You are here

21st-century learning

One day last fall, much to my surprise, I walked in the front door and heard something that sounded amazingly like Journey's "Don't Stop Believin'" being banged out on the piano in our family room. I couldn't imagine it was my 13-year-old daughter Tess, who had been struggling with the piano for the past five years, getting by with practicing for 15 or 20 minutes just before her weekly lesson. I actually thought we had an unexpected guest.

A new application for touchscreen devices is intended to give learners a physical sense of fractions and the number line. But how does Motion Math, the startup company that developed this application, polish and perfect its product for its target audience? This, unfortunately, is where many projects fall short.

Stop talking about the past! There were 18,628 words in the 12 articles in The New York Times Magazine's 2010 education issue. Of the 12 articles, only one 465- word sidebar used the words "mobile phone," "cell phone" or "smartphone"—13 times. If we were reading the technology section or the business section, those words would be too numerous to count. While we appreciate being told about how education has been, we would have expected The New York Times Magazine to tell us how education is going to be.

Houston, we have an opportunity.

I'm not your typical parent in this age of Race to the Top and Common Core Standards. I don't care so much how my kids do on the test, whether they can remember the names of Columbus' three boats (it was three, wasn't it?) or how many AP courses they are going to take in high school. I'm not much concerned with the traditional ways that my kids' school or their teachers are being evaluated.

Imagine online learning communities. Personal learning networks. An Internet device for every teacher and student. Ubiquitous access to the Web.

A new report released in May finds that although a majority of K12 educators believe that financial literacy is an important content area that should be taught in schools, only a small minority feel qualified to teach it or have ever taught the topic in class.

An experimental initiative that tests the potential of augmented reality for K12 education began in San Diego in April, that equips fourth-graders from city schools on field trips to the San Diego Museum of Art with specially developed smartphones.

The emerging field of augmented reality is in its infancy. In the most general sense, the term "augmented reality" refers to mobile technology that enhances, or augments, the physical environment around the user with digital information.

You can take this prediction to the bank: Within five years, each and every K12 student, in each and every grade, in each and every school in the United States will be using a mobile learning device, 24/7. How can we say that when today 99 percent of the schools ban cell phones? Because mobile is bigger than the Internet.

A summer job for a 16-year-old typically involves serving coffee, scooping ice cream, or babysitting the neighborhood children. Some students at Miami-Dade County (Fla.) Public Schools, however, spent their summer vacation designing a children's Web site for the city of Miami Beach. An increasing number of students are finding themselves mingling among professionals with internships in local businesses—the culmination of a work-based learning curriculum.