Preparing students with the 21st-century skills required for life after their K-12 education is ever-changing. To prepare students, educators must focus on teaching skills over content. The industrialized models of education in the age of the internet are outdated and ineffective. Instead, educators must look to impliment the 4C’s (NEA, 2002):
Curriculum needs to accommodate project-based learning approaches with real-world applications to help drive students to develop essential 21st-century skill areas. In Sir Ken Robinson’s renowned 2006 TED Talk, he highlights how creativity is being undermined in schools. Robinson argues that creativity is linked to making mistakes, but we, as a school and society, stigmatize mistakes. Robinson also discusses how industrialism is still very much intertwined with our educational systems and has an over-emphasis on academic achievement. Through examples such as this, we can begin looking at the positive impacts of project-based learning and STEAM education. Parents, teachers, administrators, and students, as stakeholders in the educational system, should look critically at the skills taught in our schools to ensure that students prepared.
Sir Ken Robinson's thought provoking 2006 TED Talk
Leveraging digital literacy and tools can also help support the 4C’s. Using the right technology can give students improved access to information, a more comprehensive array of learning modalities, and global connectivity. Through the use of TPACK, we can begin to learn the balance of just how technology, pedagogy, and content interplay with one another (Cain, Mishra and Koehler, 2013). Seeing how these three areas of education are interconnected allows us to ensure we are leveraging the right digital tools for the right situations. With the rapidly changing technological advancements, it is more important than ever that students can access the technology that will best support them in their learning.
While digital literacy and tools should be a strong consideration, it should not be the sole focus or looked at as the solution for implementing these skills. Many cautionary tales help shine a light on the pitfalls that this type of approach can have. In Nellie Bowles, The Digital Gap Between Rich and Poor Kids Is Not What We Expected (2018), pedagogical best practice must be at the forefront of all technology implementation. Throwing technology at this will not solve the issues. In Bringing Teachers Onboard with Tech by David Nagel (2011), he talks about getting teachers on board with educational technology implementation. Without teacher buy-in and training, we can never hope to have the support needed to make digital tools effective.
As we think about the next five years, it is essential to continue fostering skills that leverage our student’s ability to think critically, communicate, collaborate, and think creatively. With these skills, students will have the highest chance of being prepared for the world after their K-12 education. References Bowles, N. (2018, October 26). The Digital Gap Between Rich and Poor Kids Is Not What We Expected. The New York Times. https://www.nytimes.com/2018/10/26/style/digital-divide-screens-schools.html. Koehler, M., Mishra, P., & Cain, W. (2013). What Is Technological Pedagogical Content Knowledge (TPACK)? The Journal of Education, 193(3), 13-19. Retrieved from http://www.jstor.org.proxy2.cl.msu.edu/stable/24636917. Nagel, D. (2011). Bringing teachers onboard with tech. Web log post accessed at http://thejournal.com/articles/2011/01/27/bringing-teachers-onboard-with-tech.aspx NEA. (2002).An Educator’s Guide to the “Four Cs”: Preparing 21st Century Students for a Global Society. National Education Association. http://www.nea.org/tools/52217.htm Robinson, S. (Director). (2006, February). Do Schools Kill Creativity? [Video file]. https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity?language=en
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As I read Janice Dickerson's, (PQ+CQ)>IQ Every Time, Author Thomas Friedman Tells Ottawa Crowd (2015, May 9), and Warren Berger's, A More Beautiful Question (2014), I kept coming back to STEAM education. The impact of STEAM education in a student's learning is undoubtedly the most engaging and academically rigorous learning that I have ever experienced in a classroom. My first STEAM lesson was a 3rd grade lesson involving Chicago history, and the 1893 World's Fair. It focused on the newest inventions of the time, one of which was the Ferris Wheel. Students first learned about the fair and the Ferris Wheel. Using LittleBits, they created their own miniature working model of the Ferris Wheel. During this STEAM experience, I saw students engaged in their learning like I had never seen before.
I saw STEAM education's power and raised enough money to buy a 3d printer for my classroom. My passion and curiosity for this project-based model of teaching is undeniable. When Thomas Friedman talks about how PQ (Passion Quotient) + CQ (Curiosity Quotient) > IQ (Intelligence Quotient) for me, there is no better place for this to be seen than in STEAM education. Passion and curiosity naturally comes out of creating something new. As I read the fifth chapter of A Beautiful Question by Warren Berger, I began asking myself, "How do I bring the power of STEAM education to more teachers and students?" I decided to make a sign that would be 3d printed to sit on my desk or in a window that said "PQ+CQ>IQ STEAM EDUCATION." The sign would not only help to remind me of my passion and curiosity, but hopefully spark some good conversations about what it means for others. I have included an interactive 3d rendering below:
References
Berger, W. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas. New York, NY: Bloomsbury USA. Dickson, J. (2015, May 9). (PQ+CQ)>IQ every time, author Thomas Friedman tells Ottawa crowd. https://ipolitics.ca/2015/05/09/pqcqiq-every-time-author-thomas-friedman-tells-ottawa-crowd/.
My WPP around equity in remote learning stemmed from my own experiences at the end of the year. Working in Chicago Public Schools as a Computer Science/Technology Coordinator thrust me into a position where I made decisions and support for everything technology. As my school transitioned to remote learning, it amplified many issues of inequity. It was important to me that I spend time identifying ways of improving these inequities.
Stemming from my question, I created a survey meant for teachers on their experiences with remote learning when implemented last March. There is a significant amount of uncertainty and frustrations as we look towards the upcoming school year. Gaining insights into how we can improve remote learning and identify some of the most significant challenges is the only way to start prioritizing next steps. The survey consisted of both questions on a scale from 1 to 5 and optional written responses to elaborate. You can check out the survey below: Equity in Education Survey As we continue working through the remote learning, we are faced with difficult decisions. Through my Wicked Problem I have been able to both wrestle with these decisions and identify critical areas for improvement. We must look to the future of education while keeping equity at the forefront of our decision making. I have included my interactive presentation here: Interactive PearDeck Presentation and an embedded copy below.
References
Curtis, H. (2013). A mixed methods study investigating parental involvement and student success in high school online education. Unpublished Dissertation, Northwest Nazarene University. Kennedy, K., Ferdig, R. E. (2014). Handbook of research on K-12 online and blending learning. (p. 303-323)
My wicked problem is: How do we ensure equity in remote learning? The push to remote learning in the wake of Covid has been difficult for everyone. However, the most sensitive of our student populations were affected at a significantly higher rate. The growing disparities in education as we moved online are issues that need to be understood and addressed.
In creating this survey, I am seeking to gain insights into how remote learning has affected teachers and their students. Creating this survey involved many iterations and various attempts at structuring. My most significant design issue was limiting my use of open-ended questions. According to Survey Design Best Practices: How to Write a Good Questionnaire by Market Research Guy (2020), open-ended questions are "more taxing on respondents." I needed to find a balance between convenience and the encouraging completion of the survey. My way of addressing this issue was to ask questions on a 1-5 scale and additionally give the ability to answer as a written response for more information. Therefore, reducing the total time and overwhelming feelings that may be associated with the completion of the survey.
References
Market Research Guy. (2020, July 07). Survey Design Best Practices. Retrieved August 02, 2020, from http://www.mymarketresearchmethods.com/survey-design-best-practices/ |
AuthorMy name is Ryan MacLeod and I live in Seattle, WA. I am currently a K-8 Lab Coordinator. I have a passion for educational technology integration and curriculum design, especially when it comes to the social sciences. Archives
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