The transformation from the Industrial Age to the Knowledge Age was the main idea of this book for me. Technology has certainly changed and made a great impact on our lives in a relatively short amount of time. As most of us have mentioned, we have grown up during this age and watched as new technologies emerged. And now, the technology of today helps design the technology of the future. It may take us a few years to get to our 21st Century 50/50 level, but I wonder if it will be enough to keep up with the technological changes during that same time frame. In the restructuring of our schools, the book mentions we need to make small, achievable steps as well as large leaps so that we can calculate what is working along the way and that the changes have to come from all the support groups and environments.
The second main idea for me was “At the same time, the potential for information overload, distraction, and analysis paralysis when facing demands for attention from too many sources.” With the vast amount of information at our fingertips, overload is a concern. Attention spans seem so short, and multitasking keeps us from really focusing on one topic in-depth. We need to realize that all the technology at our fingertips is merely a tool that can not only entertain, but help us to learn and grow as well.
With so much information out there, it is extremely important that we teach our students the best way to access, evaluate and use the tools of the 21st Century. We can no longer teach students to simply remember what they learn, but how to continue to learn in school and in life. Just as our basic needs have changed to adapt to new technology, our basic education needs have to follow.
Wednesday, January 5, 2011
Sunday, January 2, 2011
Transition to 21st Century Learning
There is no single key in the transition to 21st Century Learning. The change requires coordination, collaboration, and technology skills combined with time to make the transition.
The coordination of 21st Century Skills embedded in the learning standards, I believe is the first step. Technology skills need to be taught in conjunction with the content to make them relevant to the students. The students, in turn, enjoy learning the content much more than old traditional ways.
Collaboration is required between all entities to sustain the change. Government,teachers, administrators,students, parents and community members are all stake holders. Money, training, and time are all necessities. The book said at least 5 to 7 years is needed to sustain change. The fascinating factor is that change is occurring so rapidly, it is hard to keep up! When I think back to TTL 1 & 2, the governor's program, we were learning Microsoft Office and we wondered how we'd ever learn PowerPoint and Word. Now, that's very old news! Instead, our students are able to use Glogster, Animoto, and Wikis and they do not even need to purchase software.
Technology is not a question; it is a must. When I think back to the first microwave, my mom said, "We have a stove, why would we need a microwave?" You know the answer to that question. The problem sometimes is providing students access to the technology. Some of my students still do not have access to a computer or the internet at home, so I have to provide enough time to complete assignments in class which isn't always easy when some workers are slow.
Transition takes time, but the payoff will be huge for our students. Another fact that stood out to me what that 50% of the time students should be project learning and 50% of the time should be for traditional, direct instruction. Reading, 'riting,and 'rithmetic combined with critical thinking, communication, collaboration, creativity, computing, career, and cross-cultural is 21st Century Learning. "Learning for work and life in our times means helping as many children as possible learn to apply 21st Century skills and a solid understanding of core subjects to the challenges of our times"
The coordination of 21st Century Skills embedded in the learning standards, I believe is the first step. Technology skills need to be taught in conjunction with the content to make them relevant to the students. The students, in turn, enjoy learning the content much more than old traditional ways.
Collaboration is required between all entities to sustain the change. Government,teachers, administrators,students, parents and community members are all stake holders. Money, training, and time are all necessities. The book said at least 5 to 7 years is needed to sustain change. The fascinating factor is that change is occurring so rapidly, it is hard to keep up! When I think back to TTL 1 & 2, the governor's program, we were learning Microsoft Office and we wondered how we'd ever learn PowerPoint and Word. Now, that's very old news! Instead, our students are able to use Glogster, Animoto, and Wikis and they do not even need to purchase software.
Technology is not a question; it is a must. When I think back to the first microwave, my mom said, "We have a stove, why would we need a microwave?" You know the answer to that question. The problem sometimes is providing students access to the technology. Some of my students still do not have access to a computer or the internet at home, so I have to provide enough time to complete assignments in class which isn't always easy when some workers are slow.
Transition takes time, but the payoff will be huge for our students. Another fact that stood out to me what that 50% of the time students should be project learning and 50% of the time should be for traditional, direct instruction. Reading, 'riting,and 'rithmetic combined with critical thinking, communication, collaboration, creativity, computing, career, and cross-cultural is 21st Century Learning. "Learning for work and life in our times means helping as many children as possible learn to apply 21st Century skills and a solid understanding of core subjects to the challenges of our times"
Monday, December 20, 2010
Key concept from the book: Digital Lifestyles
Digital Lifestyles was a part of the book that I really reflected upon. I never really thought about how much technology has changed since I was young. I was born in 1978 and the book talked about changes that have happened with technology since 1975. It was amzing to see the list of devices that I use daily that have not been around any longer than I have been! Interesting to really think about. It also makes me think about how much things will change during the lifetime of my second grade students. Ten years ago my cell phone made phone calls. I liked it. I could call people from my car! Fast forward two years and I probably sent my first text message. I had to hit the number three or four times to choose the letter I wanted to use, but again I liked it! Now my phone sends and receives emails, makes calls, texts from a keyboard that is a touch screen, surfs the net, takes videos, takes pictures, runs facebook, and the list never stops. It really makes me wonder how our students will be motivated and learn five years from now. I never thought I'd own a device that would have all of the capabilities that my cell phone does.
Yet, the book brought up another very intersting point. The fact that parents almost require that we teach the same way that they were taught. They are successful, therefore, they want their students to learn the same way they did. We as educators are fighting a never ending battle. Students who are on a completely different wavelength with different abilities and motivations, and parents, community members, and collegues that want to have things the same way they have always been. The book provides interesting alternatives to how we can remedy this and all I can say is that in some ways I wish education would change as much as my cell phone does from year to year. Perhaps all in good time we will see things shift in education. The 21st Century Balance provided the most intersting analysis of how things need to be balanced in order for high quality learning to occur.
Yet, the book brought up another very intersting point. The fact that parents almost require that we teach the same way that they were taught. They are successful, therefore, they want their students to learn the same way they did. We as educators are fighting a never ending battle. Students who are on a completely different wavelength with different abilities and motivations, and parents, community members, and collegues that want to have things the same way they have always been. The book provides interesting alternatives to how we can remedy this and all I can say is that in some ways I wish education would change as much as my cell phone does from year to year. Perhaps all in good time we will see things shift in education. The 21st Century Balance provided the most intersting analysis of how things need to be balanced in order for high quality learning to occur.
Wednesday, December 15, 2010
Final Relection
Reflective Post for 21st Century Skills by Bernie Trilling and Charles Fadel
This was an excellent book selection for me. I am still processing the new tools and the accessibility for there use in the classroom. There are so many stakeholders in the learning process and the expected final product. Students, teachers, and parents need to work together in providing the workforce and society a productive citizen.
What is the classroom of the future going to be like? It is hard for me to comprehend how fast the digital age is moving forward. It was not too many years ago the television was making its way into classrooms. How many students even know what microfiche is or heard of the PET Commodore computer? Where is the digital age going to?
I was hoping by reading the book I would come away with a better understanding on what all the accolades for the use of these tools in the classroom are? I came away with a better knowledge of the different tools, how to use them, the impact on the classroom, and the fact students are leading the charge for change. The students are the most wired and digital savvy members of our society. The authors presented ideas to help reshape the educational landscape and ways to help build the foundation for future classrooms.
The P21 (The Partnership for 21st Century Skills) is leading the way to build into the future and is a collaborate effort of many organizations with same goals. Their guidance will help transform the new classroom and make it available for all students. I still see a gap in students and schools which are able to afford the new technology and the students and school not able to tap into the digital age. The gap is becoming smaller, but hopefully P21 will help bridge the gap quicker.
It was an easy read and I will pick it up now and then to reread parts of it as continue to learn more about the 21st Century skills. I was and probably still a skeptic on some of the uses of these tools in the classroom, but I am willing to change if their use will be a benefit for our students. I am slowly becoming to grips with the “digital age”.
This was an excellent book selection for me. I am still processing the new tools and the accessibility for there use in the classroom. There are so many stakeholders in the learning process and the expected final product. Students, teachers, and parents need to work together in providing the workforce and society a productive citizen.
What is the classroom of the future going to be like? It is hard for me to comprehend how fast the digital age is moving forward. It was not too many years ago the television was making its way into classrooms. How many students even know what microfiche is or heard of the PET Commodore computer? Where is the digital age going to?
I was hoping by reading the book I would come away with a better understanding on what all the accolades for the use of these tools in the classroom are? I came away with a better knowledge of the different tools, how to use them, the impact on the classroom, and the fact students are leading the charge for change. The students are the most wired and digital savvy members of our society. The authors presented ideas to help reshape the educational landscape and ways to help build the foundation for future classrooms.
The P21 (The Partnership for 21st Century Skills) is leading the way to build into the future and is a collaborate effort of many organizations with same goals. Their guidance will help transform the new classroom and make it available for all students. I still see a gap in students and schools which are able to afford the new technology and the students and school not able to tap into the digital age. The gap is becoming smaller, but hopefully P21 will help bridge the gap quicker.
It was an easy read and I will pick it up now and then to reread parts of it as continue to learn more about the 21st Century skills. I was and probably still a skeptic on some of the uses of these tools in the classroom, but I am willing to change if their use will be a benefit for our students. I am slowly becoming to grips with the “digital age”.
Sunday, December 12, 2010
Sunday, November 28, 2010
Section IV 21st Century Learning and Teaching (Ch 6) & Powerful Learning Proven Practices, Researched Results (Ch 7)
The learning power of the P's and Q's is emphasized in chapter six. Other areas of interest of this chapter are:
1. Table 6.1, page 93, shows the breakdown of Scientific Versus Engineering Methods
2. Questions are what motivate scientists and engineers are motivated by challenging problems.
3. Inquiry-based learning versus design-based learning
A statement in chapter seven made me read the number referenced again. Page 108 "These summary conclusions are based on a thorough review of the fifty-year research base on inquiry, design and collaborative approach to learning by ...Linda Darling-Hammond and her colleagues..." Fifty-years of research on inquiry design and collaborative approach to learning that proves it works--and we are still having problems implementing and sustaining collaborative inquiry and design learning. Hopefully the 21st Century teacher's and student's skill sets can help overcome the obstacles to progress.
1. Table 6.1, page 93, shows the breakdown of Scientific Versus Engineering Methods
2. Questions are what motivate scientists and engineers are motivated by challenging problems.
3. Inquiry-based learning versus design-based learning
A statement in chapter seven made me read the number referenced again. Page 108 "These summary conclusions are based on a thorough review of the fifty-year research base on inquiry, design and collaborative approach to learning by ...Linda Darling-Hammond and her colleagues..." Fifty-years of research on inquiry design and collaborative approach to learning that proves it works--and we are still having problems implementing and sustaining collaborative inquiry and design learning. Hopefully the 21st Century teacher's and student's skill sets can help overcome the obstacles to progress.
Section V
This section dealt with ways we need to retool our education system. I do believe almost everyone feels we need to make changes in the way we teach and to teach to what our students are currently learning with. Early on in the unit the authors stated we need to learn from each other's experiences, both (positive and negative) as new approaches and processes are being tried. Students, parents, teachers,administrators, government officials,community members need to be focused on the same 21st century skills. These groups of people need to be led by school leaders with a vision toward the future. There were several areas address to help schools get to the 21st learning environment.
There was a quote in the assessment topic of the section. "We need better summative tests and formative evaluations that measure a combination of content knowledge, basic skills, higher-order thinking skills, deeper comprehension and understanding,applied knowledge, and 21st century skills performance". I thought to myself it would an ideal assessment process if and when it will be accomplished. There is a need for better tests to measure student skills in what will make them successful in the future.
The section went on to cover curriculum and instruction, staff development,learning environments,technology infrastructure,and learning communities and leadership. I felt the authors did an excellent job in laying out what needs to be done to move forward with 21st century skills.
There was a quote in the assessment topic of the section. "We need better summative tests and formative evaluations that measure a combination of content knowledge, basic skills, higher-order thinking skills, deeper comprehension and understanding,applied knowledge, and 21st century skills performance". I thought to myself it would an ideal assessment process if and when it will be accomplished. There is a need for better tests to measure student skills in what will make them successful in the future.
The section went on to cover curriculum and instruction, staff development,learning environments,technology infrastructure,and learning communities and leadership. I felt the authors did an excellent job in laying out what needs to be done to move forward with 21st century skills.
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