TIE 2009 – Education 2020 – Elizabeth Hubbell June 24, 2009
Posted by Matthew Woolums in 21st-Century, Conference Sessions, Data.trackback
http://tieconference.wikispaces.com/2111
Incoming 2nd graders are, if the graduate, are the class of 2020. What kind of skills do they need? What can we do in school to help prepare them for a future we can’t quite see? What has changed since 1990? Not much in schools. Can a 1990s education possibly prepare our students for a 2020 world?
What are the barriers to change?
- money
- effective teacher use of technology
- change is hard for someone who has taught for 20 years
- change in technology is mercurial
- technology is not reliable enough
- we are not testing the way we should be teaching
What is the ‘low-hanging fruit’ we haven’t picked? Based on data from ‘walkthroughs’ http://www.mcrel.org/powerwalkthrough
- teachers are not actually using the technology in their rooms
- students are not actually using the technology in their rooms
- students are not assessed using the technology in their rooms
Daniel Pink
- Design – moving beyond function to create something beautiful, whimsical, or to engage our emotions
- Story – narrative added to products and services – not just argument
- Symphony – adding invention and big picture thinking (not just the detail focus)
- Empathy – going beyond logic and engaging emotion and intuition
- Play – bringing humor and light-heartedness to business and products
- Meaning – immaterial feelings and values of products
What can we do?
- Make our work transparent
- Creativity is what we want our students to do
- Audience is important – students can and should self-evaluate
- Connect the lesson to something personal
- Break out of text books and work patterns
- Learn with your students
- Use real tools
What are our stories? Mine is linked here: http://villagegreen.edublogs.org/beliefs/
Trends
- Students don’t have to go to school to get an education – MIT open courseware, University of the People, insight schools
- Average life expectancy from under 50 in 1900 to over 76 in 2000 – more time to learn new things, work in more areas – fewer younger people in the workforce supporting retirement group
- Migration trends – toward south and west, including Colorado
- Generational changes – millennials: teamwork, technology, structure, experienctial, entertainment – these are children of Gen X parents: pragmatic, few alliegences
- Economy – most of our money is spent from age 35 to 55 – greater concentration of population in urban areas
- Globalization – they have more top students than we have students, ‘did you know’
- Digital World – Moore’s law
- Education – movement toward charters, homeschool
Outcomes – do we optimize the system, or re-invent? Do you move toward standards, or differentiated outcomes? Cross these two and have four areas, optimized-differentiated, optimized-standardized, reinvented-standardized, and reinvented-differentiated.
What are my critical uncertainties?
- Too many directives working at cross-purposes
- Not enough self-control over my individual or department work
Next activity asked us to pick our areas of uncertainty, and cross them, and see what each of those quadrant areas would be like. I’m not connecting well to this activity. First off, I’d need to know the end points, some information about these end points, and some actual tool to work with that goes beyond a sketch on paper. Are these quadrant scenarios exclusive or even credible?
Reflection: I’m feeling a bit like a magic eight ball. The questions change and the answer stays the same: outlook cloudy, future uncertain.
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