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21st-century learning

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.

In October 2009, Mark Schumacker, a seventh-grade mathematics teacher at Ankeney Middle School of the Beavercreek City School District, a suburban district east of Dayton, Ohio, earned the EUREKA Educator of the Year Award from the Better Business Bureau of Ohio's Center for Character Ethics for his efforts to blend character education with instruction. Schumacker is the first recipient of this statewide honor that recognizes positive actions with regard to constructive character development.

"Every state is different and unique in its education system," says Don McAdams, founder and president of the Houston-based school-board training and consulting firm Center for the Reform of School Systems. "But Texas is one state that is really different and unique." The state's tumultuous history, huge size, high poverty rate and English language learner population have created "an overall sense of urgency" when it comes to education, McAdams explains.

The word "globalization" doesn't often conjure images of the U.S. heartland, but one Oklahoma district is going global through an innovative approach to teaching foreign language. Jenks Public Schools Superintendent Kirby Lehman is a strong supporter of foreign language and cultural integration. His appreciation for Chinese education led him to create Chinese language and exchange programs for Jenks Middle School and Jenks High School.

Realization: The Change Imperative for Deepening District-Wide Reform

 

Corwin Press, $22.95

The Partnership for 21st Century Skills has released the Milestones for Improving Learning and Education (MILE ) Guide, a new tool for K12 leaders to assess where their district falls in providing their students with critical 21st century skills.

The MILE Guide is the most recent release from the Partnership for 21st Century Skills, an organization that promotes the integration of these critical skills into core academic subjects.

If you haven’t read the new MacArthur foundation report Living and Learning with new Media (http:// bit.ly/SooSe), which discusses how our kids are using social networks and tools to connect, you might want to consider it sooner rather than later. In a nutshell, the study found that kids are using online social technologies in impressive numbers to stay connected to the people they already know and, more importantly for us, to connect to other people around the globe they don’t know but with whom they share a passion or an interest.

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