Teams 3 & 4

Use this page for your discussion posts. Remember to only post in your team's area.

Follow these instructions:
  • Responding to the initial post

  • Write your response to the discussion prompt in Word (or another word processing program or website) - this ensures that you won't lose a great response when your Internet connection is interrupted
  • Click on Edit
  • Type your name at the beginning of your post on this page
  • Copy what you wrote in Word and paste it below your name
  • Insert a horizontal rule after your post - it is the icon to the left of the link button in the editing toolbar.
  • Click on Save

  • Responding to your peers

  • Write your response in Word - again, this way you won't lose your fantastic response - remember, only one person can be editing the page at a time, so if by chance someone else beats you to the Save button, you'll still have your response.
  • Click on Edit
  • Copy your response from Word and then put your cursor in the line below your teammate's post, now paste your response. Be sure to sign your full name to these responses.
  • Click Save

Vaishali
The framework for 21st century learning is very different from any other in the past. It has become more student centered and student driven. Life and career skills were not a focus in the past, especially for female students. Information, media and technology were also overlooked. As technology has advanced, so has out access to vast amounts of information. There are several other outcomes and skills related to this, but technology based skills are becoming more of a necessity.
I did not know that Illinois aligned itself with P21. There is a drive to push creative thinking, basic skills, and analysis. Creative thinking and analysis can be assessed. There is much concern as to whether or not it can be measured. There are several factors such as cost and timing that are a concern.
I have already begun to provide for my students to develop 21st century skills. Technology plays a role in my class. Students are required to create an end of the year project where the must make a video using Movie Maker or some form of technology other than PowerPoint. Students have gone beyond my expectations.
I need to know what skills my students are proficient in technology. I need to find out if they have access to technology. I also need to be able to spend more time with them to build these skills.

Vishali-
Thanks for your thoughts on 21st Century Skills. Now that you have explored the P21 website and other readings required for this assignment, how will this have an impact on the tasks and expectations you have for your students as you help them develop their 21st century skills? One example you gave is requiring your students to make a video using technology other than powerpoint. Will you continue to require this project, or will you ammend the assignment, or will you do something completely different, based on your recent readings?
Mary Pat Krones

Vishali
I understand your point about how the 21st century skills were not emphasized in the past especially for women. These skills were not a focus in the past and now that our world is gearing towards technology it is almost impossible to brush aside. It is truly becoming a need. It’s almost safe to say that if you are not familiar with the internet right now you are almost “technology illiterate.” How exactly do you assess your students when you help them develop the 21st century skills? What do you do if students are not grasping these skills? Is something you do department wide? How have some of your students gone beyond your expectations?

Azra

Mary Pat Krones
The 21st Century skills include the traditional skills, then add critical thinking/problem solving, communication, collaboration, and creativity/innovation. As suggested by Silva, I agree the suggested skill areas are necessary for preparing students for the “new” future. Much has changed in the world, and current and future occupations necessitate the need for 21st century skills.
I was not aware that Illinois has aligned with P21. However, when reviewing the website, many of the initiatives in D211 are clearly in alignment with P21. We offer options for students to develop skills beyond the application of the traditional academic skills, and do include in our curriculum the Four “C”s. We have an emphasis on STEM initiatives, and are offering programs that will prepare students to be “work ready”, such as the medical careers track. These programs assist students in developing skills beyond the traditional skills of reading, writing and math, which are important and essential skills, but are not all encompassing of what is needed for workers moving forward.
To be perfectly honest, I believe the new “C’s” are more essential than ever to embed into all curriculum. In my role, as Assistant Director of Special Education, I am very enthusiastic that P21 has a strong emphasis on preparing all students to be successful in their communities and workplaces. By emphasizing problem-solving, collaboration, communication, and creativity in the curriculum, and curricular options, we will be better preparing ALL students for the future they determine. In my role, when I work with teachers and fellow administrators, I can advocate for the inclusion of these principles in curriculums. Technology will continue to play a role in curriculum, and should continue to play a larger and larger role, as technology is the present and the future.
When choosing and applying educational technologies to assist students in developing 21st century skills, personally, I am at the stage of exploring what I don’t know. In the very short period of time since this class began, I have already been exposed to technology and social media/networking that I knew existed on the periphery, but never explored or used as an educational tool. I am excited to find out what I don’t know, learn more about those through this class, and have the opportunity to develop and apply these technologies through various assignments. Through these processes, I believe I will be able to choose technologies in a more thoughtful manner.

Response to Mary Pat Krones from Renee Erickson

Mary Pat, your comment regarding the impact 21st century skills will have on preparing students for the ‘new’ future intrigues me. I can’t help but wonder, with the rate at which technology is advancing, will the skills we are embedding into academic initiatives be replaced by even greater and more necessary skills. Further, while I am confident that we can both speak to what the development of these skills looks like at the secondary level, I can’t help but wonder what the development of these skills looks like at the elementary level. In thinking of students with low-incidence disabilities. what approaches have you seen to the development of 21st century skills?

You bring up a very good point about the STEM initiatives in THSD211; when first reading the P21 initiative, I did not recognize the relationship between the development of 21st century skills and our advances in program offerings for students. However, after reading your post, I can’t help but almost perseverate on what a wonderful opportunity this is for students to not only learn ‘employable’ task oriented-skills, but to engage in critical thinking/problem solving, communication, collaboration, and creativity/innovation that will serve them after high school, in the work place. Taking it to the next level, I wonder how we (THSD211) could incorporate education technologies to enhance the development of 21st century skills, for our students in STEM programs. Do you have a vision as to how educational technologies could be implemented in such programs?

Response to Renee Erickson from Mary Pat Krones:
Renee-
Thank you for your thoughtful response to my reflections. In regards to your question about developing 21st century skills for students with low-incidence disabilities, it is definitely a changing and evolving field. As technology has become more advanced, technology for students with significant disabilities has kept up. We have purchased several dozen iPods and iPads in the district, and more and more students are using these devices, as opposed to paper visuals or for communication (for example). These devices can serve many functions for students, are more portable, and are truly “intuitive”, therefore, involving less of a learning curve. I could go on and on about how technology has advanced in this field. One final thing to keep in mind is post-secondary employment options for this population as well. It is just as important to keep up with technology for these students as it is any other. Considering the types of students you work with, how do you think 1:1 devices (such as iPods, iPads, tablets) would enhance learning and/or motivation?
You pose a great question about my vision of how to implement educational technologies into our STEM programs. I certainly do not have depth and breadth knowledge of the curriculum in these programs, but I do know that these programs were developed in order to keep up with future career needs. Clearly, the more the new C’s can be incorporated into these curriculums, the better prepared our students will be.

Octavio Rdoriguez in Response to Mary Pat Krones

I agree with your view on how much has changed in the world in such a short time. The Future occupational that will be created with new emerging technologies will force school to change the way they do things. I remember when I started in D211 there were still typewriters around and some of the keyboarding classes where just getting started and where using computer. The programs have changed and are giving more feedback to the students that before would have to practice on paper keyboards.

Since you are in an administrator’s role you have more of an impact on what new technologies are used and implemented in your area. I have been an instructor for various technology based in district classes and have always wanted to pass on what I learn to other but I found that too many people were just doing it to get the pay raise and would not use the information they were given. I stopped doing that because I found that I could make more money designing web sites for clients than doing any in-district class that should have been valued. It’s a shame because all the information presented would have helped each teacher and their students. I presented way that they could use technology in their classroom but in the end because I was not in your position they did not really care too much about it. Those that did used the information and their students I know are more prepared than those that did not.

You are in a great place learning all about technology and hope you know that you will learn so much just don’t be afraid of using the technology worst thing that can happen is you have to create a new account for a particular program or site. There are so many things that we can use in the classroom that make it more hands on for the students as soon as tablets become more affordable we will see them in the classroom and they will be the new way of teaching. Books are on their way out those companies that focus on taping in the educational software market will make a nice penny. We will see so many new things that in time we will say how was it that we used hard cover books to teach when we have so many more things now available to students

Response from Mary Pat Krones to Octavio Rodriguez
Octavio-you bring up many great points in your response to my reflections. Thanks for your insight. First of all, I had no idea that you have been in District 211 as long as you have (your reference to typewriters). You bring up a few different examples of not feeling empowered as a teacher to implement some of the strategies that you have liked to implement, and it appears that the number one barrier you have encountered is administration not supporting your ideas. Am I understanding you correctly? I was also wondering, in your opinion, how could those barriers come down? How could we empower teachers more to be able to implement new ideas and strategies, particularly in the area of technology?
Mary Pat Krones


Azra Haq
In Elena Silva’s article, “Measuring Skills for the 21st Century” she talks about how the intellectual demands of the current century expects college students, workers, and citizens to have the ability to solve complex issues by thinking creatively and originally from gained knowledge through various sources. I support the enGauge 21st Century Skills framework that was developed by the North Central Regional Educational Laboratory. The skills they include in their framework are the following: “digital-age literacy,” “inventive thinking,” “effective communication,” and “high productivity.” It’s unfortunate that students’ now and these days have to take standardized test mostly to meet the NCLB requirements, but aren’t prepared to meet the challenges of the real world and this is why students need to reconcile with 21st century skills. Students in today’s real world need to have the ability to establish skills that allow them to evaluate and analyze information, think creatively and apply what they have learned to real-world issues. Schools need to align their curriculums to real world environments my embedding these skills.
I did not know that Illinois aligned itself with P21. I read the framework for 21st century learning and it includes the following skills: life and career skills, learning and innovation skills (critical thinking, communication, collaboration and creativity) and also information, media, and technology skills. I am very supportive of this alignment. I believe that every child needs to be ready to meet the challenges of the future. The knowledge and skills that students learn in the classroom are not necessarily meeting every students need, especially to meet the demands of tomorrows workforce. I am experiencing more and more of this in my journey of teaching.
In our math classes we embed these skills in various ways and have taken the P21 idea into high regard. One example would be Keytrain. Keytrain is an interactive training systems for career readiness skills. It is based on the ACT’s WorkKeys assessment system and the National Career Readiness Certificate.
I think it is important to know what type of skills students currently have in order to properly gauge where they should be. If I know what my students’ needs are it would help me create a more individualized framework for each student’s 21st century skills.

Response to Azra Haq by Kerri Largo

Azra,
I completely agree. I mentioned in another post, but your post confirms to me, how amazing District 211 is--that our curriculum areas really do complement each other to provide students with the best education possible. You also bring up a good point with NCLB. I feel as though our district is becoming more focused on Critical Learning Standards than standardized testing now, and this is good. As educators we are given the autonomy to develop the CLS’s for our departments, which provide for educating the Century 21st Skills. The NCLB focus took away valuable time and energy and, in some ways,, make education take a step backward. But hopefully the field is back on track as NCLB (hopefully) is phased out





Juan Medina
Hoffman Estates High School
Discussion 1
Elena Silva suggests that 21st Century skills are those necessary to properly interface with the demands of the ever increasing global market. Students must be equipped to navigate multifaceted problems vis-à-vis thinking outside the box by employing everything in they know in order to achieve creative and innovative results. I liked best how the North Central Regional Educational Laboratory describes 21st century literacy as, “digital-aged literacy, inventive thinking, effective communication and high productivity.” No student can navigate the workforce today without being able to construct a cohesive email, navigate an if then program on the computer, or work without a global understanding of time. We live in a results oriented world and those unequipped to succeed 21st century skills are destined to fail by them.
I was unaware of Illinois alignment with P21. I do support that student progress is now evaluating the whole student, not just their ability or disability regarding testing. As a teacher in the Fine Arts, I am happy to report that we have always supported critical thinking skills that reflect the Revised Bloom Taxonomy. By working to engage the students’ whole learning, we in the Art Department seek to guide students through a thinking process that results in innovative artwork that has been well designed, expertly executed, and engineered to succeed not only a technique, but also a creative vision.
Today, we are supporting our students with means to explore design using 3D-Design software that allows our students to see designs articulated on the x, y, and z axis. We are also equipped with the internet, a formidable tool regarding research and design exploration. With web based museums, our students have access to learning before only accessible to the wealthy.
Students should be supported where they are. Therefore, an assessment regarding their 21st century skills would be the first thing necessary to best inform what to choose. Then I would look into what is available and seek counsel from our technology department regarding what would be a sound investment regarding technology upgrades for the Art Department.

Response to Juan Medina from Kerri Largo
Juan, your post, with excellent detail and example, confirms what I believed about our district—how other departments truly support each other. While the technology and business skills are our primary content, we, in Business, support those skills through using other content areas (such as math and English, or their fine creative artistic abilities). Other content areas seem to use business to support their curriculum. Together, I feel District 211 teachers really provide a solid opportunity for our students to gain the skills to be successful in the real world. What would be great is if every student were required to take, let’s say our B164 class, which focuses on technologies (advanced use of Office, collaboration through tools like Google Docs, web 2.0 tools, etc.). That way, when they take your art classes, you aren’t teaching them the technologies but using that knowledge to support your content. More time can be spent on the critical analysis and higher level thinking through your content.

Response to Kerri Largo from Juan Medina
I agree that an intro to digital technologies is a class that merits attention. Consumers education was once enough for a student to have an overview into what it takes to progress toward independence. Today, we need to work more aggressively towards addressing 21st Century Skills in order to baseline prepare our students for the higher level thinking required of them upon entering the workforce. Where I would love for all students to be required to take a mandatory art class to address critical thinking skills, I fear that this approach may stifle the student with a one size fits most approach to targeting educational goals. The technology oriented classes we offer in the art department are a complete departure from the technologies supported by the business department. It is my belief that technology integration is a barrier that needs to be broken by all who teach and that the proficiencies you support in classes like B164 are proficiencies that the whole school should support. What a neat change it would be to have the 3 R's working to target technology and critical thinking the way we have historically targeted the 3 R's in our curriculum.


Octavio Rodriguez
Hoffman Estates High School
Discussion 1
As it was suggested by Elena Silva the skills needed by today's and futures students are the ability to multitask, incorporate and become part of the ever changing global market place. Technology continues to advance at a faster rate than we can understand or we can become familiar with. The use of technology in all aspects of our life weather its today or in the future for jobs require students to have some form of understanding of these technologies being used to place order, make payments record information and much more.
Yes I did know that Illinois has aligned itself with P21 I know that D211 has always tried to offer classes that will prepare students to succeed when it comes to technology and preparing them for the world. We have a lot still to do so that we can get up to speed with all technology. There are various teachers that are nowhere near the level that is required to teach some of the students we have who have been exposed to technology from an early age.
I love technology and have always been in the tech department seeing what new toys they have for me to use. I continue to learn new ways of using technology from our CPS system that we have to me buying my own domain name and creating a wide range of student specific activities on my site that were not available if I continued to use the districts servers. I have students complete and work with various programs and technics to create videos and presentations where the students show me what they know and have learned.
I would like to know what new technologies may be coming out and may be used by the time my students are ready to graduate high school. As I said technology is ever changing and whatever you think is the newest and best tech gadget or toy is already out of date. Technology doubles faster than any other area. The skills needed by most students for the 21st century from what I have seen are gained outside the classroom. My 8 year old son is able to update his play list, log on to his own computer profile access our house network and play any of the 300 or so movies that we have stored on our network. I can only imagine what he will be doing by the time he get out of high school.
Response to Octavio Rodriguez from Renee Erickson:
Octavio,

You are spot on, technology is staring us in the face in every facet of our lives. We are entrenched in it in the academic setting, in the community and in our homes.

In a recent instructional leadership meeting, while discussing the District’s academic initiatives (which are firmly aligned with PS21), the comment was made that 21st century skills are so ten years ago. In considering that today’s school-age population has a familiarity and knowledge of technology that most likely significantly surpasses ours as educators, do you think their upbringing in a technology rich world will give them an advantage once they reach the workforce? Or, do you think their technological knowledge and skills will be outdated by the time they reach the workforce (as has happened to many of us)? I also wonder, with the technology rich, immediate access/response environment our students live in, do you think their abilities to think critically and creatively problem solve are hindered or enhanced? I sometimes wonder if the tech rich world our students live in diminishes the development of creative thinking and problem-solving skills, as they can find answers, solutions and whatever else they need at the click of a button. In thinking of your experiences with your son, what is your perspective?

-Renee

Renee Erickson

The 21st Century Skills are a fusion of the 3Rs (Reading, wRiting and aRithmetic) and the 4Cs (critical thinking/problem-solving, creativity and innovation, communication and collaboration). The infusion of the 4Cs in today’s public education program is imperative in preparing students with the ability to participate in a competitive global economy. The infusion of the 4Cs into current education standards will prepare students to engage in critical thinking, creative problem-solving and accessing multiple sources of information to generate original ideas to solve multifaceted problems. Without the opportunity to develop these skills, students will be limited in their capabilities to keep up with the demands and expectations of our rapidly evolving world.

Prior to this reading, I was unaware that Illinois had aligned itself with P21. Nor was I confident that I’d heard of the P21. However, the more I explored Illinois’ 21st century skills initiative, the phrase ‘21st century skills’ really began to resonate with me. I looked through my District’s academic initiatives, and sure enough, there it was “students must obtain “21st century skills” such as the ability to think critically, solve problems, communicate and listen effectively, access and analyze information and then apply what is learned, become self-learners, and collaborate and innovate to be competitive in a global economy.” Despite my lack of specific knowledge of Illinois’ initiative, the P21 the standards are ingrained in my district’s academic initiatives.

I believe that the development of the 4Cs is as critical as the development of the 3Rs, for my special education students. Majority of the students I work with, acquisition of the 3Rs has been a battle since early in their academic careers. I feel that the 4Cs force us to embrace the development of larger and more global life skills. I believe that the development of these skills will come naturally from the use of curriculum emphasizing the identification of real world problems and proposing solutions derived from independent and group analysis, critical thinking and innovative problem-solving. In special education, curriculum at the secondary level is based on developing life skills including communication, collaboration, critical thinking (of varying levels) and problem-solving. While I embrace this initiative, I am uncertain of technology’s role. It isn’t that I don’t believe technology has a place in it, but the fact that my understanding of and familiarity with different is limited. I must better familiarize myself with available technologies and trends in technology, to ensure that I am exposing to my students are the latest and greatest.

Response to Renee Erickson
Thank you for your insights into 21st Century Skills. With the 3R’s and the 4C’s, I do believe we all naturally approach teaching and learning from approaches that yield the best results for the highest volume of our student population. Like you, I too was unaware of District 211’s alignment with P21’s framework. Upon evaluation, I feel that most of our initiatives, both building and district-wide have been flavored, if not entirely constructed by P21 goals. In the Art Department at Hoffman and throughout the district, we are knee deep in the development of critical learning standards, formative assessments, and summative assessments that seek to implicitly target 21st Century Skills.
We are experiencing a similar issue to yours regarding multiple levels in one classroom and the integration of technology into our traditional process oriented curriculum. As a learning community, the art department has come together to provide exposure to new forums regarding technology integration. One trend that I find particularly useful is in empowering the students with the use of the self-evaluation. Currently, my students are submitting self-evaluations electronically and I find them to be refreshingly honest and critically written. With the 4C’s in mind, I wonder if Special Education Students are allowed to manage their IEP meetings and or digitally propose IEP modifications to their case managers? [Juan Medina HEHS]
Response to Juan Medina from Renee Erickson:
Juan,

I think that the art department’s emphasis on student self-reflection is such a valuable skill for students to learn. Do you find that students’ approach to their work, work habits or products are enhanced as a result?

Your pose a great question, regarding students’ self-management of IEPs and proposals for modifications. While students’ individual needs drive IEPs, in the current IEP process students serve more as participants. In consideration of the development of the actual IEP document, I unfortunately see students’ roles as approached cautiously, in consideration of it being a legal document. However, student input in invaluable in the process of the development, as it is about and for that individual student. The fostering of 21st century skills and the emphasis we put on the development of self-advocacy go hand-in-hand, in special education. We strive to empower our students and support them as they overcome adversity, to experience school success and ultimately prepare them for their post-secondary transition. I believe that for this population of student, the teaching of 21st century skills as they relate to self-advocating in the adult world is crucial. The reality is, whether they go on to continue their education or go right into the workforce after high school, they cannot expect (nor should they) that others will problem-solve and accommodate for their needs. The more I reflect on this, the 21st century skills are aligned directly with our charge in post-secondary transition planning.

-Renee

Response to Renee Erickson from Juan Medina
Renee,
Thank you for the insight into your field regarding post secondary planning and it's alignment with 21st Century Skills. Also, thank you for your comments regarding our strengths in the art department. I agree that our emphasis on student self-reflection is a skill worth supporting. My students’ work, especially at the Junior and Senior level is most definitely enhanced by self reflection. By approaching the critique process both individually and collaboratively, my students' become acutely tuned into the task at hand and create with a confidence and bravado far beyond their years. They also gain a respect for the classroom that no amount of conditioning could foster. [Juan Medina HEHS]

Vaishali
Azra, I like how you pointed out Silva’s comments on the intellectual demands and expectations on college students, workers, and citizens to think creatively from gathered knowledge and solve complex issues. I am not sure that the general population is conscious for that. They may be doing so due to the demands of their careers, but I think only a small number of the population does this knowingly. I also think that enGauge 21st Century Skills framework include sills that we need tin the technological age. We need to be able to follow “digital age literacy,” just to keep up with the world. If we want to keep up with our students, we need to at least be one step ahead. We have to push “inventive thinking.” No Child Left Behind and other required practices in education seem to slow progress and push test results. These standardized requirements take away from real learning. Classes end up just teaching to the test.
Do we need to standardize tests or education to make sure we are more aligned with P21? I agree that we are aligned with P12. However, can and should we do more? We have put more emphasis on math and science over the last five to ten years. I agree that every student needs to be ready to meet the challenges of the future. I also think that we may be meeting these demands, but we not be fully meeting them. With so many changes in our jobs, it is hard to keep up and meet these demands. This makes it harder for us to accomplish this.
An individualized framework would be ideal. But that can be difficult to do with the amount of students we have in our classes. In order to teach these 21st century skills, we may need to make some other changes. They must to more just within a district, statewide, but nationwide.


Kerri Largo

As mentioned in both the article and the audio, Century 21st skills are those essential for the workplace and the future. They involve the synthesis of the 3 R’s to include the 4 c’s (Critical thinking and problem solving, Communication, Collaboration, and Creativity and innovation). Absolutely, students need them. In a global economy where technology is changing by the minute, students need to be able to have the skills necessary to remain competitive. In the past, a developed skill might sustain employability for many years; thus, a learned skill was invaluable and a constant. Today, the only constant is change. So rather than learning said skills, students need the ability to adapt, adjust, and become forward thinkers to handle, work with, and prosper on this change with an open mind.
Yes, I was aware of this alliance. As a Business and Technology teacher, 21st Century Skills have been threaded throughout all of our professional development, textbooks, collaboration, lesson planning, and initiatives. The goal of 21st Century Skills is to prepare students for the world of work, business. This is "our" department. (Please, this is not to say others aren’t doing this—I know 211 teachers are doing awesome at this—but our primary curriculum is workplace readiness.) We integrate all of the 3R’s and strive for the 4 C’s and have been for years. We have already been striving for incorporating 21st Century Skills in our classes.
As a side note, this is the frustrating part. Our department is shrinking nationwide. Yet, preparing students for business is what we are all about. EVERY job is a business (engineering, medicine, child care, autos) and we provide skills to help all students. However, students have no room in their schedules for business classes. For instance, we have three new classes for next year that would provide strong 21st Century Skills: Entrepreneurship (innovation and critical thinking), Digital Marketing Communications (students develop a synthesized project plan, electronically, to market a business), and Emerging Technologies (Web 2.0 tools and stressing the use of innovative technologies). We are also working to make our classes completely paperless. Three of my four classes are paperless this semester!
I feel that I need to stay abreast of my craft through continuous technology investigation and experimentation and model innovative technologies. I feel District 211 does a fabulous job of allowing us to attend conferences, such as IBEA (Illinois Business Educators Association), where the latest technologies are featured, or having Technology Coordinators (such as Christina) who assist and provide new opportunities. We, as teachers, need to take the initiative to run with these opportunities. When we are comfortable with them, our students will be too.
Response to Kerri Largo

As you stated our technology world is changing every minute and that is unfortunate your department is shrinking nationwide especially since we need to be striving to incorporate these 21st skills in our classes. What are the factors causing this “shrinkage”? You make a good point about how we already strive to incorporate these skills across our curriculums. It's great you offer these classes in your department, but again it would be beneficial to our students if there was more importance given to these classes for most or all students to help them refine these skills to get ready for the real world. I know you have done a lot to "advertise" the business department and class offerings at our school. Have you seen a change in students' interest? Is it different at HEHS than at SHS? How have you incorporated information from conferences into your department and classes?

Azra Haq


Vaishali

Azra, There are several ways I can assess my students in regards to 21st Century skills. Life and career sills are one of the most important skill to teach high school students. Since I teach juniors and seniors, I am especially interested in what life and career skills they develop. I would like them to become contributing members of society. they need to fib\ne tune their learning and innovation skills so they can compete in a global economy. Enhancing skills in core subjects will also help them to be prepared to help advance out country in technology, education, medicine, and other fields.



Response to Renee Erickson's Reponse to mine..

Response to Octavio Rodriguez from Renee Erickson: Octavio,
You are spot on, technology is staring us in the face in every facet of our lives. We are entrenched in it in the academic setting, in the community and in our homes.
In a recent instructional leadership meeting, while discussing the District’s academic initiatives (which are firmly aligned with PS21), the comment was made that 21st century skills are so ten years ago. In considering that today’s school-age population has a familiarity and knowledge of technology that most likely significantly surpasses ours as educators, do you think their upbringing in a technology rich world will give them an advantage once they reach the workforce? Or, do you think their technological knowledge and skills will be outdated by the time they reach the workforce (as has happened to many of us)? I also wonder, with the technology rich, immediate access/response environment our students live in, do you think their abilities to think critically and creatively problem solve are hindered or enhanced? I sometimes wonder if the tech rich world our students live in diminishes the development of creative thinking and problem-solving skills, as they can find answers, solutions and whatever else they need at the click of a button. In thinking of your experiences with your son, what is your perspective?
-Renee

Renee
Well I know that my son will be able to do and understand more about technology when he gets to high school. He is in 3rd grade and they are creating powerpoint presentations was asking me how to create a web site and how can he jailbreak his tablet so that he can install apps that are not supported by the vendor. I said what? He asked me dont you know about technology a friend of mine said his older brother did that for him and his table. I said yes I can do that for you but I did not think I would have this conversation with you for a while.
I think that the use of technology will in many ways hingder their over all development becuase they will go to it before they try to fingure something out on their own. They will do what so many americans and teachers do now days. They will go to the place where you can finds answers to everything in the world. They will look at you and say "Google it" Google in the near future will change the way we present information and will help those that are willing to use its free technologys to become more ogranized and enjoy the learning experience.