School+2.0+-+Nanuet+Vision+Question

Excellent web site on 21st Century Skills and the role of technology: http://www.21stcenturyskills.org/route21/index.php

Collaborative Data-Driven Dialogues Article

Nanuet's Original Vision Statement

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Please respond to the following question:

"What can technology do for our kids if we consciously use the power of technology to reorganize, reshape, and accelerate our schools in ways that prepare studnets to thrive in a changing, complex world?"

I think that wireless technologies will have vast impact for school systems in the not-too-distant future, and any plan might need to keep that in mind. I would also like to share a caution. A major research study was published about 2 years ago regarding the effects of media usage on brain circuitry. In scanning children's brains, the findings (based on brain scanning data) indicated that using any form of media (computers, video games, TV) for more than 2 hours daily resulted in neurological rewiring over time which resembled brains of those with ADHD. The recommendations of the study were that no one should use any form of media for more than 30 minutes without a physical break and that children should be limited to less than two hours of total media use daily. (Submitted by Donna 2/1/08)

As we clarify our vision of a classroom for the 21st Century it will be vitally important that we provide the support necessary to ensure its success. Without professional development our investment will parallel today's sub-prime mortgage crisis, that is, the initial return will be impressive but we will pay a steep price in the long run. I would imagine that the 2.0 version of Nanuet's classrooms will involve a model of instruction wholly different from the practices we see currently in many of our buildings. But to move staff in this new direction will require tact, time, and patience. Nonetheless, it's time for us to change. Our model of instruction is antiquated and if we intend to compete with all of the changes in the world around us we have to stop running the race on 200 year old legs. (Submitted by Steve 1/28/08)

When one thinks of skills and abilities our students will need in order to be fully engaged in an ever changing global society, certainly our lifelong learning skills (derived from the SCANS Report of many years ago) are still very apt. Today's video, Did You Know?, reminded me of their relevance. Steve's reference to the subprime scandle that is rocking major banks and markets here, in other advanced as well as emerging countries is refllective of the connectivity between and among nations. Of late, Bill Gates speaks of "creative capitalism" as his vision, in which capitalist societies encourage 'business" to help emerging countries and their markets. In a sense, he's sees the need for capitalism to assume a greater responsibility for helping to close achievement gaps between advanced and developing countries. I think we should do our best to wrap our curriculums around powerful opportunities for students to connect with students and adults in other countries, especially those in under-developed countries. (Mark 1/28/08)

After reviewing the Collaborative Data-Driven dialogu article by Bernajean Porter and revisiting the vision statement for Nanuet's original technology plan, the following thoughts come to mind: -//It is not about technology, it is about learning//. We need to more clearly articulate what the learning environment needs to look like for students to be prepared for the 21st century world they le=ive in, and only then look at technology as a tool to get to that learning environment -//It is not about making efforts to use technology, it is about achieving specific results//. To quote Porter, "goals need to be directly about student learning outcomes not hardware acquisition and adult needs or uses." It is about the kids, not the adults. -//Goals regarding technology planning need to be SMART goals//. As Porter states, "When broad learning goals are used in plans, teachers are left "to do what they want, do what they can, but use IT somehow." In a world of scarce resources, this no longer flies. //-It is all about changing the culture of schools//. "Technology creates a level of perturbation that demands significant changes in school culture if technology is to truly add value to what schools accomplish!" (Porter). -Whle much of our original tech vision fouces on infrastructure, funding, training and support, and integration of tech, it does also hold two statements I hope we will continue to emphasize in our planning. We said that we will emphasize: 1. Technology that will be used to bring the world into the classroom and the classroom into the world. 2. **Technology that will be a part of the effort to restructure the learning environment** (my emphasis). Let's build on those original thoughts as we move forward. (Ed 1/29/08)

As I was researching on NYSED.gov today, I notice the standards Math, Science, and Technology. There were many interdisciplinary and inquiry based activities included in those standards. They have not been "dusted off" in years. We have to start to ignite our students to the wonders of science, mathematics, and technology. These will be the skill sets needed for jobs in the future. If we polled every student in Nanuet in grades K-8 about their feeling of math and science--what would be their answers?? We can never forget that although we are measured by the state on our regents diploma rate, our true goal is to prepare our students for sucess in their future. A Duke engineering study said that in 2004 the United States graduated roughly 70,000 undergraduate engineers, while China graduated 600,000 and India 350,000. These massive numbers of Indian and Chinese engineering graduates include not only four-year degrees, but also three-year training programs. (Barb 1/30/2008) Ms. Porter's article makes clear the necessity of avoiding "broad learning goals" that are optional. Multiple sources of data must be analyzed by a committed group like our technology committee to plan and problem solve and then to demand accountability. My hope would be that our students would emerge from thirteen years in our system with the confidence that they were equipped to deal with the challenges and changes that the world will present.. They should feel capable of handling all the information coming their way and excited about these opportunities. (Jim 2/1/2008).

The increased, appropriate use of technology will significantly change education as we know it now. It's a change students may be more prepared for than we are, since they have grown up in a time when their knowledge of and ability with technology surpasses ours. The stated question uses the words, "...changing, complex world." For me, "How will we (educators) get there?" is also a significant question. Just as education will become different with advancements in technology, keeping up with, and even staying ahead of the changes, will be a challenge for us. Vin 2/1/08

We educators must try to see the world through the lens that our students use. Many already know how to use technology as easily as we use pencil and paper. We must level the playing field for students who don't have as much access or experience. I agree that teacher professional development is key to encouraging teachers to try new creative approaches to their instruction using computers and information networks. Teachers must be allowed some trial and error, exploring media resources and hardware. It's scary to become learners alongside our students.

I'm not sure that schools are still not all about hardware and data collection systems rather than actually using the power of technology to add value to our instruction. (Betsy 2/4/08)