US Ed-Today and Tomorrow

The world of education has seen an increase in the adult student population

to meet the demands of a globalization. Hess (2006) expounds:

The media's "typical" college student lives on a campus at a four-year institution.

But that describes no more than a sixth of the total college population. In fact,

there are more college attendees over the age of 30 than such "typical" students.

The most significant shift in higher education is the massive growth in the

adult-student population.

Androgogy, the study of adult learning or the act of learning adults is a field that has experienced an increase due to the demands that this demographic has had on institutions of higher learning. Many adults, like myself have chosen to direct their attention to the design of instruction for online learning to help facilitate the need to address adult learning and likewise enjoy the career of education while experiencing the freedom lacking in a traditional brick and mortar educational institution. This area is one that places a special emphasis on technological prowess and competencies. Student-centered, brain-based research are woven with the schools of education, psychology and technology to create a vibrant and experiential experience that facilitates learning for not only present adult learners but future generations.

 “…We are in the midst of one of the most dramatic technological revolutions in history that is changing everything from the ways that we work, communicate, and spend our leisure time. The technological revolution centers on computer, information, communication, and multimedia technologies, is often interpreted as the beginnings of a knowledge or information society, and therefore ascribes education a central role in every aspect of life,”  (Kellner, D., 2013). Students are increasingly privy to various streams of technological infrastructures by means of news, entertainment, social networking via the internet, and other forms of media pieces such as handhelds. Gaming plays a large part in the way students’ cognitive structures respond to information. Being constantly provided with an array of options, the mind is carried away into a realm where learning can be most trying. The transition from the vividness of the pulsating colors, customizable avatars, and anticipatory game play experiences are ones that the world of education have been keeping a watchful eye on.  Entire theories have been based on the interactivity and engagement features that these games hold. Using these tenets to create carefully carve out learning E-learning experiences are the things that professional such as Interactive designers and Instructional designers and programmers work to realize. However, these decisions are not ones made as insular, self-directed choices. Experimental discovery in a collaborative environment is at the heart of the matter.

“To cultivate new literacies for democratizing education and society in the new

millennium, we need the Deweyean experimental method of trying out and testing ideas in how computers and new information technology can aid reading, research, and teaching traditional material. This involves trial and error, attempting to discern what works and what does not in using new media to democratize and enhance education. Thus, like Dewey, we need to perceive the interconnection of science, technology, education, and democracy in the present conjuncture. To have a enlivened democracy, we must have educated and informed citizens who require training in science and technology, and acquisition of new multiple literacies. Cultivating multiple literacies involves the scientific method of trial and error, seeking collaborative solutions to problems, and working together to democratically reconstruct education and society,”

(Kellner, D., 2013).

The preceding quote is representative of how technology is evidenced in the present age. The method of experimenting where trial and error and scientific processes are employed is pivotal to the success of the technology’s efficacy. By not sticking to one specific construct or model, true learning can be actualized by taking what has been gleaned and utilizing it for varied purposes. There is an article written by Jensen (2006), where children at play is discussed in detail. Children learn while at play, where they are exploring what is around them and making inquiries and coming to conclusions on their own. In like fashion are researchers and indeed educators to systematically employ this child-like attitude with reference to researching technology’s use in education.  By doing so, there is a collaboration which is fostered, one that is not specific to researchers, but to each professional in the process. Implicit in this research is the right to uniformly provide opportunities for researchers to come to conclusions democratically. By seeing what works for the majority can inform policy and legislation that underlies the appropriation of funds for technology in education. This is a specific way of targeting an area of inquiry and providing data that substantiates its implementation qualitatively and quantitatively.

Increased globalization plays a huge role in the aforementioned matters of  collaborative exploration and inquiry with regards to technology. Countries compete daily for resources of time money, and invest large sums of collateral in advertizing to their demographic. The process of globalization is one that will urge countries to become more competitive as can be evidenced in the White House Science Fair video. (White House, 2013). While many public schools have world class rigor, many lack the essentials to develop students to the level where they need to be in order to present a science project at the White House. Inconsistencies in expectations lead many parents like myself to have a preference for private instruction.

It is my personal belief that the right for a parent to choose which school their child attends is that parent’s prerogative. US Education needs to meet the demands of globalization in order to become more competitive with other countries.  Ina conversation I had today with a teacher in training, he said he spoke with a woman from Europe who said “ Oh we did that already” when he was  explaining to her what his course of study was in his college level calculus course. American Public school education has done an excellent job of making Common core standards mandatory. These are standards that have been developed from world standards in education from other countries. (Common core, 2013). However it is rife with inconsistencies in clear expectations, as is evidenced by academic test scores, district policies and classroom expectations.

References

WDPI, (2013). Wisconsin Department of Public Instruction. Retrieved from: http://standards.dpi.wi.gov/stn_ccss

Kellner, D. (1995).  New media and new Literacies: reconstructing education for the

new millennium.  Retrieved from:

http://pages.gseis.ucla.edu/faculty/kellner/essays/newmedianewliteracies.pdf

Resnick, M. (2006). Computer as Paintbrush: Technology, Play, and the Creative Society.

Retrieved from: http://web.media.mit.edu/~mres/papers/playlearn-handout.pdf

White House (2013) Education to Innovate: media piece. Retrieved from:

http://www.whitehouse.gov/issues/education/educate-innovate

Hess, (2011). Old School: college's most important trend is the rise of the adults: The Atlantic. Retrieved from: http://www.theatlantic.com/business/archive/2011/09/old-school-colleges-most-important-trend-is-the-rise-of-the-adult-student/245823/

STEM equitability

The video depicting the science fair representatives from each state at the White House is truly inspiring. However it wakes in me serious issues as to the fairness and equitable distribution of capital in education I don't want to sound redundant, or pessimistic, but STEM programs are funded directly by the government. If there are key players that have a financial and political influence over where the money is allocated, where does that leave the schools in the inner cities or in rural areas? Let me be more explicit...where does that leave those schools in those areas that have mostly reduced or free lunch students in their classrooms? Where does that leave Black and Hispanic kids? I have personally subbed in a variety of schools all over NYC and seen first hand where much of the money goes. Schools that consist of mostly White and Asian students receive funding for technology first. It took me years to see Smart Boards in a high needs "black" school. And then when I left New York, the SpEd classrooms STILL didn't have them. I work in a different state now and the Indigenous people have so many privileges that kids back in New York could only dream of. Kids don’t need to buy anything for school. Materials are already provided. And while many parents do a great job of raising their kids to pull their own weight, many more have a sense of entitlement. This is a pervasive sentiment that is not specific to where I work now. I’ve seen it all over the schools in which I’ve subbed in NY in spite of the lack of funding as more and more, parents have been given newer rights and access to information that was before kept under lock and key. While I am not trying to imply that a lack of technology speaks to a students’ ability, I am implying that policies in education that place minorities at the bottom of the educational hierarchy does speak volumes as to the fundamental thinking in their logic as to the importance that should be placed on minority students. With a monopoly on who gets the resources and how they are gotten, the question isn’t about the programs’ sustainability. It is about its feasibility. This being said, the feasibility of the STEM initiative and its sustainability for the future are hopeful, but for it to be equal and fair, the allocation of monies should be disbursed based on need, not on greed. I urge you to review “The Corporation” it’s free on Youtube. You can also watch the documentaries “Park Avenue : Money Power and the American Dream” "Poor Us: an animated history - Why Poverty?" and “Education, Education.” In "Poor us", you will see that poverty is essential to keeping rich people rich. hence, the inequalities in public education, because education is the 'way out.' In "Education, Education" You will see the issue form a different perspective as it relates to the Chinese. I have a friend who lives and works in China. He said teachers are like celebrities out there, and when you see the video, you will understand why.

Teaching as an Art and as a Science

Teaching is an art and teaching is also a science. There is a science to artistry. There is technique, method and a systematic application of rules of governing aesthetic and functionality. As an artist, there are rules that state where and how color placement should be employed. Alignment to these constructs create a vibrant equilibrium, and even when there is a shift or a change in what is deemed beautiful or socially accepted, the prevailing norms are those that adhere to a rubric that defines the art itself. Pointalism, Constructivism, Romanticism, Colonialism; these and the myriads of other schools of art are disciplines in and of themselves that tell the world which lens to look at them from and how they should be evaluated. Likewise is the reality of teaching. There is a set body of principles which instruct us in the way the mind works, and research-based instruction that is aligned with best practices will always be a scientific element. What makes it scientific are the principles that govern it and its application. There is research that is both qualitative and quantitative in scope. The outcomes must be measurable and concrete. Creativity comes to play in the ‘how’ of instruction. Tailoring instruction to the needs of various learners is an art indeed. Taking what will work for one set of students and improving upon it so that other learners with different learning styles can cognitively access this learning is an exercise in this form of application and should be appreciated as an arduous task that employs the art of being creative while also being scientific in approach.

Teaching with Technology

Hello all!

I was pumped since graduation to get my degree. I went on to a different college to complete the terminal degree in Education Media Design and Technology.
It has been one ride trying to get a job in the field, so I decided I'd teach it. One University has an excellent program of study that leads to the PhD degree in the field. I was attending it, but decided to get my teacher certification first then return to complete it.
It's easier to be recognized when you've been groomed in the trenches, and as a Para, no one really listens to you, no matter how many degrees you have. Folks just think you're crazy or that something is wrong with you because you have a degree but aren't using it. 
I deliberately shied away from teacher certification initially because my kids were 2 and new born. I wasn't trying to take on the responsibilities of teaching with such young children as a single parent. Being a Para was perfect at the time. I got the top pay on the salary step which helped, but had I stayed there forever, there would have been no growth intellectually or financially.
So when my children became older, I decided to make it official and pursue my teacher certification.
Trust me! It's way easier!
 So my best suggestion for anyone looking to attain higher education would be to just do it. No one needs to know except for those who count...like the HR office when applying for salary steps and differentials. Everyone else will just give you their own opinion.

My current teaching job is amazing. I get a chance to teach a combined third an fourth grade class. The techniques that I've been using in the classroom, has truly been helping me. The district has mandatory meetings for new teachers that assists them in training, portfolio preparation and reflection. While there are indeed many technologies that I could use in the classroom, the best technology is your brain, and using it to be prepared. Our projector broke, and we don't have a smart board. So I try to get the lesson up on the board first, before the class enters, this doesn't always happen, so I use my prep to make posters of the lessons that will be covered. Talk about student engagement! Doing this minimizes classroom misbehaviors. Technology can be distracting to certain students as one of my friends who teaches Special Education has expressed. The SpEd student will be more likely to click their way through and not check their answers. From her experience, paper testing is best. But there has to be some middle ground.

As most of you know, I have been a huge advocate of technology and how its use can help Special Education Students to receive an education whilst not endangering or otherwise distracting other students. In this area, I'd say knowing your students is best. SAVE room? Or Dean's office? In class or call home? It's your call.