Leadership and Change in Education -- 21st Century Skills


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This is a presentation where I spoke about how to enact change in your school by utilizing 21st century programs like 3D animation, game design and 3D printing.

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  • We live in a time of significant change. Sometimes though the rhetoric of what technology might offer in the future exceeds the reality. But it is equally dangerous to be too skeptical. In predicting the future we often overestimate how quickly something will happen but equally underestimate the impact it will have when it does arrive. And the rate of change is not slowing. Indeed as Ray Kurzweil says ”the pace of change is accelerating…the result will be far greater transformations in the first two decades of the twenty first century than we saw in the entire twentieth century.” (The age of spiritual machines).
  • We live in a time of significant change. Sometimes though the rhetoric of what technology might offer in the future exceeds the reality. But it is equally dangerous to be too skeptical. In predicting the future we often overestimate how quickly something will happen but equally underestimate the impact it will have when it does arrive. And the rate of change is not slowing. Indeed as Ray Kurzweil says ”the pace of change is accelerating…the result will be far greater transformations in the first two decades of the twenty first century than we saw in the entire twentieth century.” (The age of spiritual machines).
  • Quick Questions?Who has a facebook account?Who has recently (in the last 3 months) looked at their privacy settings?Who knows personally everyone one of their ‘friends’ in facebook?Who has ever googled another person to learn something about them?
  • Learning doesn’t stop at schoolKids are constantly connectedHow can we tap into that amazingly motivating and engaging resourceGoogle alerts
  • How and when they interact should be guided but not forced
  • When learning is social they develop a closer peer network because of common interests.
  • In trying to predict educational futures with technology there is a similar significant challenge. Education moves very slowly ␣ but technology moves very quickly. So rather than extrapolating from today, I am using Gibson’s view - looking at what already is happening and thus what I believe will be commonplace in a few years time This is the simplest example of how technology is moving at an exponential rate but it is interesting to note the impact of this. Just 30 years ago (1981) the UK invested in one computer for every school (about 30,000 at that time). The single laptop I am using today now contains more power and memory than all those computers put together.
  • This is difficult to conceptualize. But consider an example from the world of transport. If we look back to 1903, the beginning of the last century, we would note the first manned flight by two brothers Wilbur & Orville Wright. I doubt that they ever imagined that less than 100 years later there would be 36m air travelers passing through one airport (London Heathrow) alone and this figure doubled to 86.9m in 2010. Imagine the potential social upheaval if that had happened in a single twenty-year period.Then consider what has happened in a similar way at the beginning of this century the first space tourist. Dennis Tito, aged 60, went on an 8 day holiday aboard the International Space Station in April 2001. Does that mean that 36m of us will be going into space on a regular basis within twenty years? Well perhaps not; but in 1903 the idea that any education system should consider how air travel might change things was I suspect equally rejected. Our children already born will experience this in their lifetime - are we educating them to cope?
  • Independent learnersFocus on learning how to learn with technologyMotivated and engaged in self improvement
  • Lifelong learnersCan learn how to learnIndependent learnersMetacognitiveIntrinsically motivated Focus on self improvement
  • Natural navigators.
  • Are critical thinkers.Evaluate information for authenticity, relevance and bias.Evaluate tools for applicability and effectiveness. Intuitively filter and focus.Chicken mcnuggets are made of pink goopSNOOP
  • Able to create something new and communicate those ideas with a wide audience in an appropriate wayUsing multiple media to send a message
  • Cross cultural collaboration class
  • Time, space, location are not boundariesIntercultural understandingSuccessful collaboration around a focused goal
  • Students today are different in the fact that 20 years ago you had leaders and followers in peer groups. Now students assume both roles in different groups or circumstances…it is no longer the quarterback and the head cheerleader
  • Noelle and youtubealgorightms to solveI used to take it apart to solve it or remove the stickers
  • Access to tools IN THE CLASSROOM, At school, At homeThe educational experience of learners is therefore also in the midst of change. Let’s look at the life of a learner who left school just over a year ago. He was born in 1990 and started school in 1995. How did his experience of the world differ from our past experience over his time in school?Well (HIS/HER) arrival in school at the same time as Windows95 and probably communicated via a 56K modem. Now I have to stop here to explain “K” because you are as old as me you will immediately have the concept of a megabyte i.e. 1000 times one Kilobyte in your heads. My wireless connection at home is over 1000 times faster than the connection our young learner used in 1995.In his junior school period (aged 7-11) Andy would have seen significant change in the devices available and memory moving from tape to disc to solid state devices which are personal to the user. Of course, the teaching would have developed as well, moving from devices such as Overhead Projectors to the introduction and use of Interactive Whiteboards.Then he/she went onto secondary school and in his first three years (aged 11-14) would have experienced other significant happenings like the birth of Harry Potter books but also new ways to access information with the launch of new search engines such as Google and then even the nature of knowledge itself was challenged with the move from “expert” knowledge producers writing in encyclopedias to user generated material from “experts” who moderated their work through a peer “process” as Wikipedia was launched. Finally, in his last few years he/she would have seen an explosion of social networking sites and more and more devices becoming available on a personal basis. So our learner in a relatively short time has seen amazing developments in technology and the availability of information, knowledge and the opportunity to collaborate and share.So the change in just one school generation has been enormous.And yet, perhaps what we should note as even more significant is that our learner, and other learners of this age, is not amazed at all. This is just his or her world this is simply the way life is – isn’t it?
  • Big ideas and global challenges
  • One size fits one
  • If it is relevant to students it will engage them“In times of change learners inherit the earth while the learned find themselves beautifully equipped to deal with a world that no longer exists”
  • We have seen very recently that the global economy and our interconnectivity does mean that a crisis in one part of the world can result in impact thousands of miles away ␣ and even the meltdown of a country’s economy. And of course the balance of the world’s economic powers is shifting. This is impacting on leading industrial economies but also has a knock on effect on more developing economies. More countries are developing their people and the result is that even poorer countries are finding more competition and having to upskill their populations accordingly. In a recent discussion with one education minister he told me that where his country used to be a 90cent and hour economy, the competition they now faced from abroad meant that they had to develop the skills of their workforce to become a $2 an hour economy in order to remain competitive.…and it’s very serious when looking at skills expected for a knowledge economy. In the US Levy and Murnane indentified how skills have changed since computers have come into the workplace ␣ and Andreas Schleicher who heads up the PISA program uses this to ask whether we are actually measuring the right things. Skills identified which are growing or declining in terms of future requirements of the workplace. “Levy and Murnane show how the composition of the US workforce has changed. What they show is that, between 1970 and 2000, work involving routine manual input, the jobs of the typical factory worker, was down significantly. Non-routine manual work, things we do with our hands, but in ways that are not so easily put into formal algorithms, was down too, albeit with much less change over recent years ␣ and that is easy to understand because you cannot easily computerize the bus driver or outsource your hairdresser.All that is not surprising, but here is where the interesting story begins: Among the skill categories represented here, routine cognitive input, that is cognitive work that you can easily put into the form of algorithms and scripts saw the sharpest decline in demand over the last couple of decades, with a decline by almost 8% in the share of jobs. So those middle class white collar jobs that involve the application of routine knowledge, are most at threat today. And that is where schools still put a lot of their focus and what we value in multiple choice accountability systems.The point here is, that the skills that are easiest to teach and test are also the skills that are easiest to digitize, automatize and offshore. If that is all what we do in school, we are putting our youngsters right up for competition with computers, because those are the things computers can do better than humans, and our kids are going to loose out before they even started.Where are the winners in this process? These are those who engage in expert thinking ␣ the new literacy of the 21st century, up 8% - and complex communication, up almost 14%
  • Weare also moving towards every school having a learning platform to inform and engage both students and parents beyond the school day. Linked to this is a program to ensure universal home access. Greater parental involvement in education not only improves learning outcomes but also provides opportunity for schools to help parents to understand the issues that technology brings and how to support their children. It also provides more information for parents than has ever been available before. So, for example, parents might be able to:a) see what time their child arrived at school b) know the work timetable for the day c) be aware of what homework was being set for that evening d) be told of any changes in school activities e) be told of their child’s test scores and they might also a) be informed of their child’s performance in a test during that dayb) be told if their child had misbehaved in anyway during that day c) be told if their child had done some excellent work deserving merit awards that day and even a) be told what their child had eaten for lunch that day!
  • Information instantly fed through the interfaceNews SportsProposals and how about HW or content
  • What this does lead to though is a real understanding that this is about the future of learning not about technology. Personalized learning in the 21st century is inextricably linked to the use of technology. The technology should be transparent and often is to the learner; but we are not yet at the point where the use of technology is assumed, by the teacher and thus we still have not achieved the ability for our institutional learning to match the personalized learning that happens in the real world. But we should be positive - more and more professionals involved in education understand the issues, and in the examples we have where it is working we can say that not only is this the future but it is a promising future.So there are many good signs for the future ␣ but it does need all involved in education to respond. The availability of information is changing the learning dynamic, and our teachers, our schools and the system that supports them must all adapt and change too if they are to provide the service that our future learners deserve.However this is a challenge worth facing the future potential of our young teachers and our learners is immense and we see every day excellent practice that is delivering this vision.So be excited not daunted.
  • Why 21st Century Skills?
  • As our time here draws to a close I would like to leave you with a thought more so a challenge take a chance and remember that every child that passes through the door of your classroom deserves the same opportunity for success and the same opportunity to fail, when they fail as we all do…pick them up dust them off and have them try again because without failing they may never learn how great it feels to finally succeed!
  • Leadership and Change in Education -- 21st Century Skills

    1. 1. Jeff Piontek Living in the Digital Age: st century and Education in the 21 Beyond
    2. 2. Jeff Piontek Head of Schools Hawaii Technology Academy
    3. 3. life outside http://flickr.com/photos/mcmorr/1294684803/ the classroom
    4. 4. always on
    5. 5. interaction is expected http://www.flickr.com/photos/cwalker71/2637125074
    6. 6. social http://flickr.com/photos/nattu/895220635/
    7. 7. http://flickr.com/photos/blackbutterfly/3082335820/ highly customized experiences
    8. 8. increasingly digital http://flickr.com/photos/paulm/1584418819/
    9. 9. constantly connected http://flickr.com/photos/crash-candy/2347430057/
    10. 10. instantaccess http://flickr.com/photos/pranavsingh/1196494552/
    11. 11. producers + consumers prosumers http://flickr.com/photos/ssh/12638218/
    12. 12. effective learners http://flickr.com/photos/paulvaarkamp/865876994/
    13. 13. effective learners are… lifelong learners http://www.flickr.com/photos/usagent/261743402/
    14. 14. effective learners are… natural navigators http://www.flickr.com/photos/_cristina/2252226613/
    15. 15. effective learners are… critical thinkers and evaluators http://www.flickr.com/photos/borghetti/43058749/
    16. 16. effective communicators&creators http://flickr.com/photos/suckamc/5388273/
    17. 17. http://www.flickr.com/photos/beija- effective communicators & creators are… able to create something new
    18. 18. http://www.flickr.com/photos/practicalowl/1331640797/ effective communicators & creators are… able to communicate across culture, time & distance
    19. 19. effective global collaborators http://flickr.com/photos/pingnews/491430005/in/photostream/
    20. 20. effective global collaborators are… able to collaborate to reach common http://www.flickr.com/photos/wwarby/1584818205/ goals
    21. 21. http://flickr.com/photos/brujamavi/2824076847/ effective global collaborators are… able to lead or follow
    22. 22. effective global collaborators have… no boundaries http://www.flickr.com/photos/midnight-digital/2352150031
    23. 23. the networked student http://flickr.com/photos/b-tal/117037943
    24. 24. focus on problem solving http://flickr.com/photos/nataliejohnson/237529176/
    25. 25. embracedigital tools http://flickr.com/photos/slipstreamjc/748716731/
    26. 26. design real-world challenges http://flickr.com/photos/ilker/2493908947/
    27. 27. authentic audience http://flickr.com/photos/thomashawk/174586756/
    28. 28. networked and connectedlearning http://flickr.com/photos/ecstaticist/322023870/
    29. 29. http://www.flickr.com/photos/jek-a-go-go/440119001/ customizedlearning experience
    30. 30. make it relevant http://www.flickr.com/photos/johnmueller/454262550/
    31. 31. http://www.jeffpiontek.com Jeff.piontek@gmail.com http://flickr.com/photos/yanivg/52124840/ Mahalo