Are you Ready for Learning and Leading in the 21st Century? It isn’t just “coming”… it has arrived! And schools who aren’t redefining themselves, risk becoming irrelevant in preparing students for the future.
Web 1.0 Web 2.0 Web 3.0 We are living in a new economy – powered by technology, fueled by information, and driven by knowledge. -- Futureworks: Trends and Challenges for Work in the 21 st Century
By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn
<ul><li>Some statistics- </li></ul><ul><li>- 1 billion people on the Internet </li></ul><ul><li>70 million blogs, 1.7 million posts </li></ul><ul><li>a day. </li></ul><ul><li>80 new blog sites created every minute </li></ul><ul><li>“ None of the top 10 jobs that will exist in 2010 exist today." -- Richard Riley , (Former US Sec. of Ed.) </li></ul>A Changing World " Jobs in the new economy--the ones that won't get outsourced or automated--"put an enormous premium on creative and innovative skills, seeing patterns where other people see only chaos." -- Marc Tucker, (an author of the skills-commission report and president of the National Center on Education and the Economy*
It is estimated that 1.5 exabytes of unique new information will be generated worldwide this year. That’s estimated to be more than in the previous 5,000 years. Knowledge Creation
For students starting a four-year technical or higher education degree, this means that . . . half of what they learn in their first year of study will be outdated by their third year of study.
Time Travel Lewis Perelman, author of School's Out (1992). Perelman argues that schools are out of sync with technological change: . ..the technological gap between the school environment and the "real world" is growing so wide, so fast that the classroom experience is on the way to becoming not merely unproductive but increasingly irrelevant to normal human existence (p.215). Seymour Papert (1993) In the wake of the startling growth of science and technology in our recent past, some areas of human activity have undergone megachange. Telecommunications, entertainment and transportation, as well as medicine, are among them. School is a notable example of an area that has not (p.2).
Mutual accountability Mandated accountability School improvement as a requirement School improvement as an option Teaching as a collaborative practice Teaching as a private event A learning focus A teaching focus Shifting To Shifting From
Trend 1 – Social and intellectual capital are the new economic values in the world economy. This new economy will be held together and advanced through the building of relationships. Unleashing and connecting the collective knowledge, ideas, and experiences of people creates and heightens value. Source : Journal of School Improvement, Volume 3, Issue 1, Spring 2002 http://www.decs.sa.gov.au/wallaradistrict/files/links/Ten_Trends_Educating_Child.pdf
“ Schools are a node on the network of learning.”
Personal Learning Networks Community-- in and out of the classroom Are you “clickable”- Are your students?
Teacher 2.0 The Emergent 21 st Century Teacher Teacher 2.0 Source: Mark Treadwell - http://www.i-learnt.com
FORMAL INFORMAL You go where the bus goes You go where you choose Jay Cross – Internet Time
Spending most of your time in your area of weakness—while it will improve your skills, perhaps to a level of “average”—will NOT produce excellence This approach does NOT tap into student motivation or lead to student engagement The biggest challenge facing us as educators: how to engage the hearts and minds of the learners
What will be our legacy… <ul><li>Bertelsmann Foundation Report: The Impact of Media and Technology in Schools </li></ul><ul><ul><li>2 Groups </li></ul></ul><ul><ul><li>Content Area: Civil War </li></ul></ul><ul><ul><li>One Group taught using Sage on the Stage methodology </li></ul></ul><ul><ul><li>One Group taught using innovative applications of technology and project-based instructional models </li></ul></ul><ul><li>End of the Study, both groups given identical teacher-constructed tests of their knowledge of the Civil War. </li></ul><ul><li>Question: Which group did better? </li></ul>
Answer… <ul><li>No significant test differences were found </li></ul>
However… One Year Later <ul><ul><li>Students in the traditional group could recall almost nothing about the historical content </li></ul></ul><ul><ul><li>Students in the traditional group defined history as: “the record of the facts of the past” </li></ul></ul><ul><ul><li>Students in the digital group “displayed elaborate concepts and ideas that they had extended to other areas of history” </li></ul></ul><ul><ul><li>Students in the digital group defined history as: </li></ul></ul><ul><ul><ul><li>“ a process of interpreting the past from different perspectives” </li></ul></ul></ul>
Change is inevitable: Growth is Optional Change produces tension- out of our comfort zone. “ Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” Senge
Real Question is this: Are we willing to change- to risk change- to meet the needs of the precious folks we serve? Can you accept that Change (with a “big” C) is sometimes a messy process and that learning new things together is going to require some tolerance for ambiguity.