds.

While it is expressly disallowed at this time, one can always lobby for the inclusion of "publishing on the web" in our schools "Acceptable Use Policy" for next year.

I am curious.

WHO OUT THERE IS ALLOWED TO USE BLOGGING IN YOUR MIDDLE SCHOOL CURRICULUM??

Welcome, colleagues!

Welcome, and thanks for paying my site a visit!

I look forward to sharing both links and insights with each of you for these next several weeks.

Thank you, in advance, for what you add to my learning experience and, ultimately, that of my middle school students!