Discussion Prompt: Module 1 - 21st Century Skills

[Lucie deLaBruere]

Do the National Education Technology Standards effectively capture the
essence of of the types of skills students should have to be prepared
for the 21st century. If not, what's missing?

What implications does this have for schools? For you, as an educator?

[cla...@sacsvt.org]

First, you need to look up the exact tech standards. Once I had them,
I would have to say that they dont. The tech skills are all based
around the old form of "tech integration". The tech standards need to
fit into the mold for the entire school. Tech GE's need to fit in for
all teachers, not just the ones that are tagged tech teachers. They
need to be more geared towards student's needs and what they will be
expected to have when they move out into the real world. Jobs these
days are becoming more and more techy and we as educators need to make
sure we are giving what they need.

[Tim]

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:

After listening to "Pink in the Rink", Scott McCleod, and Tom
Friedman, I think the standards do capture the essence of the types of
skill students should have. Creativity and problem solving skills are
where they are telling us that we need to concentrate. The
disconnect, for me at least, is not the standards, but my
interpretation of the standards. I'll site the first standard of
"Creativity and Innovation", section b "create original works as a
means of personal or group expression."

I am a music teacher, so forgive me for turning to the discipline I
know best. For years I have taught my kids to write melodies within
specific guidelines and forms. I've discussed the characteristics of
a good melody and asked them to construct one in several different
forms.. We did this with staff paper and a pencil. I've always given
myself the 'thumbs up' on lesson plans in which my students have been
creative.

Around 2002, I answered a grant and receive six computers and the
Sibelius notation software. I'm still teaching how to write a melody
as I did in the past. The only difference is that my students enter
their work from a keyboard instead of staff paper. I've reduced the
power of the technology to being a glorified pencil and paper. My
students haven't really been that creative.

The ramification for me as an educator is that I need to use the tools
at my disposal in a completely different way. Perhaps my melody
writing needs to change to writing a jingle for a local business, for
example. It would be a real world problem that they would have to
solve. Master the music skills and the technology skills to create a
jingle. My students would need to write a catchy melody. They could
bring in some simple orchestration. They would need to collaborate
with the sponcoring business, even if it is a fake one. They would
need to execute the performance. They would still need to use the
elements of music, but it would be more relevant. This could lead to
the inclusion of so many other disciplines. Language arts for the
lyrics; chorus would provide the singers. I'm rambling, but the mind
reels with the posibilities.

Now, when I re-read the tech standards, I would actually meet so many
more. I would still be teaching my discipline in a very relevant way
and to a greater understanding. I think the difference between 20th
century teaching and 21 century teaching is my interpretation/
understanding of what I should be doing.

[HuckleberryFinn]

The NETS for students standards seem to capture the core pieces of
problem solving and communication that are at the heart of the list of
21st century tools. To me, the most relevant part about problem
solving is the ability to bring together disparate pieces of
information or knowledge to a new situation and create a solution to a
specific, identified problem (the "ability to span multiple domain
boundaries [that] is highly valued in today's competitive workplace"
from the 21st century partnership's white paper). The standards
address this in the research and problem solving sections, when the
words "synthesize", "use multiple processes", and "diverse
perspective" are used.

One thing that seems missing is an emphasis on direct consideration of
values, i.e. posing the questions "is what I am creating of value?
What are the consequences to myself, others, the environment, etc.
from my creations? Do I have a response to those consequences?" I feel
it is important to actively teach the consideration of these questions
along with the tools of innovation and creation. For example, from
Scott McLeod's address I learned that less than 2% of the population
(whole or employees? I can't remember) are currently employed in
agriculture compared to 40% in 1900. I assume this is due to the
"green" revolution in agriculture in the 1960-70's. But, we are
learning now that that revolution, while making food more cheap and
available, has dreadful consequences to our enviornment and health.
I'm not sure a blind faith in the economy as the sole driver of our
education is approriate.

In the NETS standards for teachers, I am struck by the standard asking
teachers to "exhibit knowledge, skills, and work processes
representative of an innovative professional in a global and digital
society". How can we truly effectively do this if we don't get out and
work in business or industry a bit? I'd like to see more flexibility
in the system for k-12 teachers to work in business or industry
concurrently or on sabbaticals, or to collaborate with business folks
to work on "real-life" problems, with students (wow! everone's
collaborating!) or not (at least we'd be modeling collaboration).

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:

[tteacher]

I have read through the NETS and then watched 4.0 and Dr. Scot McCeod.
I think the NETS capture the essence, but the problem is a little
bigger than capturing the essence. I read the NETS last year, but how
many of our parents, of our staff members, and of our administrators
have really read through them? How many people have seriously stopped
to think about the implications of all those statistics that pop up on
the 4.0 video?

I think a huge part of the problem is that people are very quick to
say 'Yes we need more technology. It is very important.' and then they
are done with it. Tuck aside something for the technology budget and
you're done, but this are tight times so well technology, maybe next
year. I don't think those essential conditions are being met. The
shared vision, implementation planning, and consistent and adequate
funding-well I am not seeing those in place. It will be difficult at
best to plow forward until they are.

I think we all have to share in a vision of the future of education as
being radically different from what it is now. Change can be anything
at all, but it always happens. We all need to get on board or it will
be our students who are left behind.

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:

[jacqueline]

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:

In my reading and viewing for this module, the most resonant hearing
is this passage from Thomas Friedman:
I tell young people: ask your friends one question--Who is your
favorite teacher? And take their courses. It doesn't matter what
they teach. The first place you learn how to learn is from a great
teacher, and the first place you learn how love how to learn is from a
great teacher, which is why great teaching is more important than
ever. (In a Flat World, Imagination is the Key by Thomas Friedman, 4
May 2007)

[Lucie deLaBruere]

Brian,
I'm wondering from your response if you are looking at the OLD Tech
Standards. Did you look at the National Educational Technology
Standards for Students Revised (NET-S) that were linked on the Pre-
Institute. From your answer, I'm thinking that you might have
stumbled across the standards for tech ed. I'm not saying that the
NET-S do capture all 21st century skills, just wondering what your
thoughts were and hoping you are looking at the correct ones we will
be working with in this class.

Lucie

[Lucie deLaBruere]

Tim,

The contrast between the two examples of the tech standards
(Creativity and Innovation) is one I plan to refer to in class (if I
may). Beautiful example of integrating more than one 21st century
skill. Another piece I'm thinking of also might be getting feedback
from mentors in the composition process (which today's technology
makes possible). Technology made possible something for my son that
was not possible had his middle school music teacher only used staff
paper to teach composition. The influence of his mentors in the
creativity process started in middle school and has yet to stop. Last
month he completed his Masters program in jazz composition from
Eastman and I know that would have never happened without both the
tools (Siebelius) and the ability these tools gave him to both
compose, but to also share his composition and get quick feedback from
folks who can help him grow. Your jingle example is a perfect way to
apply the strong foundation you provide in composition skills from the
pencil paper instruction to a real life problem solving scenario.
Authentic Audience is a large part of 21st century teaching and
learning, your second example is a perfect example of using technology
to gain an authentic audience. .

[Lucie deLaBruere]

Lots of great points in here and I wanted to react to them all..but
I'll stick with the last one. "real world" experience is something
many teachers lack. Back in the days when school to work grants were
big, there were grants that paid teaches to work or intern in real
life summer jobs relating to their discipline. For example our
literature teacher worked at the newspaper that summer. I went out
and worked in industry for a short time in between two teaching jobs
and it was invaluable. One of the reasons I include Friedman's 1 hour
speech is that I think it opens up the eyes of so many of us about
what's really happening in the world. When he says "While I was
sleeping... the world changed... he isn't kidding. I also loved the
end where he says "nobody's told the kids". Is it our job as
educators to understand how the world has changed and to tell the
kids. How can we do that if we don't understand the scope to which
things have changed. Good suggestion for educators. getting out there
in the real world.

Lucie

> > What implications does this have for schools?  For you, as an educator?- Hide quoted text -
>
> - Show quoted text -

[Lucie deLaBruere]

You write the problem is bigger than capturing the essence.... good
point.
Whose job is it to 'implement' the NETS -- since they are not a
"content" areas grade expectation or standard. For example, I had a
teacher tell me "The state of Vermont has deemed me a highly qualified
teacher and I've never had to step into the computer lab to achieve
this status... I am doing my job - teaching social studies and when
I'm in the computer lab I'm not doing my job -- my job is not to teach
technology".
hmmmmmm ? He's a good teacher, the kids love him. He makes them
think. Is he doing his job? Just questions..

[Lucie deLaBruere]

Ah.... but what is 'great teaching'?
to me this speaks to why some people say PBL is passion based learning
(instead of project based learning)... because passion is part of a
great teaching. It models learning. So can a great teacher teach
their passion and the expense of some of the content GE?

[hazy_vermonter]

I, too, listened to Thomas Friedman. I was struck by his comments at
the end of his speech on what to tell "our kids." Here are my notes
on
what he said and how they relate to the ISTE standards.
* Learn how to learn. (Train for the Olympics. You don't know what
sport you'll be in.")
Take courses from favorite teachers. (Research and Information
Fluency)
* cq (curiosity quotient) + pq (passionate quotient) greater than iq
(intelligent quotient)
"No one learns more than a curious kid." (Creativity and
innovation)
* liberal arts really matters -- applying one creativity to another.
Steve Jobs (Stanford)
calligraphy introduces beauty of typeface into computers.
(Problem
solving, critical thinking, decision making and Creativity and
Innovation)
* Get your Hows right -- How you do things matters. You leave a
digital footprint. (Digital Citzenship)
Everyone is a public figure when every blogger is a journalist
and everyone with a digital camera is
a papperazi ... so be good.
* Imagination matters most of all. (Creativity and innovation)

I found the ISTE standards to be on track, where our Vermont
technology standards fall far short. The implications for me is that
I've abandoned the Vermont standards for technology and have chosen
to
focus instead on the ISTE standards. All are important. For me, as a
library media specialist/tech, I focus on Research and Information
Fluency and Digital Citizenship. I try to model, model, model the
process of learning and show how I learn alongside my students. I
also
share what I'm learning in the classes I take and allow my students
to
become experts on their favorite subjects and share their learning.


I worry that the standards based learning sometimes constrains our
students' curiosity and imagination because teachers must get through
so much material in a year. Also, as Scott McLeod complains, "with
our
curricula being a mile wide and an inch deep," we don't often give
our
students enough time to develop their critical thinking and problem
solving skills.


Technology integration is key to meeting these ISTE standards and
following Friedman's advice on what to tell our kids.

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:

[ace]

Since this was my first time ever seeing the ISTE's, my first
impression is that they capture the essence, albeit they do seem
huge. Not being a classroom teacher, I am trying to envision how
teachers could realistically address each one effectively while
still making sure they meet all other imposed assessments and
standards. Perhaps as we move forward, and tecnology becomes the
norm, rather than the new kid on the block, integrating this
standards
will not seem as unattainable.

As for passion vs content? I would like to think that the passion
would drive the content, rather than at it's expense.

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:

[Tim]

Lucie,

Feel free to to refer to the example.

I need to do a great deal of thinking about how I teach my students.

Tim

> > understanding of what I should be doing.- Hide quoted text -

[dana dezotell]

The National Education Technology Standards do capture the need and
the implementation of a safe and creative learning environment for
learning. One of the pre-requisites in achieving a successful
engagement in technology is the teacher training. I believe that
teachers should be trained adequately in order to apply the newest
materials and tools of teaching.

Severeal ideas are important for me, as a teacher:

1. Plagiarism--how much we should take from the websites and how much
should we implement in class.
Every year, at the beginning of the school year, I spend a good amount
of time in explaining and practicing how to use a cite in reserach and
project. I usually give the students an article from internet, and
prepare some questions from it. After that, I asked them to read their
responses. As predicted, most of them are similar: no quotes, no
source. After that, I am working with them to help them rewrite the
answer, by using their own words. I teach them to use the computer's
dictionary tool and find different definitions of the word that is
most used. It takes time to do it, but overall, I observed a better
understanding on writing and using computers as a resource.

2. Creativity-- we used Google docs as a tool for science projects.

3. Communication: parents and students. We use emails, google docs,
and facebook as a way of communication.

It is clear to me that more teachers should learn how to teach by
using technology. I observed that older teachers are reticent to new
techniques. However, in service and training should help those in need
to gain confidence in solving this issue.

The 21 Century's word is "STEM--Science, Technology, Engineering, and
Math" We need to keep up with the latest and adapt those skills in
our everyday' classroom.

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:

[Val]

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:

I do feel that the NETS do effectively capture the types of skills
that students should have. What I think is most important for
students is to have the skills and knowledge to be able to learn about
and access all of the new technology that will be available for them
in their life time. As a teacher, I cannot begin to imagine what this
technology will be like 10 years from now, let alone 50 years from
now. I want to be able to empower students with the ability to be able
to take whatever technology is available and utilize it in a
productive way.

I heard some things in a leadership meeting yesterday ( Lucie, I think
some of this came from you) that relates to the implications of this
for schools and myself as an educator. The discussion was on the fact
that we need to learn more about transformative learning and how, as
teachers, we need to utilize the technology and change how we teach
for transformative learning. An example that Lucie gave was that there
are so many more possibilities for using a smart board other than
having it be a glorified black board. When I heard this it really
started to impress on me how my own teaching needed to change to
benefit students.

As a teacher I feel that I need to use technology to make my lessons
more relevant. We are striving to do this with project based
learning, but I feel as if I have a long way to go. An example that I
liked was from the Paper to Practice video series. The teacher
combined the Algebra standards with technology standards for projects
that were used to solve real life problems. What especially caught my
attention with this is when she talked about students being motivated
because people in the community were their audience and not just the
teacher giving them a grade.

[ace]

<<What 21st century skills should learners have and be able to apply?
<<

Tom Friedman makes the stellar point that students need to “learn how
to learn”. This has been true since formal education began in this
country, though not always valued as content, rather than “curiosity”
became the priority.

While I am just a babe in the woods when it comes to understanding the
depth and scope the impact of the rapidly changing developments in
technology, I do know that students (and educators) should be able to
have the tools—i.e., the hardware, the software, as well as effective
navigational skills. Just as having a dictionary, a thesaurus, and
the encyclopedia--the paper kind--stacked up on your desk, aren’t much
help, unless you know how to really use them. One must use
alphabetical skills, basic word/vocabulary knowledge, and then be able
to apply appropriate self-questioning skills about what is and what
isn’t salient information, use critical thinking skills to change and
update information and knowledge one already possesses. So the skills
of “how to learn”, how to ask, how to reformulate and then apply and
integrate, remain at the heart of necessary 21st skills. Socrates
would have served us well if he were a district curriculum director.

>>What implications does this have for schools? For you, as an educator?<<

Schools have to prepare students for “game changing” as Mcleod
suggests. The techno landscape will be as different for our
graduating students as they go off to high school or college as it
been since they were in kindergarten. I know I need the skills to
know at least what the current tools ARE (as they will soon change) .
I have to be able use them in ways that will not only enhance my
students learning, but also develop ways to keep them “curious” and
lifetime learners with these tools.

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:

[Maggie]

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:

NETS addresses several areas of which students require skills to be
prepared for the 21st century. Research, Creativity, Critical
Thinking, Problem Solving and Technology Operations Concepts are all
related to keeping up with the "Flat World" and the theory that
"things are going to happen. It is just a matter of if they wil be
done by you or to you." The idea is that students need to be informed
of the constant changes and most recent disruptive innovations in
technology and communication if they are to stay afloat in the
business, economic, cognitive, and social world. I am pleased to see
that the legal and ethical behaviors are also addressed via Digital
Citizenship. This is perhaps the most subjective sector of the
NETS.

As a Guidance Counselor, Communication and Collaboration are of most
interest to me. The premise of working collaboratively, including at a
distance, is an honorable objective in theory. There is an old adage
that reminds us to be careful what we put in writing! Words may be
misconstrued or misunderstood without context. A focus of my work with
students is to teach social skills. The components of Active
Listening include observing body language, use of tone of voice,
engage in eye contact, pay attention to non verbal behaviors and
gestures. In the 21st Century the key here, as noted in NETS, is to
communicate info and ideas effectively to multiple audiences using a
variety of media and formats. These formats should cover the vital
social skills of effective communication.

The highlight of this assignment for me was the validation of my use
of video games/technology in counseling! While there are skeptics out
there, I have always found that the use of technology (internet,
games, cell phones, itouch, GPS, etc) is essential in working with
students on social skills, dealing with anger management, enhancing
self esteem, and relating with others. The information on formative
assessment was relevant as the best time to deal with anger and self
monitoring strategies is when a student is angry in a safe
environment. It makes the thought process visible at the moment. I
also found a resource for Life Skills in the 21st Century, A Study of
the Effectiveness of Cognitive Skills Therapy Delivered in a Video
Game Format. The study found that students experienced dramatic
intellectual growth when using BrainWare Safari. I will continue to
incorporate technology into my guidance program.

[Gary]

The NETS captures current tecnology trends but I think that those,
like our current technolgy will become obsolete in the not too distant
future. Because of disruptive innnovation, technolgy is constantly
changing and we, as educators are always playing catch up. Recent
trends indicate that technolgy innovation is exploding at an
astronomical rate - new technologies being developed that are just now
being used in educational settings. I recall when overhead projectors
and photcopiers were considered "technology". As an example, Vermont ,
as a state, only recently has become hardwired to receive high speed
internet connections.

The problem with technolgy is that it seems to be limited to those
that can afford it. School districts with limited financial resources
are thos that suffer the most. Wouldn't it be great if all students
had netbooks? There are a large number of people that still depend
on dial up for thier access.

Another issue is the accuracy and reliablity of information found on
the internet , dubious sites like wikipedia, allow facts and
information to be edited - making that information suspect.

But on the other hand, many questions that students have had in the
past could not be answered without careful research in texts or other
reference materials. Now information can be shared and communicated
almost instantly and social networks are being formed for that
exchange.

[Val]

I will agree with this because I really do not know how a lot of this
technology would actually be used in the "real world". It is one
thing to teach, show, and expose kids to all of the technology and the
potential that it holds. However, I get hung up trying to integrate
relevant projects into the curriculum. Our school has restructured so
that a good chunk of 7th and 8th graders time is spent on projects
that should be authentic and in which they are responsible for their
own learning. I'm sure that I am not doing justice to this concept
without being more familiar with how these projects could relate to
business and industry.

[Val]

I think that as educators we all have a job to implement the NETS.
Technology is in just about all facets of our students lives, so why
wouldn't it be integrated into all parts of their education. I was,
until recently, a proponent of using more traditional methods of
teaching with some technology sprinkled in here and there. I am now
realizing that I do need to change that if I want to keep my teaching
and curriculum relevant. I do not want to replace things such as a
good class discussion, but I think that should be used along with many
other things and methods.
The more I learn about technology and education, the more I realize
that I have to learn.

[Neal]

I"m fine with the 5 NETS standards, taken as far as they go; or
rather, taken from the point at which they start.
What's missing from these standards?
1. this may be an unfair response-- because these standards address
techonolgy--but when i think about "the types of skills students
should have to be prepared for the 21st century" i can't get past our
educational system's inability to effectively address the needs of all
students to demonstrate more basic functioning skills as a starting
point.
2. I'm also struck by the lack of effective resources directed
toward staff development. This course we're taking is a great
opportunity, and i'm not knocking it. I do strongly believe that we
need site-based staff and resources for ongoing, in-the-trenches
support to optimize professional growth in the area of technology,
digital age learning, etc.

Implications? the NETS Standards and Performance Indicators are fine;
yet if the USA is serious about them, we will need to monitor the gap
between the Standards and the Performance Indicators, and
intelligently apply resources to close the gap for ALL staff and ALL
students. Well, okay, let's be reasonable: how about for 80% of all?

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:

[Patrick Hayes]

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:

I feel that the NETS do capture the essence of the skills students
need. However, as with the original "Standards" with the state, how
long will these last before they are broken down into GLEs? And will
we, as educators, be required to fall into trench of documenting each
of these envisioned GLEs for every student? Am I being a pessimist?
As far as the NETS go, #1 is pretty basic, and I feel that is
something we foster in all of our students, but with the digital twist
added on. I am not quite sure how to interpret "d" though, it seems
too vague. I feel more explanation is needed.
Standard #2 is spelled out pretty clearly. I like the idea of students
interacting with each other outside of the classroom to collaborate on
projects/papers. This is a good standard to have because this
generation is so familiar with digital media that the idea of
"homework" won't be as bad, since they are communicating with their
friends regarding curicullum. My only concern is "c", "develop
cultural understanding and global awareness by engaging with learners
of other cultures". Maybe it's because I am old, but safety is a
concern of mine.
The only concern I have with #3 is regarding the resources students
use. There are so many non ".org, .gov, .edu" sources that students
can become misinformed. This requires a lot of monitiring.
Standard #4 is good as it stands, as is #5, but #6 has some potential
problems.Because technological happen so quickly it becomes
increasingly difficult to stay current, especially in northern
Vermont. We are currently experiencing a phone line update at school
because our current phone line system was antiquated and could not
handle the info flow. But the biggest obstacle has been, and will be
financial. Money for schools has always been a problem. So the
question I have is how can a school be expected to keep current with
new/emerging technology when we are already struggling to become
"current" with technology from 10 years ago.

[Patrick Hayes]

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:

I hope I'm doing this corectly...I just viewed Scott McLeod's
presentation "Disruptive Innovation". I feel touched on, no, slammed
into us his perceived reality of what is happening to the world as a
whole with the progress of digital innovation, or "invasion" as some
might refer to it. As far as implications for schools, there are a few
I would like to focus on.
First, as mentioned in my previous reply, the main difficulty with
schools is money, and the inability to keep up with the rapidly
evolving technology. I had to chuckle to myself a few times during the
presentation because I still use a 35mm camers, vinyl records
(currently purchased over the NET), and paper maps. HA!
The biggest question I have, and an implication for me, as an educator
is whether all of this availability of information is creating an ADHD
society?

[Kirsten]

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:

I believe the NETS do indeed capture the types of skills and thinking
students will need in order to be prepared for their future! They are
necessary now, in what was once "our future" as students,
unfortunately our education did not reflect these skills as a
priority, and I believe we are paying the price in a lot of ways. As
an educator and a parent, I feel that society needs to reinvent its
thinking of what school should be for students, as well as educators,
in order for schools to able to do so. I often hear people refer to
what school was like when they were young, and how we need to get back
to the basics... I just had the "states and capitals" discussion with
a dear friend as I tried to explain to her about power standards and
what I was working on as part of our districts social studies
curriculum task force . Our public often relies upon their own
experience and what they know as a determinant for what they think is
"good education." And, as teachers we often rely upon what we
experienced and are comfortable, thus developing a teaching style that
is reflective of our past or how we learned best. This is not working
for today's learner.

The videos were a testament to that, but if people are still unsure
and think that lecturing, reading a book, answering questions and
taking a test is the best way to teach, they should just look at
behavior data in their school. Disengaging learning is often at the
root of most disruption in the classroom. We need to revamp our
curriculum not in order to include more information for students to
master, but in a way that looks at the learning opportunities we
provide. The key is to provide students with opportunities to explore
and inquire...to develop meaning in a context that is motivating and
purposeful. If there is anything that stood out to me is the way Web
2.0 technology allows students to connect with so many more people in
order to develop their ability to think and evaluate problems and
creatively come up with solutions.

Taking some time to look at the NETS and what it means for
administrators was particularly powerful for me as an educator, and I
am thankful to have worked with the admin. team we have had in Swanton
for the past few years. They have been and continue to be committed
to a vision that embraces 21st Century Learning and the technology
standards. The administration is key for a school to make the
systemic improvements needed to inspire and support the teachers to
shift their thinking and practice. As educators, it is imperative
that we are vocal about the need for changes in funding, and do as
much to share what we learn with the powers that be as possible.
Currently my school allots half of my classroom budget to "books"of
which I have a large and diverse supply. I would like to use that
money instead, to by technology equipment that will bring the world
into my classroom and allow my students to work of the types of
learning that they will find engaging. It is frustrating, but it
won't help for me to keep my thoughts to myself, which is where it
becomes my responsibility to share what I am learning with the school
board and the public.

[Bella]

I feel that the NET'S do represent the skills student will need to
have to be prepared for the 21st century. What does this mean for
schools? We need to change, and quickly, the way we teach children.
Schools, and us as educators, are expected to prepare kids for jobs
that may not even exist yet. We need to change the way we teach kids
and the way kids learn in school. At home, they have no problem
learning in their own digital, web 2.0 way. They know where to find
information and teach themselves how to do things they are interested
in. They have the technology and they master it, but what about us
teachers? Most of us don't know half the stuff they can do with
technology. Educators need to have full access to all the technology
that is out there if we want to be able to teach them something, to
show them how to learn what we want them to learn if we want them to
be interested and motivated into coming to school. And even then, do
they really need to come to school to learn what we need them to
learn? What about distance learning? They could learn a lot of what
they learn at school...from home, sitting at their computers and using
the technology available to them.

We need to change learning and teaching. The focus needs to be on
flexibility and creativity, on interdisciplinary and project-based
curriculum. Web 2.0 is a huge community, a place where students can
discuss and have conversations with anyone in the world, learn and
publish their own creations, share and collaborate with people that
are not even in the same room as they are. We as educators need to
make these students "global citizens". We need to know about all that
technology and use it ourselves in order to be able to show them how
it can apply in their own lives and in their future employment. That's
where the biggest part of the problem is...us educators. We need to
know how to use this technology and integrate it, transform our
teaching to lead them into the 21st century skills they need to know.
We have to recognize that these students do not learn the way we did
when we were in school and we need to adapt to this change. We need
to show them how to be flexible and adapt themselves to change since
most of the technology they use today will be replaced by new ones by
the time they are on the job market themselves.

It's a very exciting time, but also a scary one for educators who are
reluctant to change the way they use to think, to do things, to
teach... For schools, it's also a change, a shift they have to figure
out how to adapt to this new type of learning, to decide what
technology is the best one and to acquire it too. It's not all
schools who can afford all this new technology and give access to it
to the whole population of learners. I think we are doing the right
things here and a first step in preparing us, educators, to use that
technology so we can better prepare our students to the 21st
century.

[Stacey Tully]

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
> Do the National Education Technology Standards effectively capture the
> essence of  of the types of skills students should have to be prepared
> for the 21st century. If not, what's missing?
>
> What implications does this have for schools?  For you, as an educator?

I reviewed the NETS for students and teachers, the Framework for 21st
Century Skills, and the youtube video "Did You Know 4.0". Absolutely
the NETS capture what students need to be prepared for the 21st
century. If you look at the definitions for all of the Framework on
p21.org many of those fall right in with NETS. Some examples are:
creativity and innovation - critical thinking and problem solving -
communication and collaboration. These fall under Learning and
Innovation Skills in the Framework and they are 3 of the 6 standards.
Information, Media and Technology Skills in the Framework directly
relates to NETS # 5 Digital Citizenship. I plan on printing out the
Definitions and sharing them with my students and parents this year.
I think this is a big implication for schools. We need to teach
parents the same standards we are teaching the students. Money is a
big issue, but honestly with all the technology that people have at
home we can make it work. Imagine if schools had facebook pages? If
the whole school were on the friend list? A lot more information
would go home to parents. School web pages are too slow nowadays.
For me, this year I made a group email to all of my parents and
updated instantly when I had news to share with them. By to the days
of typing the newsletter, photocopying it, and hoping kids gave it to
their parents. For those few without emails I printed it out,
provided two copies to each child and had them bring one back with a
signature to showl their parents saw it. I can't imagine going back to
the old way.

[Stacey Tully]

Totally agree! Although it's true most of us don't know half the
stuff we can do with technology, don't be afraid to try it anyway.
Most likely, the kids know how to do it. I got my smartboard this
year, didn't know how to use it at all, but we plugged it in and
learned together. When I didn't have time to figure something out I
would put a student on it.I think many teachers are afraid to look
"stupid" in front of their students, but we need to learn just as they
do, by doing. The days of knowing exactly how to do something before
we do it is long gone. So I agree that if they can figure it out at
home they can figure it out at school and we'll watch and learn!

[Stacey Tully]

Maggie, I also liked the Digital Citizenship section. This directly
relates to the facebooking, texting, etc. that we are trying to teach
our students to do positively. The big problem, again, is educating
the parents. From being on facebook, it's obvious some people don't
know how to social network the right way. There should be NETS for
parents!

[Katie]

On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
> Do the National Education Technology Standards effectively capture the
> essence of  of the types of skills students should have to be prepared
> for the 21st century. If not, what's missing?
>
> What implications does this have for schools?  For you, as an educator?

Yes, I do believe that the NETS-S standards effectively capture the
essence of the types of skills students should have to be prepared for
the 21st Century. I found that the Classroom Scenarios that they used
were a great way for me to see the standards woven into a
curriculum.

My concerns as an educator, are finding the time to tie in these
standards, as well as finding the time/training for all educators in
our school. When I looked at the standards for teachers, (Design and
Develop Digital-Age Learning Experiences and Assessments) I found
myself very concerned. There are many teachers who are reluctant to
move into a technology driven classroom. How do we meet these
standards when only so many teachers are willing to learn how? And
for that matter, how can we find time to learn how to touch upon these
standards in our classrooms? With technology moving so quickly, we
have to find a way to keep ourselves current. Is there a way to make
technology training mandatory professional development?

[Bella]

Stacey,
I love this idea of the email for each students. That is a great way
to stay in touch. Much more than updating a webpage that most parents
would not go out and check. I would think that you get more impact
and readers that way. I think I will be doing this group email as
well this upcoming year. Thanks for the idea.
Isabelle

[Bella]

This week of class is good for us to start getting familiar with and
using the NETS, but I agree that all of our colleagues will need to do
the same if we want to give ALL of our students the same
opportunities. We need in-service time to get familiar with them, to
help each other build transformative lessons and projects that
reflects those ideas from NETS. And that video of 4.0 is one of my
favorites. All teachers and parents need to see it. I think I will
be putting it onto my class website.

[Sue W.]

I agree that there is a lot of "yes, let's throw some technology at it
and hope that help bring up our test scores." without much thought as
to what would make for real success. Part of this is ignorance, part
of it optimism, I think.
That's why it's important we clarify what the "essential conditions"
are.

On Jun 6, 1:52 pm, tteacher <terandt...@gmail.com> wrote:
> I have read through the NETS and then watched 4.0 and Dr. Scot McCeod.
> I think the NETS capture the essence, but the problem is a little
> bigger than capturing the essence. I read the NETS last year, but how
> many of our parents, of our staff members, and of our administrators
> have really read through them? How many people have seriously stopped
> to think about the implications of all those statistics that pop up on
> the 4.0 video?
>
> I think a huge part of the problem is that people are very quick to
> say 'Yes we need more technology. It is very important.' and then they
> are done with it. Tuck aside something for the technology budget and
> you're done, but this are tight times so well technology, maybe next
> year. I don't think those essential conditions are being met. The
> shared vision, implementation planning, and consistent and adequate
> funding-well I am not seeing those in place. It will be difficult at
> best to plow forward until they are.
>
> I think we all have to share in a vision of the future of education as
> being radically different from what it is now. Change can be anything
> at all, but it always happens. We all need to get on board or it will
> be our students who are left behind.
>

> On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
>
>
>
> > Do the National Education Technology Standards effectively capture the
> > essence of  of the types of skills students should have to be prepared
> > for the 21st century. If not, what's missing?
>

[Sue W.]

As other members have commented, the standards give us the essence of
the skills, but the reality of trying to meet them is a different
story. And is the judging of these standards somewhat arbitrary? Who
is the judge? Certainly I as a library media specialist might look at
things differently from say, a math teacher.
I do like the hierarchy which places creativity and innovation at the
top, and the fact that digital citizenship is an important part of the
list.
Maybe the standards are fine as a frameowrk, which is what they are
ideally. You think of the framework as supporting the whole, and, as
in a building, that whole could be as modest as a log cabin or as
elaborate as a palace. Both serve the purpose of a dwelling, yet they
are different interpretations.

[tteacher]

21rst Century Skills are fantastic, overwhelming, intense, and
limitless!
They enable us to give our students access to the world and to steer
their exploration of the world and their own learning.
They encourage problem solving, innovation, character development,
self-exploration, and they offer us a ride that can spin us out of
control, open new doors, and on bad days, leave us rubbing our
bruises.
There were way cool pictures, but I have not yet learned how to get
them to come too! Tommorow's goal!

On Jun 6, 1:52 pm, tteacher <terandt...@gmail.com> wrote:
> I have read through the NETS and then watched 4.0 and Dr. Scot McCeod.
> I think the NETS capture the essence, but the problem is a little
> bigger than capturing the essence. I read the NETS last year, but how
> many of our parents, of our staff members, and of our administrators
> have really read through them? How many people have seriously stopped
> to think about the implications of all those statistics that pop up on
> the 4.0 video?
>
> I think a huge part of the problem is that people are very quick to
> say 'Yes we need more technology. It is very important.' and then they
> are done with it. Tuck aside something for the technology budget and
> you're done, but this are tight times so well technology, maybe next
> year. I don't think those essential conditions are being met. The
> shared vision, implementation planning, and consistent and adequate
> funding-well I am not seeing those in place. It will be difficult at
> best to plow forward until they are.
>
> I think we all have to share in a vision of the future of education as
> being radically different from what it is now. Change can be anything
> at all, but it always happens. We all need to get on board or it will
> be our students who are left behind.
>

> On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
>
>
>
> > Do the National Education Technology Standards effectively capture the
> > essence of  of the types of skills students should have to be prepared
> > for the 21st century. If not, what's missing?
>

[Tim]

Hey Me,

I still agree with my original assessment. I think the tech standards
capture the types of skill student should have.

The implications for me are that I need to rethink how I teach what I
teach. I can be successful at incorporating a greater degree of
collaboration, tech skills and problem solving with a lesson plan
design change.

On a personal level. you are a strikingly handsome man. (This was
meant as a laugh, but, hey, if you don't love yourself, how can
anybody else love ya?)

Tim

On Jun 5, 2:59 pm, Tim <a15huntmu...@gmail.com> wrote:

> On May 22, 7:28 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
>
> > Do the National Education Technology Standards effectively capture the
> > essence of  of the types of skills students should have to be prepared
> > for the 21st century. If not, what's missing?
>

[gayle]

The NETS for students do capture the essences of the skills needed for
students to be prepared for jobs in the future. What is missing is
the necessary funding.