Back to Basics (politicians) - Literacy, numeracy and science - Their idea of what education was when they were a child
The issue is the economy when education was built is totally different than todays economy The multiplicity of economics
Empathy – other cultures - Many conflicts are born out of mistrust and cultural issues
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!!
Left-brain dominated schools and economy 20 th C. 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. In next session, use Dan Meyer video http://blog.ted.com/2010/05/13/math_class_need/ as well as the Sir Ken Robinson video http://www.youtube.com/watch?v=zDZFcDGpL4U
Licensed under a Creative Commons attribution-share alike license. http://creativecommons.org/licenses/by-sa/3.0 Our kids have tasted the honey. www.flickr.com/photos/jahansell/251755048
While the preferred delivery vehicle in North America is the big 18-wheeler truck, along any road in Southeast Asia you're much more likely to find mopeds, motorcycles, bikes and a variety of smaller forms of transportation that can speed through traffic with any conceivable item for delivery: From food to propane tanks to important documents to live animals. These small vehicles are forever weaving in and out of traffic, making tiny deliveries that make it to their destinations just in time. Like these networks of small, quick and maneuverable vehicles, learning new skills needs to happen when the student is ready, instead of being delivered in huge quantities &quot;just in case&quot; the student might need to know it in the future. This might mean designing authentic assessments that put important curricular content into context, or looking at the curriculum with an eye to focusing only on teaching what's most valuable and relevant today, or reimagining schools from the ground up to deliver important knowledge and skills to students just when they need it.
In Asia, everything seems to be constantly in motion. From street cart and market vendors to tuk-tuk taxi drivers, being able to pick up and change locations at the drop of a hat is the name of the game. For education, the portability of mobile computing devices, whether phones, laptops, netbooks, ipods, or whatever comes next, will enable learning to take place whenever, wherever.
Never mind the American concept of &quot;fast food&quot; - many meals in Asia can be prepared in a wok in less than a minute. Roadside carts and stalls instantly serve stir-fry, noodles, and an astonishing variety of snacks to steady streams of passers-by. Most of today's educational institutions, in contrast, operate more like someone laboriously preparing a pot roast - far too slow to change, or accomplish new initiatives in a timely manner. In order to survive, schools need to focus on how to respond to new situations and to rapidly meet students' needs in a fast-moving world.
I grew up hearing the phrase &quot;the customer is always right&quot; (&quot;have it your way????&quot;), but I must admit that the American version pales in comparison to the individualization and customization of service provided here in Southeast Asia. No matter how outlandish the request or whether or not it's on the menu, you'll find yourself leaving with just what you wanted. In contrast to today's educational system, where we find ourself limited by the physical availability of teachers, classroom space and resources, we should be striving to provide personalized learning experiences for each individual student, whether it be Arabic classes in a small town in the United States, or AP US History classes in Oman.
To an outside observer, Asian marketplaces and buildings can seem to spring up, expand immensely, or disappear overnight. Even in the upscale malls, stores come and go at a very rapid pace. Any roadside vendor who isn't getting enough business will simply pack up and move to a more promising location. Most schools, on the other hand, are far less able to adapt to change. Everyone in the extended educational community - teachers, parents, board members, etc. - all remember their school days, and end up often being resistant to update their viewpoint because &quot;that's the way we've always done it&quot;. Whether we like it or not, in the years since we were schoolchildren things have changed drastically - content and delivery methods have changed, what students want to learn has changed, and what they need to do with it has changed. Schools need to find ways of more nimbly, realistically and effectively adapting to the new status quo.
While there are exceptions, many of the markets and services in Asia still adhere to the traditional system of bargaining over prices. While this system can be frustrating to those who aren't used to it, it can also be enjoyable and empowering. When something's value isn't arbitrarily set by a price tag, it ensures that both sides are satisfied and that the price of the item reflects its true value to that individual customer at that time. With its rigid structures, payment plans, scholarship applications and student loans, our educational system is too often financially and ideologically inflexible. With the availability of things like iTunes U, remote access to MIT labs and NASA resources, and online universities offering new models of education, it's easy to see that an individualized learning plan, designed by the student, sourced from a variety of financially viable options, and delivered in cost-effective ways, may prevail over more traditional fixed-value, fixed-location, fixed-length courses. As other options become more prevalent, will our current educational system even be able to maintain itself?
A nice surprise when traveling in SE Asia is always the constant availability of goods and services around the clock. From specialty night markets, to all-night supersales at the malls, to 24-hour food deliveries, you'll never find yourself out of luck no matter what hour it is. The ringing of a school bell every afternoon shouldn't mean that's when learning stops. For the student who has a full-time job, or one who wants to finish early, learning should take place whenever students are ready for it, not simply during business hours. Utilizing online learning, asynchronous communication, and differences between time zones, students and teachers should always be able to find a schedule that fits their needs.
It often seems that nothing is accomplished alone in Southeast Asia. A team of three clerks might run a single cash register, and every bus driver seems to have one or more assistants along for the ride. A simple thing like repairing a pothole might require a small army of workers. In the past, classroom teachers often worked in isolation, and students would receive all their information from this single source, who was in turn the only person the individual students would share their work with. Today's problems are too complex for one person to solve alone, and there's no reason for either teachers or students to work in solitude. We need to be developing classroom and schoolwide structures that encourage and reward collaboration and shared responsibility.
While all cultures adapt to change over time, today's Asian societies often seem particularly adept at combining traditional ways of life with the latest technology and ideas. From Buddhist monks chatting on cell phones in Laos to kimono-wearing students in Tokyo typing on laptops, no one in Asia seems to hesitate to incorporate technology into their lives when it's useful. It's this blending of the traditional and technological that we should see mirrored in our own classrooms. Technology is far from the all-or-nothing, destructive force that many educators seem to fear, and in today's world opposition to technology integration is increasingly a disservice to students. We should be working towards a blended approach, using technological tools when appropriate to provide opportunities for diverse learners or to accommodate distance, time or instructional needs. This thoughtful integration of technology, when combined with traditional methods of teaching and learning, can succeed in bringing together the best of both worlds.
I expected to arrive in Asia and find a world completely different from the one I knew. While much is, of course, very different here, I was astonished to find that so many &quot;global&quot; brands, foods, technologies, etc. were available. In today's Asia, movies are released on the same day as they are in LA, international bookstore chains offer literature in all conceivable languages, and restaurants, groceries and department stores overflow with goods from all around the world. A typical Thai teenager might wear American sneakers, listen to South Korean pop music, and read Japanese comic books. While this globalization has both positive and negative aspects, it's fascinating to see how most countries in Asia are able to quickly and smoothly incorporate foreign influences while still trying to maintain their traditional cultural identities. It's this sort of fusion or blending of cultural influences that needs to be part of every child's education. The world is much larger than any one country, and students everywhere need the ability to critically analyze, appreciate and adopt aspects of other cultures - and in cases where cultures differ, they need the global perspective to respect others and work together in spite of those differences.
As you may have noticed, one characteristic shared across all of these metaphors we've discussed is a generally flexible approach. For whatever cultural, historical or geographical reasons, I've found that people in Southeast Asia seem remarkably able to change to fit any situation they find themselves in. As a foreigner living in Thailand, being immersed in daily life here has definitely inspired me to make connections about change, flexibility and adaptation that I never would have made if I hadn't left my home country. I feel that one of the greatest benefits of this immersion has been to help me become more flexible overall, both in my personal life and, combined with constant professional growth spurred by my personal learning network, in terms of my ideas about what education can and should be.
Leadership and Learning in the 21st Century and Beyond!!!!
Focus Forward: Leadership, Education,Technology, and the Future of OUR Economy Jeffrey Piontek
Attraction & Generations http://www.strategy-business.com/li/leadingideas/li00113 http://www.fastcompany.com/magazine/16/mckinsey.html?page=0%2C1 http://institute.adecco.com/FeatureArticles/Articles/Pages/2008_02_Europes_Looming.aspxGeneration MotivatorsVeterans Value Respect, part-time hours, temporary employmentBaby Boomers Feel needed, be part of a team, training, flexible retirement optionsGeneration X Immediate feedback, flexible work environments, results focusedGeneration Y Mentors, work with bright people, learning opportunities, work/life balance
Purpose of Education Back to basics (politicians)Three overarching basics of education: Economic Cultural Personal
Education and the Economy Role of Education Any conversation about education must be tied into the economy Growth, development and sustainability
Cultural Aspects of Education Education has a fundamental role in the culture of our students The aspects/understandings of their identity Empathy
Personal and People It is about your own individual hopes dreams, aspirations and desires Many students drop out because of standardization of education Tied to engagement Personalize education
Where’s the Focus?The U.S. has a science and math 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)
Technology Transforming Education New delivery systems New tools New Outcomes for teaming and technology goals Robotics and “Rube Goldberg” competitions Robotics!!
The Adoption Curve* Innovator Early Early Late Late Adopter Majority Majority Adopters* Based on work by Everett Rogers, Jon Preddie, and others.
The Adoption Curve* 20% 60% 20% Reject a change, no Accept a change, no Wait and see matter what matter what Innovator Early Early Late Late Adopter Majority Majority Adopters* Based on work by Everett Rogers, Jon Preddie, and others.
A Whole New Mind ~ Daniel Pink“Imagination is more important than knowledge.” ~ Albert Einstein. Is Einstein right?
A Whole New Mind ~ Daniel PinkLeft-brain dominated schools and economy Left-brain analytical thinking Economy and Society based on analysis Rewards
The Critical QuestionWhat do students now need to learn to be successfulin the 21st Century?
Four Question Exercise• What will the world be like 20 years from now?• What skills will your child need to be successful in that world?• What were the conditions around your peak learning experiences?• What would learning look like if it was designed around your answers?
21st Century Learners The Engagement Gap300,000 US StudentsAcademic, Social & EmotionalResults: Bored everyday in class! 65% Material not interesting 82% Not relevant 41% No teacher interaction 34%+ Discussions, debates, projects
dangerouslyirrelevant.org http://www.dangerouslyirrelevant.org/2009/02/a-taste-of-honey.htmlOur kids have tasted the honey. Learning to Change: Student Voices
just in time no fixed value global blended quick always oncollaborative flexible customizable mobile adaptable
just in time delivery http://www.flickr.com/photos/zach/3216268243/