Edutopia: Design Thinking
Welcome! The purpose of this blog is to focus on 21st Century Education for PK-12 schools and share relevant learning topics for school leaders.
Monday, October 30, 2017
Pamela Moran writes about American Education
The link below will take you to this article by Pamela Moran:
"11 Reasons Why I Am Thankful for American Education"
This is a must read!
https://spacesforlearning.wordpress.com/2012/11/25/11-reasons-why-i-am-thankful-for-american-education-revisiting-perspective/The following information is from her blog
About Pamela Moran
Educator in Virginia, creating 21st century community learning spaces for all kinds of learners, both adults and young people. I read, garden, listen to music, and capture photo images mostly of the natural world. My posts represent a personal point of view on topics of interest.
The Importance of Education!
"Education is the most important profession . . .
through the hands of educators pass ALL professions."
through the hands of educators pass ALL professions."
A Quote from Looking Forward to Monday Morning by Diane Hodges
10 Ways School Has Changed
An example of what is happening in schools today. As administrators we must continue to MOVE FORWARD for ALL students.
http://whatedsaid.wordpress.com/2011/12/13/10-ways-school-has-changed
http://whatedsaid.wordpress.com/2011/12/13/10-ways-school-has-changed
2020 Forecast: Creating the Future of Learning
Quoted from: 2020 Forecast: Creating the Future of Learning
A Radically Different World
This 2020 Forecast: Creating the Future of Learning reveals how many of our fundamental relationships--with our ourselves; within our organizations; and with systems, societies, and economies--are being re-imagined and re-created in ways that will disrupt the status quo and challenge our ususal assumptions.
A Dilemma for Education
This 2020 Forecast illuminates how we are shifting toward a culture of creation in which each of us has the opportunity--and the responsibility-- to make our collective future.
To read the entire report go to:
http://knowledgeworks.org/sites/default/files/2020-Forecast.pdf
A Radically Different World
This 2020 Forecast: Creating the Future of Learning reveals how many of our fundamental relationships--with our ourselves; within our organizations; and with systems, societies, and economies--are being re-imagined and re-created in ways that will disrupt the status quo and challenge our ususal assumptions.
A Dilemma for Education
This 2020 Forecast illuminates how we are shifting toward a culture of creation in which each of us has the opportunity--and the responsibility-- to make our collective future.
To read the entire report go to:
http://knowledgeworks.org/sites/default/files/2020-Forecast.pdf
WANT TO KNOW MORE ABOUT NEW TECH NETWORK MODEL?
RSA Animate - Drive: The surprising truth about what motivates us
Daniel Pink, author of the book DRIVE talks about three essential things that motivate us.
Purpose -- Mastery -- Autonomy! Check it out at the link below!
Author Daniel Pink on what motivates us!
Purpose -- Mastery -- Autonomy! Check it out at the link below!
Author Daniel Pink on what motivates us!
Wednesday, September 28, 2011
Saturday, February 12, 2011
"Iowa Future " Leading and Learning in the 21st Century
The following are selected portions from an article that was written by Dr. Troyce Fisher, Director of the Wallace Leadership Grant for School Administrators of Iowa and appeared in the Des Moines Register. I hope you will take time to read and consider how you can help our schools in Mason City meet the challenges necessary for our students' futures.
The world is changing faster than Iowa's schools, and the evidence is pretty clear that Iowa's students are falling behind on some key measures that predict future success. We have an opportunity to change that trajectory, but it will take all of us working together to create opportunities for each student to be a successful learning, earner and citizen in this 21st century.
Currently our schools are designed to prepare learners for life in a 20th century environment, one in which we only need 20 percent of our students to successfully complete post-secondary education. With our traditional agricultural and manufacturing base, students who completed high school could see and find good-paying jobs that didn't require a community college or bachelor's degree.
That system is obsolete. The rapid pace of change brought about by technology, globalization, diversity and a much differently wired world economy demands new skills, new dispositions and new approaches to learning if our kids are to achieve success. In fact, most experts agree that the 80 percent of the class of 20111 will need to complete at least two years of post-secondary education to have a chance at the American dream. Education will need to look very different if we are to meet this challenge.
What if:
-Students were able to progress at their own rates and we moved from a seat time system to a system where each learner could progress by demonstrating competency in rigorous learning standards and receive specialized supports along the way?
-Schools weren't solely buildings but could also be virtual spaces where learning occurred online at any time, and where classmates could include kids from Helsinki, Beijing and New Delhi?
-Failure wasn't acceptable, each and every student was expected to learn rigorous and relevant content and skills, and we didn't let kids off the hook with incomplete or substandard work?
-Assessments were more "real world" demonstrations and fewer bubble tests?
-Kids were able to use every technology available to them to help navigate their learning?
. . . We need immediate improvements to the system if we are to remain economically competitive, preserve democratic principles in our civic life and continue to advance as a state. Iowa used to be at or near the top in traditional measures of educational achievement. We aren't there anymore. Do we have a sense of urgency that this reality is unacceptable? What will it take to support for change?
For one thing change of this magnitude must come from the grassroots, not from any edict in Des Moines. We need community-by-community conversations all across Iowa to generate support for and, yes, even a demand for, a new kind of learning experience. That will mean letting go of some traditional images of what it means to "do" school.
We in the educational community admit we've been slower to change than we should have been. But we need your input and backing to move to a different system design that keeps the best and improves the rest. Let your local school district leaders know if you are willing to be part of the conversation.
Let's collectively summon the courage to do this right. Our kids' future and Iowa's future are at stake. (October, 2010)
The world is changing faster than Iowa's schools, and the evidence is pretty clear that Iowa's students are falling behind on some key measures that predict future success. We have an opportunity to change that trajectory, but it will take all of us working together to create opportunities for each student to be a successful learning, earner and citizen in this 21st century.
Currently our schools are designed to prepare learners for life in a 20th century environment, one in which we only need 20 percent of our students to successfully complete post-secondary education. With our traditional agricultural and manufacturing base, students who completed high school could see and find good-paying jobs that didn't require a community college or bachelor's degree.
That system is obsolete. The rapid pace of change brought about by technology, globalization, diversity and a much differently wired world economy demands new skills, new dispositions and new approaches to learning if our kids are to achieve success. In fact, most experts agree that the 80 percent of the class of 20111 will need to complete at least two years of post-secondary education to have a chance at the American dream. Education will need to look very different if we are to meet this challenge.
What if:
-Students were able to progress at their own rates and we moved from a seat time system to a system where each learner could progress by demonstrating competency in rigorous learning standards and receive specialized supports along the way?
-Schools weren't solely buildings but could also be virtual spaces where learning occurred online at any time, and where classmates could include kids from Helsinki, Beijing and New Delhi?
-Failure wasn't acceptable, each and every student was expected to learn rigorous and relevant content and skills, and we didn't let kids off the hook with incomplete or substandard work?
-Assessments were more "real world" demonstrations and fewer bubble tests?
-Kids were able to use every technology available to them to help navigate their learning?
. . . We need immediate improvements to the system if we are to remain economically competitive, preserve democratic principles in our civic life and continue to advance as a state. Iowa used to be at or near the top in traditional measures of educational achievement. We aren't there anymore. Do we have a sense of urgency that this reality is unacceptable? What will it take to support for change?
For one thing change of this magnitude must come from the grassroots, not from any edict in Des Moines. We need community-by-community conversations all across Iowa to generate support for and, yes, even a demand for, a new kind of learning experience. That will mean letting go of some traditional images of what it means to "do" school.
We in the educational community admit we've been slower to change than we should have been. But we need your input and backing to move to a different system design that keeps the best and improves the rest. Let your local school district leaders know if you are willing to be part of the conversation.
Let's collectively summon the courage to do this right. Our kids' future and Iowa's future are at stake. (October, 2010)
Saturday, October 23, 2010
Learning from Alan November
I have been reading Alan November's book entitled Web Literacy for Educators. He was a speaker at the August School Administrators of Iowa Conference and is an international leader in education technology. He began his career as an oceanography teachers and dorm counselor at an island reform school for boys in Boston Harbor. He has been director of an alternative high school, computer coordinator, technology consultant, and university lecturer. He was named on the of the nation's fifteen most influential thinkers in the decade by Classroom Computer Learning magazine. (p.xv) If you would like more information on Alan November go to one of the 21st Century Links above.
The Introduction from his book is quoted below (p1) because he presents us with a thought provoking story that reinforces how we must continue to think differently about instruction and how our students learn. The need for technology resources in our schools is critical remains a high priority for our Mason City School District. We must meet the needs of our students as 21st Century learners.
INTRODUCTION
Long, long ago, there was a magical invention called paper. Children learned quickly how to use this new technology for activities such as reading and writing, long before many of their teachers and parents knew how. It was so much faster, easier (and lighter!) than stone and chisel.
The children were excited about all of the possibilities of this new technology. They could express themselves to the world! However, since there were few adult role models to provide proper guidance, some children abused this new found power. Middle school girls were known to write mean and nasty notes to one another. Boys were spending way too much time using it for playing games rather than accomplishing something worthwhile. Paper was causing all sorts of problems.
When the adults found out what the children were up to with the technology, they were horrified. Paper had to be stopped! It was making the children do bad things and they needed to be protected. And so it was decided that paper should be banned from schools. The children were not upset because they knew they could still use the new technology when there were outside of school. It was free and there was nothing to stop them from accessing all that they wanted without parents and teachers evening knowing. Banning paper from the schools did not help curb the children's abuse of it. In fact, things became much, much worse.
Years later, some of the adults, particularly the educators, reconsidered the original ban and decided to embed the technology into the process of learning. Paper became the primary media of learning and entirely replaced stone and chisel. Adults provided role modes every day for reading and producing content. A new literacy was born and children were taught how to apply it across the curriculum.
The Introduction from his book is quoted below (p1) because he presents us with a thought provoking story that reinforces how we must continue to think differently about instruction and how our students learn. The need for technology resources in our schools is critical remains a high priority for our Mason City School District. We must meet the needs of our students as 21st Century learners.
INTRODUCTION
Long, long ago, there was a magical invention called paper. Children learned quickly how to use this new technology for activities such as reading and writing, long before many of their teachers and parents knew how. It was so much faster, easier (and lighter!) than stone and chisel.
The children were excited about all of the possibilities of this new technology. They could express themselves to the world! However, since there were few adult role models to provide proper guidance, some children abused this new found power. Middle school girls were known to write mean and nasty notes to one another. Boys were spending way too much time using it for playing games rather than accomplishing something worthwhile. Paper was causing all sorts of problems.
When the adults found out what the children were up to with the technology, they were horrified. Paper had to be stopped! It was making the children do bad things and they needed to be protected. And so it was decided that paper should be banned from schools. The children were not upset because they knew they could still use the new technology when there were outside of school. It was free and there was nothing to stop them from accessing all that they wanted without parents and teachers evening knowing. Banning paper from the schools did not help curb the children's abuse of it. In fact, things became much, much worse.
Years later, some of the adults, particularly the educators, reconsidered the original ban and decided to embed the technology into the process of learning. Paper became the primary media of learning and entirely replaced stone and chisel. Adults provided role modes every day for reading and producing content. A new literacy was born and children were taught how to apply it across the curriculum.
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