Response to The Internet of Things
George Orwell was off just a few decades. According to this report, the information age and internet is on the cusp of an entirely new society. Thankfully, the report offers two consolation prizes to those of us skittish about these changes. The “human core remains untouched” and privacy issues are critical to the Internet of Things becoming a reality.
At first reflection, the article sends me to the era of the Jetsons. However, when I think back to the amazing changes seen by my two great grandmothers who both lived a few months short of 100 years, I realize that these changes are imminent and probably productive.
What does this report and its implications mean for our students? The world is becoming smaller. The ability for enhanced communications means that continents will no longer divide countries. Students will need a broader knowledge of the world and how it works to be successful in such an age. What our kids will need to know how to do will change drastically also. Education better keep up. Maybe the resistance to change in education will finally break and our country will catch up with countries like China and India.
Internet of things aside, our world is ever-changing. As a new leader in education, it is going to be my job to accept change as the norm, encourage those around me to feel comfortable with new challenges, and filtering all that is being thrown at our students to keep them grounded but knowledgeable about their lives and the world around them.
Sunday, February 18, 2007
Response to Tech Literacy Now Has Its Own Test
Response to Tech Literacy Now Has Its Own Test
The article does a great job addressing the pros and cons of testing students on computer skills. I, like some mentioned in the article, think that throwing yet another test into the mix is too much. Can’t we use more authentic assessment methods to get the same information?
However, trying to see if students have a handle on how to process and use the information in cyberspace is an important skill they should obtain while in school. Is waiting until a student’s senior year in high school appropriate to give this test is another question I have.
As an administrator, I would want to know well before a student leaves my school if they have successfully learned how to use technology appropriately. I’m not sure that this test will catch on, but if it helps create an awareness of what students should be able to do to be considered technologically savvy, then so be it.
The article does a great job addressing the pros and cons of testing students on computer skills. I, like some mentioned in the article, think that throwing yet another test into the mix is too much. Can’t we use more authentic assessment methods to get the same information?
However, trying to see if students have a handle on how to process and use the information in cyberspace is an important skill they should obtain while in school. Is waiting until a student’s senior year in high school appropriate to give this test is another question I have.
As an administrator, I would want to know well before a student leaves my school if they have successfully learned how to use technology appropriately. I’m not sure that this test will catch on, but if it helps create an awareness of what students should be able to do to be considered technologically savvy, then so be it.
Response to Not Your Father's Shop Class
Response to Not Your Father’s Shop Class
Thankfully there are now programs in schools like the ones described in Pino-Marina’s article. Although I was somewhat familiar with the computer courses available because my stepson is taking many of them, I was not aware of the certifications and internships being offered to students. These programs allow students to get a jump on the competition – something American students need in the world today.
“Vocational programs that are not refined won’t survive.” How true that is. I think many of us still have the vision of vo-tech being an auto or beautician class that kids attended who weren’t going to college. As the article put it, vocational education was “the ghetto.” Now that the line between vocational and academic education is blurred, more students will have the opportunity to be successful in so many ways. With the pressure of NCLB, so many students are becoming frustrated and quitting school because they feel there is no place for them there. With a variety of meaningful programs that can lead to so many opportunities, students are more likely to gain confidence that will be seen in all areas of education. The more methods we can utilize to “produce” students who can walk out of the school system truly ready for the next challenge, the better. Our society will benefit economically and socially more than I think many people realize.
Although I don’t see high school in my administrative future, there are things elementary and middle school principals can do to prepare students for these programs. Utilizing business partnerships, using real-world simulations and activities on a regular basis, giving students a variety of ways to learn the same material, and hiring forward-thinking teachers will all help these students in the long run whether they choose a vocational program or not.
Thankfully there are now programs in schools like the ones described in Pino-Marina’s article. Although I was somewhat familiar with the computer courses available because my stepson is taking many of them, I was not aware of the certifications and internships being offered to students. These programs allow students to get a jump on the competition – something American students need in the world today.
“Vocational programs that are not refined won’t survive.” How true that is. I think many of us still have the vision of vo-tech being an auto or beautician class that kids attended who weren’t going to college. As the article put it, vocational education was “the ghetto.” Now that the line between vocational and academic education is blurred, more students will have the opportunity to be successful in so many ways. With the pressure of NCLB, so many students are becoming frustrated and quitting school because they feel there is no place for them there. With a variety of meaningful programs that can lead to so many opportunities, students are more likely to gain confidence that will be seen in all areas of education. The more methods we can utilize to “produce” students who can walk out of the school system truly ready for the next challenge, the better. Our society will benefit economically and socially more than I think many people realize.
Although I don’t see high school in my administrative future, there are things elementary and middle school principals can do to prepare students for these programs. Utilizing business partnerships, using real-world simulations and activities on a regular basis, giving students a variety of ways to learn the same material, and hiring forward-thinking teachers will all help these students in the long run whether they choose a vocational program or not.
Response to Learning to Be Wired
Response to Learning to Be Wired by Bob Thompson:
Thompson’s article provided several insights into the positive and negative use of technology in schools in a ‘wired’ society. I agree with most everything Thompson observed and pulled some interesting bits of information to take with me as an educational administrator.
The successes that Thompson found at Lowell school were created by several characteristics. Implementing technology in a school “halfway” ensures that the school and students will not get the most bang for their buck. Technology, as stated in the article, is becoming a constant expenditure for schools. Why waste money by just saying the computers are in the classrooms?
Introducing the computers when and where appropriate was a mission of the school. The need for “face to face and loving relationships” by younger students cannot be replaced by technology. Integrating technology into the curriculum (as the Lowell school did very successfully in writing) will help students become accustomed to computers but not see them as a separate entity.
Helping reluctant teachers with technology using workshops and grants was a super idea. However, as Thompson stated, a good teacher is good no matter what resources they use in the classroom.
Another interesting point Thompson brings up when discussing the implementation of technology in all schools is the discrepancy between poor and rich schools. So much money is now being funneled into poor or low achieving schools. Much of that money is going to putting the newest technology into the schools. However, I feel this is just so the schools will “look good” when others question what is happening to improve the schools. As Thompson states, we need to look at all avenues for school improvement. There is no quick fix.
To an administrator, this article provides a fresh, sensible approach to utilizing technology. Placing computers in the classroom and saying “here you go” is a horrendous waste of resources. Methodical, planned, and appropriate integration of technology is necessary to provide students with the effective exposure they need.
Thompson’s article provided several insights into the positive and negative use of technology in schools in a ‘wired’ society. I agree with most everything Thompson observed and pulled some interesting bits of information to take with me as an educational administrator.
The successes that Thompson found at Lowell school were created by several characteristics. Implementing technology in a school “halfway” ensures that the school and students will not get the most bang for their buck. Technology, as stated in the article, is becoming a constant expenditure for schools. Why waste money by just saying the computers are in the classrooms?
Introducing the computers when and where appropriate was a mission of the school. The need for “face to face and loving relationships” by younger students cannot be replaced by technology. Integrating technology into the curriculum (as the Lowell school did very successfully in writing) will help students become accustomed to computers but not see them as a separate entity.
Helping reluctant teachers with technology using workshops and grants was a super idea. However, as Thompson stated, a good teacher is good no matter what resources they use in the classroom.
Another interesting point Thompson brings up when discussing the implementation of technology in all schools is the discrepancy between poor and rich schools. So much money is now being funneled into poor or low achieving schools. Much of that money is going to putting the newest technology into the schools. However, I feel this is just so the schools will “look good” when others question what is happening to improve the schools. As Thompson states, we need to look at all avenues for school improvement. There is no quick fix.
To an administrator, this article provides a fresh, sensible approach to utilizing technology. Placing computers in the classroom and saying “here you go” is a horrendous waste of resources. Methodical, planned, and appropriate integration of technology is necessary to provide students with the effective exposure they need.
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