Looking at the website for Partnership for 21st Century Skills(http://www.21stcenturyskills.org/)and reading through the articles on this site can be an eye-opening experience, especially if technology is a topic that has not been in your thoughts or conversations of late. When you hear about problems in our schools, it seems the first blame is always on the teacher. I appreciated the article by Douglas Reeves, Three Challenges for Education Leaders, and the fact that he is more than willing to spread the blame around (Reeves 2010). He gives three areas for the failure to successfully integrate technology into our classrooms, but I disagree with his order of listing these, though perhaps he was just listing them at random. He names the three main problems on a lack of universal, or common, assessment of success; the pressure on teachers to push students through a system where academic accomplishment might not be the true priority; and a leadership which spouts the latest catch phrase, but fails to guarantee the implementation of proven strategies or programs.
While I believe each of these plays a role in the rift that is growing between our schools and the needs of our students, I believe the ultimate responsibility must fall on the shoulders of our educational leaders. It is far too common to hear of the latest bandwagon our leaders have jumped on and promised to infuse into the district, only to have it trickle down to little or nothing until something new comes along. This is not to say that teachers should not be held accountable, too. But, very few will take the initiative and continue to educate themselves without encouragement, incentives, and examples. Districts must step up and provide the education for the teachers, but only after they have educated themselves. This would be like me telling my students to start using technology in their work, but not knowing how to use it myself.
Lastly, we must have a common standard with which to assess the students’ success, as well as the schools’ achievement rate. Reeves states that the ease is in agreeing our students need skills that make them proficient in “communication, teamwork, critical thinking, and problem solving” (Reeves, 2010). The problem lies in the ability to rate these students’ successes in meeting these standards. What is proficient for one might not be for another.
Partnership for 21st Century Skills has provided a format that addresses these concerns while laying out some guidelines that identify the skills needed, gives individual school districts the ability to assess their place in this movement, and then plan the means to reach set goals (Herbert, 2010). It also names specific ways to integrate these actions after identifying exactly what skills the students are going to need for success in the 21st century. Rather than leaving these assessments up to the individual districts or states, they have named the most critical needs our students are facing in regards to the work force today’s students will enter. This gives a standard that is clear and easy to recognize…no need to guess, or assume by districts or teachers.
While I don’t believe these are going to simplify everything for everyone, I do agree that our leaders must take the initiative with their teachers, just as I must take the initiative with my students. Our leaders must lead by example just as I am expected to do. And, when we have a standard that allows each teacher, or district, to see the desired goal, then we can begin to create assessments that clearly show the success of our students.
References
Herbert, M. (2010). Partnership for 21st century ckills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Reeves, D. (2010). Partnership for 21st century ckills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
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If teaching 21st century skills if important to our nation, states, and districts, we must not only say that they are important but assess them as well. However, currently, our standardized testing system does not assess these skills; instead, they are mostly content based. Our standardized tests should “measure both core subjects and 21st century skills” (Partnership for 21st Century Skills, n.d.). In addition, a common assessment needs to be developed in how we will assess these types of skills. In a single school, many educators may have a different vision of what collaboration or professionalism looks like. By creating a common assessment similar to how teachers create common assessments in their content areas, we will be able to successfully assess these 21st century skills.
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Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved January 27, 2010, from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Brad Feick
HS English
Jane,
ReplyDeleteYou ask an interesting question in wondering who is to blame for our educational shortcomings. I sometimes wonder if our entire expectations about education are wrong. In many countries, and until a few generations ago in the U.S., there is no expectation for students to stay in the educational system as long as we expect ours to. By the high school level, only the students showing the desire and competency to succeed academically continue. Others learn trade jobs. My husband is in construction and worries about the lack of young workers willing to do trade jobs such as brick laying or welding. Should all students go to college? Where does that expectation come from. Certainly, our graduation rates reflect the unspoken truth that something is wrong with our approach to education. Maybe it isn't that we need to just try harder. I think the problem is far greater and more complex. I don't assume to know the answer, but I am wondering along with you.
According Levy and Murnane, while blue-collar jobs overall are decreasing, service sector jobs are not. "Those who graduate without the requisite skills will find themselves competing for service sector jobs, the number of which is also growing. Most of these jobs do not pay enough to support families, however, because they are jobs that almost all workers can do." (2006) Our students need to know this reality. There will be jobs for those who don’t have the skills they need, but they may not be able to live on them. The reality is, however, that somebody needs to do them. I would prefer that all students graduate with 21st century skills even though I am not convinced that is possible. I will still do my best to prepare every one of my students, but their futures are not completely in my hands.
April Grabanski
K-8 Educator
References:
Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty-first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53–62.
In response to the post and to the comments, I wonder about the blame game. It reminds me of the filtering conversation that some of us had a few weeks back, and how the implementation of it can seem quite overboard at times. I think this falls into the blaming category as well. As technology becomes more prevelant in the classroom, there also has to be strong guidelines and boundaries before it can be successful. "Experiences that are relevant to students' lives, connected with the world beyond the classroom, and based on authentic projects are central to the sort of education the Partnership for 21st Century Skills defines as the appropriate context for learning in the information age" (Tech & Learning). There are so many things to be considered before technology can be accepted within the interests of the students. I would love to use the technology that the students have on them, but I think building their excitement to learn with that technology will be a hurdle that will not easily be conquered.
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Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved January 25, 2010,Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved January 25, 2010,