21st Century Skills Change Is GoodYou Go First

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21st Century SkillsChange Is Good-You Go First

• Howie DiBlasi
• Emerging Technologies Evangelist
• Digital Journey
• howie_at_frontier.net
• www.toolsfortheclassroom.com
• Presentation 2008

Presentation 2033
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www.toolsfortheclassroom.comBLOGhttp//toolsfo
rtheclassroom.blogspot.comWIKIhttp//toolsfort
heclassroom.wikispaces.com/e-mail
howie_at_frontier.net
Conference LinksTools For The Classroom
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4 Goals Today

• Why 21st Century Skills
• What are 21st Century Skills
• How to build a successful
• Professional Development Program
• Success Stories

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Marc Prensky

• Schools are stuck in the 20th century. Students
  have rushed into the 21st. How can schools catch
  up and provide students with a relevant
  education?

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• Educators need to be genuine, authentic leaders
  that will infuse meaning in what we do as
  teachers. We all need to tell our success
  stories, assist others in helping, influence and
  inspire people around us.

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What Are 21st Century Learning Skills

• eative)
• Effective Communication
• High Productivity

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• 1. Deal with massive amounts of information2.
  Become self-directed3. Create global
  communications and connections4. Create
  life-long learning skills5. Collect and/or
  retrieve, organize and manage information6.
  Interpret and present information7. Evaluate the
  quality, relevance, and usefulness of
  information8. Generate accurate information
  through the use of existing resources9.
  Information and effective communications
  skills10. Thinking, problem-solving
  interpersonal skills11.Self-directional
  skills12. Use digital technology tools 13.
  Teach and learn in a 21st century context.14.
  Understand Digital Age Literacy15. Understand
  Inventive Thinking 16. Produce High Productivity
  content

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We need to provide the curriculum that will
accomplish 3 major objectives

• Use technology comprehensively to develop
  proficiency in 21st century skills. Learn how to
  prepare our students to be successful in a
  competitive world and include ways to prepare our
  student to be prepared to succeed in
  postsecondary institutions and workplaces, which
  increasingly value people who can use their
  knowledge to communicate, collaborate, analyze,
  create, innovate, and solve problems. 1
• 1. From the report,
  Maximizing the Impact, is available at
  http//www.setda.org/web/guest/maximizingimpactrep
  ort.

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• Use technology comprehensively to support
  innovative teaching and learning. Learn how to
  offer more rigorous, relevant and engaging
  opportunities for students to learn--and to apply
  their knowledge and skills in meaningful ways.
  Digital Story Telling allows the digital students
  to support new, research-based approaches and
  promising practices in teaching and learning.
•  

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• Use technology comprehensively to create robust
  education support systems. Teachers and
  administrators need training, tools and
  proficiency in 21st century skills themselves.
  Student projects will allow our students and
  staff to transforms standards and assessments,
  curriculum and instruction, professional
  development, learning environments, and
  administration. 1

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• The report, called "21st Century Skills,
  Education, and Competitiveness," argues that for
  the United States to be globally competitive--and
  for states to attract growth industries and
  create jobs--the nation requires a fresh approach
  to education that recognizes the critical role
  21st-century skills play in the workplace.

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How do we prepare our students to become not
only readers and writers, but editors and
collaborators as well?
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What needs to change about our curriculum when
our students have the ability to reach audiences
far beyond our classroom walls?
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GREEN EGGS AND HAM By Dr. Seuss

• I am Sam , I am Sam , Sam I am That
  Sam-I-am!Than Sam-I-am! I do not like that
  Sam-I-am! Do you like green eggs and ham?I do
  not like them,Sam-I-am.I do not like green eggs
  and ham.Would you like themhere or there?

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Change Is Good ...You Go First
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Who said that.

• I am not complacent at all john. I have gone
  through experiences such as this for a very long
  time. I know I am right. I make the good
  argument, write the wise articles, and the
  persuasive letters. And sometimes I feel as
  though I am preaching to a stack of wood. People
  do not easily embrace change. Convincing them to
  turn in a new direction requires a patience and
  persistence that tax everyone. It does not help
  matters that the course we are attempting to
  follow could get us all hanged
• Ben Franklin talking to John Adams , June 7, 1776

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What is the primary purpose of education?

• Prepare students for higher education and the
  world of work

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How has the world changed since you graduated?
Has education at large made the same strides
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Now, reflect on your classrooms

• What are you doing that is innovative?
• How is what your students learning pertinent to
  todays world?
• Will what you are teaching your students help
  them be successful in todays global economy?

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• What will the world look like 30-40 years from
  now?
• What kind of skills and knowledge will today's
  school kids need to thrive in the world?
• What's education's role?
• What are we currently doing to help
  administrators be effective technology leaders?
• What are we doing to help non-positional leaders
  (my understanding of non-positional is people who
  lead but lack authority/power derived from a
  position like superintendent to require/mandate
  that change)?
• What kind of research do we need on this topic?
• What kind of research do we need on this topic?
• What could/should educational leadership programs
  be doing to help admin be effective tech leaders?
  

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Lessons in Politically Incorrect Accountability
by Dave AndersonWhat's Your Excuse, White Boy?

• How can you rationalize, trivialize, or
  marginalize the fact that you aren't successful?
  It's been a white male's world in this country
  since it began. You've made the rules, held the
  highest offices, run the major corporations, and
  controlled the country's purse strings. Compared
  to your coworker counterparts, you haven't had to
  fight prejudice, march for civil or equal rights,
  petition for the right to vote, or sue for equal
  wages in the workplace. Your color and gender
  have made you more immediately acceptable,
  preferable, and prone to promotion for centuries.
  

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If you are a mentally and physically healthy
white male and can't find success in this
country, under these most favorable conditions,
you are without a doubt the biggest loser in the
history of mankind. Whine all you like about
affirmative action, reverse discrimination, and
other injustices you see, as the balance of power
begins to slowly shift away from your domain.
While these corrupt practices are misguided and
wrong they're not to fault for your sorry state.
Your problem is that you surrendered much of the
head start granted at your conception to a
combination of smugness, laziness, arrogance,
sloppy character, absent discipline, failure to
educate yourself, and complacency-and now you've
got to suck it up, swallow your pride, and get
back to work before you become an irrelevant
pimple in the white trash wing of the has-been
hall of fame. Don't expect anyone to shed tears
for you. It's high time you put down the can of
Meisterbrau, get off your puke green sofa, pull
up your pants over your butt cheeks, bleach the
tobacco stains from your hands, brush your tooth,
and get a job!
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Skills for successhttp//www.graduateopportunitie
s.com/career_advice/graduate_skills

• So what skills do employers seek in their
  graduate recruits? Although it varies
  considerably from industry to industry, and from
  job to job, there are some capabilities commonly
  valued by most graduate employers. Academic
  achievement is obviously important, but it is not
  everything. Core skills which employers seek
  include

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Skills for success

• Team work
• Adaptability
• Literacy and numeracy
• Time management and organisation
• Oral and written communication
• Creative problem-solving
• Initiative and enterprise
• Critical and analytical thinking
• Ability to apply discipline knowledge and
  concepts
• Information gathering, evaluation and synthesis
• Emotional intelligence interpersonal skills
• Balanced lifestyle and capacity to manage stress
  levels
• Community involvement
• Personal attributes such as ambition,
  self-awareness and an inquiring mind.

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What they dont want

• Poor teamwork skills
• lack of leadership skills
• Poor attitude / lack of work ethic / poor
  approach to work
• Lack of interpersonal and communication skills
  (written, oral, listening) Lack of drive,
  motivation, enthusiasm and initiative
• Arrogance / selfishness / aggression/ dominating
• Lack of commitment / high absenteeism/ lack of
  loyalty
• Inflexibility/ inability to accept direction,
  challenges or change
• Poor or inappropriate academic qualifications or
  results
• Lack of emotional intelligence, self-awareness or
  self-confidence
• Lack of commitment / high absenteeism / lack of
  loyalty

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• How much (if any) of our curriculum is centered
  around authentic problem-solving, teamwork and
  information literacy? 

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According to the article, New Commission on the
Skills of the American Workforce which rethinks
K-12 education to help students be successful in
the global economy.  Some of the 21st century
skills outlined will be

• Knowing more about the world - creating global
  citizens
• Thinking outside of the box - creativity and
  innovation
• Becoming smarter about new sources of
  information - information literacy
• Developing good people skills - teamwork

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Critical Thinking Skills A well cultivated
critical thinker

• raises vital questions and problems, formulating
  them clearly andprecisely
• gathers and assesses relevant information, using
  abstract ideas tointerpret it effectively comes
  to well-reasoned conclusions and solutions,
  testing them against relevant criteria and
  standards
• thinks openmindedly within alternative systems of
  thought, recognizing and assessing, as need be,
  their assumptions, implications, and practical
  consequences and
• communicates effectively with others in figuring
  out solutions to complex problems.

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Sinking Video here
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U.S. Department of Educations Preparing
Americas Future

• The primary distinctions needed to bring success
  to a high school do not lie in changes in
  architecture or class scheduling. Rather, changes
  are needed in School boards, principals, and
  teachers cant do it alone. Youths need to be at
  the tableto have their voices heard. Parents
  need to be involvedto understand the need for
  change. Mayors and other elected officials need
  to get engagedto marshal the resources of other
  programs that touch youths. Community,
  faith-based, and civic organizations need to take
  partto raise expectations and expand
  opportunities for our youths.
• Our goal is to make a real difference through
  raising the expectations of our young people and
  using our resources to expand their
  opportunities. Ultimately, we must prepare
  Americas youths for a successful future.
• .

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• The new jobs require, in the great majority,
  qualifications the blue-collar worker does not
  possess and is poorly equipped to acquire. The
  new jobs require a good deal of formal education
  and the ability to acquire and to apply
  theoretical and analytical knowledge. They
  require a different approach to work and a
  different mind-set. Above all, they require a
  habit of continual learning.
•         Peter Drucker, Management Expert and
  Author

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What are 21st Century Skills ?

• Collect and/or retrieve information
• Organize and manage information Interpret and
  present information
• Evaluate the quality, relevance, and usefulness
  of information
• Generate accurate information through the use of
  existing resources
• Information and communications skills
• Thinking and problem-solving skills
• Interpersonal and self-directional skills
• Use 21st Century tools to develop learning skills
  
• Use digital technology and communication tools to
  
• Teach and learn in a 21st century context.
• Learn academic content through real-world
  examples
• Teach and learn 21st century content
• Global awareness Financial, economic and
  business literacy, and Civic literacy.
• Use 21st Century Assessments that measure 21st
  Century Skills
• Digital Age Literacy.
• Inventive Thinking
• Effective Communication
• High Productivity  

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The Case for 21stCentury Education

• The Case for 21st Century Education

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• Education is changing. We can no longer claim
  that the US educational results are unparalleled.
  Students around the world outperform American
  students on assessments that measure 21st century
  skills. Todays teachers need better tools to
  address this growing problem.

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• Competition is changing internationally.
  Innovation and creativity no longer set US
  education apart. Innovators around the world
  rival Americans in breakthroughs that fuel
  economic competitiveness.

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• The workplace, jobs and skill demands are
  changing. Today every student, whether he/she
  plans to go on to a 4-year college, trade school
  or entry-level job, requires 21st century skills
  to succeed. We need to ensure that all students
  are qualified to succeed in work and life in this
  new global economy.

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What is 21st century professional development?
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• 21st century skills professional development
  prepares teachers and principals to integrate
  21st century skills into their classrooms and
  schools. Professional development for the 21st
  century should be a part of a comprehensive
  emphasis on 21st century skills that includes
  updates to standards and assessments.
• Successful 21st century professional development
  programs
• Ensure educators understand the importance of
  21st century skills and how to integrate them
  into daily instruction
• Enable collaboration among all participants
• Allow teachers and principals to construct
  their own learning communities
• Tap the expertise within a school or school
  district through coaching, mentoring and team
  teaching
• Support educators in their role of facilitators
  of learning
• Use 21st century tools

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• Teachers Give us better tech training, support
• Educators say they do not feel fully prepared to
  use technology in the classroom

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• Professional Development 21st Century Models
• And the key to retaining good teachers, according
  to NCTAF, is-you guessed it-effective
  professional development.

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• Workshops That Focus on Real Needs...Face-to-fac
  e presentations, some of them including hands-on
  lab sessions, are still at the core of most
  professional development programs involving
  technology. However, in recent years these
  professional development offerings have evolved
  in several key ways

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Don't Forget the Administrators

• Well-trained leaders are key to the success of
  any staff development effort.

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• Topics for key staff development sessions in
  Calcasieu Parish, therefore, center on academic
  goals

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• Increasingly, school administrators are being
  targeted in technology-based professional
  development initiatives. Here, two elementary
  school principals celebrate completing a "Laptops
  for Leaders" course, which the Calcasieu Parish
  Public Schools provides for all of its
  principals.

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Superintendent Professional Development

• Jackie Hopkins, assistant superintendent of
  Cherokee County School District in Canton, Ga.,
  says technology professional development for her
  superintendent is a step they never leave out

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• Cherokees superintendent actually took a 50-hour
  technology literacy course along with other
  administrators, and each year, there are at least
  four technology training sessions for all school
  principals that build awareness of how teachers
  and students should and are using the tools
  of computer technology

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• As educators, we are helping our students prepare
  for their futures, and progressive
  superintendents and executive leaders can and
  should lead the way.
• Katie Lovett is chief information officer for
  Fulton County Schools in Atlanta, Ga.

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• If youre still not sure what your school leaders
  should know, consider these four tips from
  National Education Technology Standards for
  Administrators (cnets.iste.org/tssa)

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• Educational leaders inspire a shared vision for
  comprehensive integration of technology and
  foster a culture conducive to the realization of
  that vision.
• Educational leaders ensure that curricular
  design, instructional strategies and learning
  environments integrate appropriate technologies
  to maximize learning and teaching.
• Educational leaders ensure the integration of
  technology to support productive systems for
  learning and administration.
• Educational leaders use technology to plan and
  implement compre- hensive systems of effective
  assessment and evaluation.

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CoSN strives to empower superintendents

• Consortium for School Networking (CoSN)

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• A new leadership initiative aimed at giving
  superintendents the tools and resources they need
  to understand the transformative role of
  educational technology, as well as to lay out a
  blueprint for technology leadership and action.

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• Empowering the 21st Century Superintendent, will
  help superintendents strengthen school district
  leadership and communication, infuse 21st-century
  skills into the curriculum, create engaging
  learning environments, support professional
  development, and improve assessment.

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• Five Themes for Technology Leadership
• http//superintendentempower.org/aboutinitiative.h
  tml

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• Strengthen District Leadership and Communications
• Raise the Bar with 21st Century Skills
• Transform Pedagogy with Compelling Learning
  Environments
• Support Professional Development and Communities
  of Practice
• Create Balanced Assessments

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• VACANCY ANNOUNCEMENT
• Principal
• Birmingham Covington
• District-Wide 3-8 School

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• Birmingham Public Schools, one of the premier
  suburban school districts in Oakland County,
  Michigan, seeks an extraordinary instructional
  leader, with a deep understanding of teaching and
  learning in the twenty-first century, to serve as
  principal of Birmingham Covington School (BCS), a
  nationally recognized and award-winning school
  with a science and technology focus serving 650
  students in grades three through eight. The
  candidate will support the existing vision,
  mission, beliefs and structural components of the
  school.
• The candidate must show evidence of proven
  success in the following areas

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• Commits to the belief that each stakeholder in
  the school community deserves to be given
  individual attention and to be treated with
  dignity and respect.
•  
• Embraces technology and uses it as a management
  and instructional tool daily.
•  
• Designs opportunities to empower students,
  staff and parents to be integrally involved in
  all aspect of the schools culture and climate.
•  
• Commits to high visibility and daily
  communication with all stakeholders using
  multiple forms of communication.
•  
• Understands the complexities and nuances of
  hiring, evaluating, inspiring, and mentoring all
  staff members to exceed expectations.
•  
• Analyzes and shares student data and
  educational research as the foundational
  principles of Professional Learning Communities.
•  
• Models and articulates high expectations

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• Networks with universities, as well as county,
  state, national and international organizations
  to assure updated knowledge of best practices and
  teaching and learning in the 21st Century.
•  
• Embraces the roles parents play supporting the
  school community and their childrens education.
•  
• Meets regularly with parents, students and
  staff to assist in meeting the needs of the
  diverse group of learners at BCS.
•  
• Understands the schools responsibility to
  prepare students for their futures in this
  rapidly changing global society.
•  
• Embraces change and innovation and is able to
  envision and actualize learning beyond the
  traditional walls of the classroom and the
  school.
•  
• Understands that intellectual and thoughtful
  risk taking is the basis for growth and
  improvement.
•  
• Manages a complex and individualized daily
  school schedule and yearly calendar.
•  
• Coordinates and supports the activities of the
  external and internal organizations that are a
  part of the school community.
•  
• Understands leadership and instructional
  design.
•  
• Implements character education principles into
  all facets of the school community.

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http//mabryonline.org/

• Dr. Tim Tyson is the Principal of Mabry Middle
  School. He earned his doctorate at the University
  of Illinois and has been in the field of
  education for over 25 years. A technology
  enthusiast, Dr. Tyson began the Mabry Film
  Festival, when he arrived at Mabry in 2001, as a
  way to help teachers and students infuse
  technology into highly engaging learning
  practices for students.

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Is this what will happen if we do NOT provide our
Digital Kids with 21st Century Skills?
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-- students are mind-numbingly bored in class.
Listen up"I'm bored 99 percent of the time."
(California)"School is really, really boring."
(Virginia)"We are so bored." (Texas)"Engage us
more." (Texas)"My teachers bore me so much I
don't pay attention." (Detroit)"Pointless. I'm
engaged in two out of my seven classes."
(Florida)
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Kids have almost no choices at all about how they
are educated -- they are, for the most part, just
herded into classrooms and told what to do and
when to do it.
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Digital Kids-Analog Schools
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Austin teacher turns bailout plan into a
lessonLBJ academy students asked to explain
crisis - and they do.
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• Deep into a high-spirited discussion of the 700
  billion bailout plan that President Bush approved
  Friday, economics teacher Malhaz Jibladze rushed
  to the dry-erase board and with a flourish twice
  circled the word he had written PANIC.
• For an hour, the students in Jibladze's advanced
  placement economics course at the Liberal Arts
  and Science Academy at LBJ High School were
  fearless, smart and inquisitive, gamely chipping
  off pieces of a financial problem that has
  stumped plenty of their elders. And with the
  accumulation of their concepts, recorded all over
  the board by Jibladze, came an unpleasant
  realization. What if the American economy failed,
  Jibladze asked.

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Why do people resist Change?

•  Nudge your neighbor.

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•        The change is not self-initiated
•        Routine is disrupted
•        Change creates fear of the unknown
•        The purpose of the change is unclear
•        Change creates fear of failure
•        Rewards for change do not match the
  effort
• change requires
•        People are to satisfied with the way
  things are

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•        Change will not happen when people engage
  in
• negative thinking
•        The follower lacks respect for the leader
•        The leader is susceptible to feelings of
  personal
• criticism
•        Change may mean personal loss
•        Narrow-Mindedness thwarts acceptance of
  new
• ideas
•        Tradition resists change

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Checklist For Change YES NO

• Will this change benefit the followers?
• Is this change compatible with the purpose of the
  organization?
• Is this change specific and clear?
• Are the top 20 percent (the influencers) in favor
  of this change
• Is it possible to test this change before making
  a total commitment to it?
• Are physical, financial and human resources
  available to make this change?
• Is this change reversible?
• Is this change the next obvious step?
• Does this change have both short and long-range
  benefits?
• Is the leadership capable of bringing about this
  change?
• Is the timing right?

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HOW TO OFFER OWNERSHIP OF CHANGE TO OTHERS
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• 1.        Inform people in advance
• 2.        Explain the overall objectives
• 3.        Show people how it will benefit them
• 4.        Ask them to participate in all stages
  of
• the change process

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• 5.    Keep communication channels open
• 6.    Be flexible and adaptable makes changes
  where appropriate
• 7.    Demonstrate your belief and commitment to
  the change
• 8.    Provide enthusiasm, assistance,
  appreciation and recognition to those
  implementing the change

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Educators are, in large part, bullish on the role
technology can play in improving student
outcomes. But too large a percentage of them
aren't receiving adequate training in the areas
that matter most instructional software,
technology integration, learning outcomes
management, and designing individual lesson
plans.
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What is the most important lesson of leadership?

• Staff Development

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Change the classroom
My 21st Century Classroom

• Team of students
• Research team Google AltaVista Search
• Tutorial Team Jing (Create Screencasts)
• Curriculum Team Podcasts (Recordings)
• Scribes Team Google Docs (take class notes)
• Global team e-pals IVC- Skype
•  
• Need 5 students each day then rotate-every
  student participates in a team

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• 1.    Institute Project Based Learning
• 2.    Develop Information Processing Skills
• 3.    Develop Problem Solving Skills
• 4.    Give Kids A Global Voice and Globalize the
  Curriculum
• 5.  Develop Critical Thinking Skills
• 6.    Teach Our Students to Be Self-Directed
• 7. Create Collaborate Communicate
• 8. Staff development

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What would happen if..?
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Austin school district spending 1.37 million to
reform middle schools.
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Dobie Middle School is trying out all-boys and
all-girls classes
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Gender Based Classrooms

• Ann Richards School For Young Women
• First in Texas and Austin School District
• State Assessment test (TAKS)
• (Texas Assessment of Knowledge and Skills)
• Reading 6 grade 100
• Reading 7th grade 98
• Math 6th grade 99
• Math 7th grade 98
• Writing 7th grade 98

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Student Enrollment at Ann Richards School For
Young Women

• African American 18
• Hispanic 51
• White 29
• Asian 2

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Center, Colorado
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Jamestown Elementary
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N.E. B.O.C.S. 10 school districts

• Platte Valley
• Julesburg
• Merino Format
• Haxtun
• Wray
• Plateau
• Fleming
• Akron
• Lone Star
• Otis

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Durango, Colorado
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4 Visions Of People

• As I close and walk off the stage..

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4 Visions Of People

• Wanderers Some people never see
  it

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4 Visions Of People

• Followers
• Some people see it but never pursue it on their
  own

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4 Visions Of People

• Achievers
• Some people see it and pursue it

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4 Visions Of People

• Leaders
• Some people see it and pursue it and help others
  see it
•  

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Wanderers Some people never see itFollowers
Some people see it but never pursue it on their
ownAchievers Some people see it and pursue
itLeaders Some people see it and pursue it and
help others see it Which one are you?
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• from the book The Backdoor to Enlightenment
• Eight Steps to Living Your Dreams and Changing
  Your World

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Will you be the 10th person?

• For every nine people who denounce innovation,
  only one will encourage it.
• For every nine people who do things the way they
  have always been done, only one will ever wonder
  if there is a better way.
• For every nine people who stand in line in front
  of a locked building, only one will ever come
  around and check the back door.
• Our progress as a species rests squarely on the
  shoulders of that tenth person. The nine are
  satisfied with things they are told are valuable.
  
• Person 10 determines for himself what has value.

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Lets Change The World
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21st Century SkillsChange Is Good-You Go First

• Howie DiBlasi
• Emerging Technologies Evangelist
• Digital Journey
• howie_at_frontier.net
• www.toolsfortheclassroom.com
• Presentation 2008

Presentation 2033