Want a job? Hand over your SAT results | csmonitor.com
The private sector has long complained that high schools do not turn out students with critical thinking skills and the kind of cognitive abilities -- such as communication, collaboration and problem solving -- that comprise an effective workforce. Colleges and Universities echo that cry and provide remedial courses designed to scaffold students to a level of performance prerequisite to success.
Presumably, students do learn over the course of acquiring a degree. The private sector thinks so too, and doesn't recruit SAT wizards right out of high school. So it is curious indeed that a high school SAT score would be considered relevant four or more years and 120+ credit hours later. Presumably, a college graduate with four years of college math would better a high school score achieved through perhaps less than exemplary courses and teachers who in many cases may not even have majored in math.
We are all looking for that magical assessment bullet. The one that provides a real measure of a person's ablility to solve real-world problems and perform real-world work. The SAT is not that, and wasn't designed for that purpose. Indeed, it can be argued that such a test doesn't exist. To force it into that mold is, in the end, an admission of laziness and an inability or unwillingness to expend the time and effort needed to evaluate and place individual holistically based on proven ability and work product.
And then the question becomes, who really loses here?
Tuesday, May 18, 2004
Monday, May 17, 2004
Slashdot | The Flickering Mind
Slashdot | The Flickering Mind
see also comments on this debate at http://www.weblogg-ed.com
An interesting thread.
I think the question is not really whether technology informs education, but rather how do we best assure that it does. In the real world, science, math, finance, international relations, and virtually all other disciplines embed technology intrinsically. Sometimes we forget that technology is more than general computing devices (pc’s) on the desktop. It is technology appliances, dedicated systems, assistive devices, scientific apparatus, communications infrastructures – all the range of 21st century tools.
In the real world, these shape the disciplines. Today, simple bookkeeping is not only computer-enabled but computer driven, and technology has changed fundamentally how accounting is done and what its impact on decision making systems really is. It is not so important that students learn a spreadsheet program, for example, as it is crucial that students achieve financial literacy. The spreadsheet program will happen if students are taught financial skills in a relevant and current context.
ICT literate teachers are an important part of the equation, but not the only solution. We need curriculum standards that incorporate knowledge of applications and tools within core subjects, not just within separate technology strands. We need policy decisions and leadership that value not just IT knowledge but an understanding of the contextual application of technology to solve real problems. And we need a unified vision that information and communication are the 21st century cornerstones of democracy – necessary for an individual to be informed and knowledgeable in the global village.
see also comments on this debate at http://www.weblogg-ed.com
An interesting thread.
I think the question is not really whether technology informs education, but rather how do we best assure that it does. In the real world, science, math, finance, international relations, and virtually all other disciplines embed technology intrinsically. Sometimes we forget that technology is more than general computing devices (pc’s) on the desktop. It is technology appliances, dedicated systems, assistive devices, scientific apparatus, communications infrastructures – all the range of 21st century tools.
In the real world, these shape the disciplines. Today, simple bookkeeping is not only computer-enabled but computer driven, and technology has changed fundamentally how accounting is done and what its impact on decision making systems really is. It is not so important that students learn a spreadsheet program, for example, as it is crucial that students achieve financial literacy. The spreadsheet program will happen if students are taught financial skills in a relevant and current context.
ICT literate teachers are an important part of the equation, but not the only solution. We need curriculum standards that incorporate knowledge of applications and tools within core subjects, not just within separate technology strands. We need policy decisions and leadership that value not just IT knowledge but an understanding of the contextual application of technology to solve real problems. And we need a unified vision that information and communication are the 21st century cornerstones of democracy – necessary for an individual to be informed and knowledgeable in the global village.
Friday, May 14, 2004
BBC NEWS | Education | 'Big improvement' in ICT teaching
BBC NEWS | Education | 'Big improvement' in ICT teaching
As this article illustrates, the notion that technology without context is insufficient to prepare students to thrive in a complex, global milieu of information, communication and change is universal. Clearly the measure of equitable access to technology in our schools today is not that of hardware distribution; rather it is access to information and communications literate teachers who can model 21st century learning for their students.
As this article illustrates, the notion that technology without context is insufficient to prepare students to thrive in a complex, global milieu of information, communication and change is universal. Clearly the measure of equitable access to technology in our schools today is not that of hardware distribution; rather it is access to information and communications literate teachers who can model 21st century learning for their students.
Tuesday, May 11, 2004
Arizona Charter Schools Lead The Way
Visionary step
As this article from the Arizona Republic illustrates, charter schools are becoming a significant element of the K-12 education landscape. One concern I have is the issue of access to technology. Here, I am not talking about classroom PCs so much as integration with statewide infrastructure, availability of educational resources, and assistive technologies for special needs students. Many charter schools are not plugged in to the network of resources and technologies available to traditional public schools. As the charter school movement continues to grow, what do we need to do to assure all students have equitable access to 21st century tools and how do we manage accountability for state supported education efforts that fall outside the traditional milieu?
As this article from the Arizona Republic illustrates, charter schools are becoming a significant element of the K-12 education landscape. One concern I have is the issue of access to technology. Here, I am not talking about classroom PCs so much as integration with statewide infrastructure, availability of educational resources, and assistive technologies for special needs students. Many charter schools are not plugged in to the network of resources and technologies available to traditional public schools. As the charter school movement continues to grow, what do we need to do to assure all students have equitable access to 21st century tools and how do we manage accountability for state supported education efforts that fall outside the traditional milieu?
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