Sheninger’s study of Clark Hall and their transformational learning environment sounds wonderful. It is designed to promote student creativity and drive student-centered learning. He talks about the Academy concept (Sheninger, 2014, p.170). I became familiar with this concept of teaching when I taught Early Childhood Education teachers at Halifax County High School in 2006, where students received dual-credit for 12 hours of their study through the local community college system. They were assigned to work with teachers in local schools (public and private) and did well however, there were major maturity issues with the many students wanting to play instead of work with cooperating teachers. Per their Community College oversight, this is still a problem today. They also offered robotics, Health professions (pharmacy technicians, etc.), motorsports, law, firefighting, EMT training and a STEM program. This question/option prompted me to find out what has been happening recently with the Academy programs. Interestingly, their administration has changed but the academy approach has broadened to encompass the Smaller Learning Community (SLC) approach. This was funded by the U.S. Department of Education (2016) under Title V, Part D, Subpart 4 of the Elementary and Secondary Education Act of 1965 (ESEA) (20 U.S.C. 7249 under Discretionary Grants. It allows for “freshman academies, multi-grade academies organized around career interests or other themes, ‘houses’ in which small groups of students remain together throughout high school, and autonomous schools-within-a-school, as well as personalization strategies, such as student advisories, family advocate systems, and mentoring programs” (2016). I have not seen the details of this program but it seems to parallel a bit of the Clark Hall environmental idea. In the construction of a district environment such as Halifax or the Clark Hall concept a major key is funding. The USDOE grants are for individual schools which have greater than 1000 students. In a smaller school system or rural area, the funding would have to be tailored to the stakeholders in that particular area. The idea of renting out space to assist funding might not be feasible except through small businesses such as insurance agencies, small coffee shops, etc. It would entirely depend upon the makeup of the area, etc. If it is too rural chains like Panera might not be an option. Each system is unique. I believe in a more center of the road approach to learning where students are given creative spaces with small learning groups connected by technologies but also have the opportunity to glean from the wisdom of the professional educators in their environment. I love the idea of academies which promote technological expertise and preparation for careers. I believe the student-centered approach is good in so far as they are forced to critically think, but they also need some guidance from mature moral adults. II Timothy 4:3: “For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; and they shall turn away from the truth…” I know this is not popular but I believe that we have recently witnessed the societal problems that stem from not teaching students discipline and moral restraint. References Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin – A Sage Company / Ontario. US Department of Education. (2016). Programs: Smaller Learning Communities Program. Retrieved from http://www2.ed.gov/programs/slcp/index.html
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The six elements which Sheninger (2014, p.65-67) believes drive sustainable change begin not surprisingly with connectedness through social media and forming professional partnership networks. The second element is coherent and forward-thinking vision which is defined by all of the stakeholders who will define and implement technology-supported education. The third element is vital. The stakeholders must attach value to technology’s inclusion in the educational process. This value must be seen as a key to increasing student engagement and ability to conceptually demonstrate what they are learning. Building a strong and solid support structure is also essential to sustaining change. There is nothing more detrimental to technological change than constant problems why cyber access on the part of teachers or students. I experienced on environment where I was afforded a SMART board in my classroom. I could see how this tool would contribute to my classroom however, after I was taught to use the board I was forced to put it aside. It would work for one portion of a class and then shut down. After three weeks struggling with trying to use it and IT personnel coming almost every day to fix it, I finally used other devices in my classroom. The IT individuals never did uncover root problems with the board. The infrastructure must be in a mode of constant improvement. The fifth element, professional development, is also a vital aspect of promoting and sustaining change. Including great innovative tools for use in educational environments is wonderful but there must be ongoing training so digital tools can be used to their maximum effect. The last element Sheninger speaks of is embracement. L This is different than buy-in in that teachers are not forced to use technology but are free to experiment with its usage in their area of expertise. I have been in a school climate where teachers were empowered and not forced to use technology and though is required a bit of experimentation, it was fun and produced great learning experiences. The whole idea of embracement is modeled by Jesus. He came to this world to offer life IF we choose to accept it (John 3:16, I John 1:9). God doesn’t force anyone to receive His life but gives all men the free will to choose it or to reject it. I cannot comment on applying these concepts to change due to the fact that I am not teaching in a school district. When I look at changes I have seen in various districts I believe the most effective are those which have sound and efficient technology infrastructures as well as encouraging empowerment or “'mbracement' among educational professionals. The role of data in driving change can be either positive or negative. Some data which purports to be coming from research can actually be biased or skewed as well as being unsound morally. A good example of using false indicators in research can be seen in the recent election polls. I think we need to look at the data in light of looking at the bigger picture which is to produce morally sound and wise young people with common sense. Reference Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin – A Sage Company/Ontario. BLOG TRANSCRIPT
Sheninger (2014) lists seven essential skills which students need to acquire in order to participate in today’s educational and technological culture. They are “… creativity, communication, collaboration, critical thinking, problem solving, technological proficiency, and global awareness” (p. xviii). Before I begin this blog I will state that not all states have bought into Common Core standards which permeates this author materials. Having said this I think the listed skills are important as seen in balance. Creativity: The author cites student use of creative tools such as Web 2.0 and Adobe programs which allow them to “demonstrate conceptual mastery through learning artifacts” and to “create their own form of art …” (p.145). Collaboration: Student collaboration occurs when students use digital tools which allow them the freedom to work anywhere with their fellow students to complete educational tasking’s. (p.145). Communication: Communication is needed in order to move forward in our society. This can be done through a myriad of digital tools online. Critical thinking and Problem Solving go hand in hand. Various online tools can be used to prompt both inductive and deductive thinking as students learn to solve educational issues with higher thinking processes. Technological proficiency: This is the ability to use digital tool effectively and successfully to carry out all of the other processes in a safe manner. Global awareness: this skill comes as students interact with others who are out of their particular sphere of reach without digital access. The use of each skill should begin with baby steps in the earlier years and increase in scope as students’ progress in maturity and ability to learn these skills. In actuality, I believe there are young elementary students who are learning to use technology tools in the process of education. Though they might not actually be communicating with students across the world in virtual classrooms, they are already learning about global issues as they learn the skill of digital searching for information. I know preschoolers who are using parents’ phones to play with, take pictures, and call others, etc. One mother would give her daughter, who is now 3, her iPhone to play with while she was working at a desk on the internet. Others in the church office were completely surprised when this little girl called them – she learned to push speed dial numbers though she didn’t yet realize who she was calling. Grace (name changed) has two older brothers in elementary school who have taught her how to look for things on the phone and to play games. As a side note, her mother has safety controls on her phone which the kids can’t go past. Technology is here to stay and just as students learn to add and subtract before they learn trigonometry, students should learn these skills progressively as they mature in the educational process. Reference Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin – A Sage Company / Ontario. |