ISTE 2011 CTE Keynote


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This was my presentation from ISTE where I covered content about career and technical education. I am a member of the State of Hawaii Workforce Development Council appointed by the Governor.

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  • Intro us?What do you want to get out of today’s session?Aren’t we already preparing them for the real world?
  • Why 21st Century Skills?
  • For so long we have traditionally taught students as the “sage on the stage”, the “one with the answers” in our classroom with our subject matter.GOOD teachers teach with rigor and high standards and inquiry with applicationThe BEST teachers go further to develop relationships and tap into all the students in the room, to their backgrounds, their knowledge, their aspirations and abilitiesSO – what is our role? What is education’s role?Are we really preparing them for the real world?
  • Marc Prensky- Games2Train software companyMBA (Harvard) MA in Education (Yale)
  • Incorporating technology requires us to become proficient users of the technology.
  • Find others that doTap into your tech ed deptTap into your students
  • Students should go to university to prepare them for careers.Poor & disadvantaged are NOT shuttled into CTE more, but rather, the SES of the school environment was determinant of inequality in curriculum & expectations of leadership (Anyon, 1980, Lewis, 2006)
  • Not many studiesEducation is the great equalizerBetter integration of CTE and academics was seen as the manner in which to truly equalize education and remove the stigma associated with CTE image and tracking. In addition, continued separation of tracks, even with additional CTE requirements, only serves to position high achievers further from the other studentsblending the CTE and core course academic tracks to provide one complete set of educational experiences based on a career track rather than based on academic aptitude was proposed as the manner in which to counter the image and tracking issue and provide for cohesive educational experiences (Dare, 2006, DeLuca, Plank, & Estacion, 2006, Lewis, 2006).
  • TRUE Integration revolves around projects & activities NOT around subjects OR thematic units with each subject (multi-disciplinary)EXAMPLE from Chem Comm
  • ISTE 2011 CTE Keynote

    1. 1. STEM Careers and CTEPreparation for the “real-world”Jeff PiontekHawaii Technology Academy
    2. 2. Why 21st Century Skills?
    3. 3. Preparation for the“Real World”?“So the good boys and girls take the so called right trackFaded white hatsGrabbing creditsMaybe transfersThey read all the books but they cant find the answers” John Mayer “No Such Thing”
    4. 4. ICLE RRR Network
    5. 5. So how does technology fit in? Just because it’s TECHNOLOGY Doesn’t make it ENGAGING!“A lot of teachers think they make a PowerPoint and they’re so awesome! …But it’s just like writing on the blackboard. And then they read them to us! Why should I have to go to hear it read?” -- a high school junior Teachers need to understand new technology to help students evaluate the quality NOT try to master each NEW technology…You WILL FAIL Marc Prensky 2007
    6. 6. Do we know our kids?NOT little us’s anymore!• Digital Learners• Today’s younger learnersare NOT the ones our systems (and teachers) were designed and trained to teach! – 5-10,000 hours Video Games – 250,000 emails and IMs – 10,000 hours on cell phones – 20,000 hours TV (incl. MTV) – 500,000 commercials – < 5,000 hours book reading• “We grow up interacting – through computers and through our cell phones – and that’s how we learn.”
    7. 7. UGGHHH! I can’t learn allthat tech stuff! © 2007 Marc Prensky
    8. 8. SHARE THE WORKLet Students Let Teachersdo what they do what they do well do well Use the technology, Evaluate, find quality, Find content provide context
    9. 9. What about those kids who don’t care?Improving Dropouts’ Chances of Staying in School – Based on HS Dropout Responses• Opportunities for real-world learning to make classroom more relevant(81% agree)• Better teachers who keep classes interesting (81% agree)• Smaller classes with more individual instruction (75% agree)• Better communication between parents and school, get parents more involved (71% agree)• Parents make sure their kids go to school every day (71% agree)• Increase supervision at school; ensure students attend classes (70%)Source: Catherine Gewertz, “H.S. Dropouts Say Lack of Motivation Top Reason to Quit,” Education Week, Vol. 25, No. 26. March 8, 2006. p. 14.
    10. 10. CTE Image Only for Just takingstudents who “fluff” can’t hack it classesacademically Not for my kid; My kid’s going to Dull, Dingy, college! Dirty Factory Work
    11. 11. CTE TRACKS• Today’s trades are high wage, highly skilled, and technical• Perkins IV opens up CTE to all post-secondary goals including university• Legislation requires integration &improved rigor of CTE courses• Of all HS graduates, about 53% enter a four-year college directly and only 35% earn a bachelor’s degree(Adelman, 2006)
    12. 12. CTE & Academic Integration• In 2006, J.R. Stone III, Alfeld, Pearson, Lewis, and Jensen studied the effect of an integrated CTE math program on achievement• Significant improvements in math were demonstrated in the experimental group with no loss of technical skill knowledge.• Further, increased student scores on post-secondary placement tests implied less need for remediationpost-secondary.
    13. 13. CTE & Academic IntegrationPreparing students for college OR for work only plays against demands of today’s reality BEST Practices Start small Teach together Get support Get trained Avoid turf wars Plan together Involve business Be flexible *Evaluate the effort*
    14. 14. Learning in Class AND through Work• Work-based Learning Connections to the REAL WORLD
    15. 15. Bottom Line:What Can I Do?
    16. 16. After sobering up…Now What? Partner, Partner, Partner Don’t go it ALONEInvolve Parents, Community, Business, and your CTE Teachers!
    17. 17. Whenwill all this change END!??
    18. 18. ITWON”T!
    19. 19. We NEED to TURN And FACEthe future
    20. 20. 15 Global Challenges How can sustainable development be 1 How can sustainable development be achieved for all for all while addressing achieved while addressing global global climate change? climate change? How can everyone have sufficient 2 How can everyone have sufficient clean water without conflict? clean water without conflict? How can ethical considerations 15 How can ethical considerations become more routinely become more routinely 3 Howcan population growth and How can population growth and incorporated into global decisions? incorporated into global decisions? resources be broughtbalance? resources be brought into into balance? How can scientific and 14 How can scientific and How can genuine democracy 4 How can genuine democracy technological breakthroughs be technological breakthroughs be emerge from authoritarian emerge from authoritarian regimes? accelerated to improve the accelerated to improve the regimes? human condition? human condition? How can policymaking be 5 How can policymaking be How can growingenergy 13 How can growing energy made moresensitive to to made more sensitive demands be metsafely and demands be met safely and global long-term global long-term efficiently? perspectives? efficiently?How can transnational perspectives? 12 How can transnational How can the global 6 How can the globalorganized crime networks be organized crime networks be convergence of information convergence of informationstopped from becomingmore stopped from becoming more and communications and communicationspowerful and sophisticated powerful and sophisticated technologies work for technologies work for everyone?global enterprises? global enterprises? How can the changing everyone? How can the changing 7How can ethical market 11 How can ethical market status of women improve status of women improve economies be encouraged to economies be encouraged to the human condition? the human condition? help reduce the gap between help reduce the gap How can shared values and new rich and poor? 10 How can shared values and new between rich and poor? security strategies reduce ethnic How can the threat of new and and security strategiesreduce ethnic How can the threat of new 8 conflicts, terrorism,and the useuse of reemerging diseases and immune conflicts, terrorism, and the of reemerging diseases and immune weapons of mass destruction? microorganisms be reduced? weapons of mass destruction? microorganisms be reduced? How can the capacity to decide be be 9 How can the capacity to decide improved as the nature of work and and improved as the nature of work institutions change? institutions change?
    21. 21. Schools of Hope• Sociologist Anthony Campolo’s “test”: Complete the sentence, “I want my child to be….”• In Japan, mothers say, “I want my child to be…. …successful” (and youth culture pays a high price)• In America, mothers say, “I want my child to be… ….happy” (and youth culture pays a high price)• Right answer? “I want my child to be… … good” (if morally good, then higher likelihood of also being successful and happy).(Cf. research on independent school grads by Douglas Heath: Schools of Hope; and Lives of Hope.
    22. 22. The Right Technical Education? The U.S. has a science pipeline problem: It begins in elementary school, as early as kindergarten. “In China, Bill Gates is Brittany Spears. In the US… ….Brittany Spears is Brittany Spears, and that is our problem.” (Tom Friedman, The World Is Flat)
    23. 23. Technology Transforming Education• New delivery systems: wikis, blogs, and podcasting• New tools: handheld devices, computers, robotics and nanotechnology• New Outcomes for teaming and technology goals: Robotics (create a robot to find and retrieve an object from a building) and “Rube Goldberg” competitions: combining problem- solving, team work, science & technology, and competition.• Robotics!!
    24. 24. Communication Skills for the 21st C.• Annual Gallop Poll on What Americans Fear Most: 1. Public Speaking 2. Chronic Illness 3. Snakes 4. Death• 21st C. Schools:  ongoing emphasis on writing skillfully (new SAT is helping grammar make a comeback)  renewed emphasis on public speaking: recitations, declamations, debate, extemporaneous speaking, and story-telling.
    25. 25. A Whole New Mind ~ Daniel Pink• “Imagination is more important than knowledge.” ~ Albert Einstein. Is Einstein right?• “The truth is a great mind must be androgynous” ~ Samuel Taylor Coleridge. – Note: Douglas Heath’s research (Schools of Hope; Lives of Hope) on successful independent school graduates: psychological maturity; virtue; androgyny.
    26. 26. A Whole New Mind ~ Daniel Pink• Left-brain dominated schools and economy: • 20thC. belonged to the left brain analytical thinking, measured by SATs and schooled by knowledge acquisition. • Produced an economy and society built on analysis and based on logical, linear, technological capabilities of the Information Age. • Rewards went to techies writing code; attorneys crafting contracts; MBAs crunching numbers. • These skills will still be necessary but not sufficient.
    27. 27. A Whole New Mind ~ Daniel Pink• Right brain transformation of the economy and society: • 21st. C will belong to the right brain, measured by creativity and empathy. • Produced by an economy that outsources production of goods and intellectual professional services and a society built on the inventive, empathetic, big-picture understanding of the Conceptual Age • Rewards will go to creators; empathizers (EQ); pattern recognizers; meaning makers: i.e., artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers. The “Creative Class.” • Right brain rising into prominence.
    28. 28. Average of CTE Students enrolled nationally Percent of High School CTE• Half (50%) of all grade 10-12 high Enrollment (10-12) school students enroll in CTE courses 50%• 19% of the class of 2010 completed a CTE program of study Percent of High School CTE• 51% of the CTE graduates also Graduates completed the coursework for 19% entrance to IHE’s, this is considered a “Dual Completer” 31
    29. 29. CTE Restructuring Career & Technology Education for a Technologically Advanced Global Society• Industry-driven design around Career Clusters• Focus on Problem Solving& Critical Thinking in CTE• Breadth, Depth, & Value Added in CTE Programs 32
    30. 30. CTE Program Elements• Standards-based curriculum: academic & technical• Value-added options for students (certification & college credit)• Work-based learning opportunities (industry partners)• Oversight and quality assurance• Teacher professional development (and certification)• Program sustainability 33
    31. 31. Rigor/Relevance FrameworkEvaluation 6Synthesis 5 High Rigor High Rigor Low Context High ContextAnalysis 4Application 3Understanding 2 Low Rigor Low Rigor Low Context High ContextAwareness 1 1 2 3 4 5 Knowledge Apply in Apply Apply to Apply to Discipline Across Predictable Unpredictable Disciplines Real-World Real-World Situations SituationsAdapted from W. Daggett
    32. 32. Ten Career Clusters1. Arts, Media, & Communication2. Business, Management & Finance3. Construction & Development4. Consumer Services, Hospitality, & Tourism5. Environmental, Agricultural, & Natural Resources6. Health & Biosciences7. Human Resource Services8. Information Technology9. Manufacturing, Engineering & Technology10. Transportation Technologies 35
    33. 33. CTE Programs of StudyShowcasing Programs• Project Lead The Way – Engineering• Project Lead The Way – Biomedical Sciences• Information Networking (Cisco)• Automotive Technology 36
    34. 34. PLTW Engineering Fastest Growing CTE Program PLTW Engineering Enrollment Trend, 2004-20108000 704270006000 509650004000 32283000 25132000 1404 9441000 141 0 2004 2005 2006 2007 2008 2009 2010 37
    35. 35. PLTW Engineering Enrollment (2010) 7,042 Students EnrolledGender• Males 4,902(70%)• Females 2,140 (30%) – Female enrollment increased by 5% from 2009
    36. 36. Growth of PLTW Biomedical Sciences PLTW Enrollment Trend Biomedical Sciences 2008 - 2010700 659600500 440400300200 181100 0 2008 2009 2010 39
    37. 37. PLTW Biomedical Sciences Enrollment (2010) 659 Students EnrolledGender• Males 213(32%)• Females 446 (68%) – No change in the percent enrolled from 2009.
    38. 38. Growth of IT Networking Academy (CISCO) IT Networking Enrollment 2008 - 20101600 14641400 1140 119712001000800600400200 0 2008 2009 2010 41
    39. 39. IT Networking Stackable CredentialsStudents in the IT Networking (Cisco) CTE Program of Studycan earn the following nationally-recognized credentials:• A+ Certification: Focuses on installation, preventative maintenance, networking, security and troubleshooting• Cisco Certified Entry Networking Technician (C-CENT): Focuses on installing, operating and troubleshooting small enterprise branch networks• Cisco Certified Network Associate (CCNA): Focuses on installing, configuring, operating, and troubleshoot ing medium- size route and switched networks 42
    40. 40. Growth in Automotive Technology Automotive Technology Enrollment Trend 2008 - 20101200 9801000800600 531 518400200 0 2008 2009 2010 43
    41. 41. Automotive Technology Credentials & ArticulationCredential:• The National Automotive Technicians Education Foundation (NATEF) Student Certification starts the process for the Automotive Service Excellence CertificationArticulation Agreements:• Community Colleges 44
    42. 42. Get the message out!• Education Today & Tomorrow: &feature=related (SEP 2006)• A Vision for 21st Century Learning: &feature=related (FEB 2009)• Top 10 Tips for Using Tech in the Classroom: feature=related (AUG 2008)• A vision of K12 Students Today A&feature=fvsr (FEB 2010)
    43. 43. "We (teachers) must prepare learners for their future, not for our past.” David Thornburg