Of all the learning theories circling the educational career, the constructivist/constructionist theory is where I hang my hat. Simply put this theory proposes that learning occurs as students construct knowledge/understanding from what they experience within the world. The coolest part of this theory is that it is a very hands on. This theory explains that learning is maximized as students actually create “artifacts” of what they are discovering, and that I why I love this theory. We create. Of all the learning theories that I have discussed this one is the most exciting because of its level of engagement. Music is without a doubt a creative content area and this also goes for my class. We spend a massive amount of time creating songs or rhythms which utilize what we have been discussing. As I have learned more about the constructivist/constructionist theory I have encountered many ideas for activities that correlate with it.
One idea that was suggested by Dr. Orey is to have the students create power point presentations of what they are learning in the class. We could go so far as to be very specific and require certain things in the power point to make it even more of a challenge. Perhaps the students must search the internet for images or even videos. In this case the power point is the artifact that the students create to gain a deeper understanding of what they are learning.
Another idea from Dr. Orey (Orey, 2001) is where the students are faced with a problem or project that requires them to gather information and construct an artifact which furthers their understanding. An example of this is a high school english teacher presenting the students with a project where they must perform a puppet show version of a single act from a Shakespeare play where the dialogue has been updated. To do this the students must search out the meaning of the words from their act, and then find synonyms to them. For this example the assignment is the problem, the searching for synonyms is the solution, and the puppet show is the artifact.
Still another example comes from the book Using technology and classroom instruction that works. In the 11th chapter the authors describe the idea of using spreadsheet software to compile, observe, analyze, and finally present their findings. In this example the spreadsheet is the artifact. Using a program like this allows our students to gain deeper levels of knowledge through the manipulation of factors.
For me this is the theory that, at least for now, I will be spending a large portion of my methods with. I love the idea of presenting a problem or project and then working with the students to find the solution. Honestly I may actually start asking questions that I want to know the answers to. Then with our new found information we can apply it, and create better music (the artifact) and deepen our level of understanding.
References
Laureate Education, Inc. (Producer).(2009). Constructionist and constructivist learning theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology and classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, September 29, 2009
Tuesday, September 22, 2009
Supprised by the Cognitivist Theory
As I have continued my search through the learning theories I have begun to look at the cognitivist theory. The theory proposes that all learning is built upon from prior knowledge in the mind. The brain creates links from old to new knowledge and based on the level of need or depth of the experience for this information, is stored in long-term or short-term memory.
This week I looked at the idea of concept maps for use in my classroom. A concept map is a graphical depiction which is used to help organize, arrange, or manipulate information. We already have these at our school but they go by the name thinking maps. I really like these maps because I am a very visual learner and these help me to understand the information tremendously. Concept maps can be designed in any number of ways but I prefer to look at them in a brainstorm type cloud. Seeing this helps me to understand the connections between the central theme and the sub-categories that relate. This is a perfect example of the cognitivist theory in work because I am building specific content from an initial piece of information.
If we were to use a computer program like webspiration to create our own concept maps for assignments we would actually be able to exceed just using text and would also be able to add pictures. This is another great tool for a cognitivist because it would create more than one mental stimuli which cause the depth of the information to increase and thus be stored into the memory.
Another idea that I will be implementing into my class is the idea a virtual field trip. I have been desiring to do something like this for quite some time. I have already set up a skype account and webcam and was simply waiting to find the class that I would collaborate with. My original intention however, was more like an online collaboration between two classes than a real virtual field trip. A virtual field is basically a place that you can go to on the internet where you are able to explore information. What I have come to understand is that right now their are hundreds of virtual field trips that our students can go and enjoy. I recently looked at the museum of art in Boston and was overwhelmed with all the information that was made available to me. Using this in my classroom follows the idea of the cognitivist theory because the experience is so rich. The mind encounters so much mental stimuli through multiple senses that it’s experience is stored more like an event than a random group of facts. I will be using this in my class probably by tomorrow.
This week I looked at the idea of concept maps for use in my classroom. A concept map is a graphical depiction which is used to help organize, arrange, or manipulate information. We already have these at our school but they go by the name thinking maps. I really like these maps because I am a very visual learner and these help me to understand the information tremendously. Concept maps can be designed in any number of ways but I prefer to look at them in a brainstorm type cloud. Seeing this helps me to understand the connections between the central theme and the sub-categories that relate. This is a perfect example of the cognitivist theory in work because I am building specific content from an initial piece of information.
If we were to use a computer program like webspiration to create our own concept maps for assignments we would actually be able to exceed just using text and would also be able to add pictures. This is another great tool for a cognitivist because it would create more than one mental stimuli which cause the depth of the information to increase and thus be stored into the memory.
Another idea that I will be implementing into my class is the idea a virtual field trip. I have been desiring to do something like this for quite some time. I have already set up a skype account and webcam and was simply waiting to find the class that I would collaborate with. My original intention however, was more like an online collaboration between two classes than a real virtual field trip. A virtual field is basically a place that you can go to on the internet where you are able to explore information. What I have come to understand is that right now their are hundreds of virtual field trips that our students can go and enjoy. I recently looked at the museum of art in Boston and was overwhelmed with all the information that was made available to me. Using this in my classroom follows the idea of the cognitivist theory because the experience is so rich. The mind encounters so much mental stimuli through multiple senses that it’s experience is stored more like an event than a random group of facts. I will be using this in my class probably by tomorrow.
Wednesday, September 16, 2009
Me and the Behaviorist Theory
I have recently begun to consider the way that my students learn. What I have come to realize is that there are three major theories. The one that I am going to discuss today is actually the first one, called the behaviorist theory. It suggests that all learning is done through positive rewards or punishments. However, don’t let the word punish frighten you it is more like, as Dr. Orey describes, negative reinforcement. This implies that all learning is accomplished through an external means. Well, let me start by saying that I don’t agree with this theory completely. Though I do acknowledge that learning can be achieved through experiencing the circumstances of one’s choices. I simply can’t believe that there is nothing going on internally.
So the real question is, how does what I do in the classroom fit with the strategies of the behaviorist theory? The area where I use this theory the most, is in my classroom management strategy. Dr. Orey explains that B. F. Skinner designed the behaviorist theory and that it solely holds to the principle of operant conditioning. I have many things that I use to help my students understand the appropriate behaviors for my class. First are specific complements. I say specific because I want my students to understand what they did which has warranted my reaction. Another strategy for management is the blue chairs of comfy goodness. If you are a parent of a student that I teach, you may have heard your children describe these marvelously relaxing chairs. Basically, these are designed to be the exact opposite of a time-out center. When a student does good I reward them with 5 min. of relaxing in the blue chairs. Lastly, I use the thing that if you are a parent I know you have heard of. Bach Bucks. When students are engaged in the conversation, are answering questions, are being respectful, or anything that is positive I reward them with these little fake dollars which allow them to buy things like instruments or even the blue chairs for an entire class time. In every one of these examples the students are learning how to behave based on either a reward or a punishment. You may have noticed that I haven't gone into any of the punishments that I use, even though they are a part of my classroom management system. Dr. Orey explains that of the two parts of the behaviorist theory, positive reinforcement is the strongest. This is why I tend to lean heavier on the positive side of the behaviorist strategy.
Another area where this theory is very active is when we are playing instruments. The cool thing is that I don’t actually have to do anything. By that I mean, they learn the best from sound of the instrument. When they are playing with the correct mouth shape they get the right tone. If they play incorrectly they get a squeak. The sound of the instrument becomes the positive or negative reinforcement. However, when students are practicing with their instruments I do make it a point to say something. This reminds me of a strategy explained in the book, Using Technology With Classroom Instruction That Works. They state that when homework, or in this case practice on an instrument, is assigned it should be commented on. This is absolutely the behaviorist theory. We are positively or negatively responding to the students' behaviors.
The last area that I will discuss now is centered around the idea of effort. In the eighth chapter of Using Technology With Classroom Instruction That Works, it describes the idea of reinforcing effort. The truth is that when it comes to music, I look at effort very intently. When we are creating a musical composition I watch to see who is really putting in time and consideration and who is just plunking around on their instruments. To me effort is a big deal, but as this chapter explained not all students realize that their effort is important to their school work. Since this is the case I try very hard to recognize and reward those who are putting in that extra umph and refocus those that might not fully understand just how important there effort is. There is the behaviorist theory. It is exemplified by the recognition or refocusing of the student.
Even though there are other examples, hopefully this blog will help give you some insight into a few areas where the strategies of the behaviorist theory are alive and well in my class, despite my few objections to it.
References
Laureate Education, Inc. (Producer). (2008). Behaviorist Learning Theory. [Motion Picture]. Understanding the impact of technology on education, work and society. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
So the real question is, how does what I do in the classroom fit with the strategies of the behaviorist theory? The area where I use this theory the most, is in my classroom management strategy. Dr. Orey explains that B. F. Skinner designed the behaviorist theory and that it solely holds to the principle of operant conditioning. I have many things that I use to help my students understand the appropriate behaviors for my class. First are specific complements. I say specific because I want my students to understand what they did which has warranted my reaction. Another strategy for management is the blue chairs of comfy goodness. If you are a parent of a student that I teach, you may have heard your children describe these marvelously relaxing chairs. Basically, these are designed to be the exact opposite of a time-out center. When a student does good I reward them with 5 min. of relaxing in the blue chairs. Lastly, I use the thing that if you are a parent I know you have heard of. Bach Bucks. When students are engaged in the conversation, are answering questions, are being respectful, or anything that is positive I reward them with these little fake dollars which allow them to buy things like instruments or even the blue chairs for an entire class time. In every one of these examples the students are learning how to behave based on either a reward or a punishment. You may have noticed that I haven't gone into any of the punishments that I use, even though they are a part of my classroom management system. Dr. Orey explains that of the two parts of the behaviorist theory, positive reinforcement is the strongest. This is why I tend to lean heavier on the positive side of the behaviorist strategy.
Another area where this theory is very active is when we are playing instruments. The cool thing is that I don’t actually have to do anything. By that I mean, they learn the best from sound of the instrument. When they are playing with the correct mouth shape they get the right tone. If they play incorrectly they get a squeak. The sound of the instrument becomes the positive or negative reinforcement. However, when students are practicing with their instruments I do make it a point to say something. This reminds me of a strategy explained in the book, Using Technology With Classroom Instruction That Works. They state that when homework, or in this case practice on an instrument, is assigned it should be commented on. This is absolutely the behaviorist theory. We are positively or negatively responding to the students' behaviors.
The last area that I will discuss now is centered around the idea of effort. In the eighth chapter of Using Technology With Classroom Instruction That Works, it describes the idea of reinforcing effort. The truth is that when it comes to music, I look at effort very intently. When we are creating a musical composition I watch to see who is really putting in time and consideration and who is just plunking around on their instruments. To me effort is a big deal, but as this chapter explained not all students realize that their effort is important to their school work. Since this is the case I try very hard to recognize and reward those who are putting in that extra umph and refocus those that might not fully understand just how important there effort is. There is the behaviorist theory. It is exemplified by the recognition or refocusing of the student.
Even though there are other examples, hopefully this blog will help give you some insight into a few areas where the strategies of the behaviorist theory are alive and well in my class, despite my few objections to it.
References
Laureate Education, Inc. (Producer). (2008). Behaviorist Learning Theory. [Motion Picture]. Understanding the impact of technology on education, work and society. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Monday, August 3, 2009
What I Would Do?
I have been taking a classroom management course at Walden University. Through our discussions and content I have begun to considered how I would handle a student who is defiant or is displaying frequent behavior issues.
I do not usually have behavior issues in my class because we spend a lot of time moving around. This means that for all you parents who are concerned about how your very active child will do in my class, you need not worry. I actually prefer students who are active and energetic because it goes so well with my high energy class environment. Now granted, there are the occasional minor disruptions where a student becomes excited and needs to be refocused. But these are not really what I am going to discuss in this blog.
I am the type of person who does not really appreciate it when people correct me openly in front others. Call me crazy, but I kind of get embarrassed and a little frustrated at the person correcting me for being so insensitive to my feelings. I would much rather that my corrector bring their issue to my attention respectfully and discreetly. As it turns out I am not the only one who feels this way; so do the students. Since this is the case, I have decided that in the event that a student displays frequent misbehavior I will do my very best to handle the situation as discreet as I can. Dr. Vern and Louise Jones explain that one method for handling misbehavior is to make contact quietly with the student. I feel that this is important because it shows the student that your relationship with them is important. You care about how they feel, and the truth is that I do. This contact could be done in many different ways. One is to simply look at the student. Dr. Vern and Louise Jones describe another where I use my proximity to the student to help him or her refocus. The way that I prefer is one where none of the other students would notice at all. I imagine this method happening while the rest of the class is working on the assignment and I would be able to talk with the student at my or their desk. Remember the goal here is to be so conscious of the student’s feelings that we respectfully approach the child in a way that will not be embarrassing, but rather the student will see the respect I am showing them and they will reciprocate it.
In these sessions where the student and I are discussing what the behavioral issue is and how it is affecting the class, I would like to create a plan for better behavior. The plan is really a set of goals and techniques that the student and I create which will help them to overcome their behavioral issues. I believe that since this process is done in a problem-solving way the student will not feel threatened and will feel a sense of investment. We will work on it together - their input will be treated with the same level of consideration as mine. As we go through this process I would inform the parents and get their input as well. I am confident that in presenting the idea of a behavioral plan where the student is able to contribute, the student will feel a sense of responsibility and respect for themself and me. Somethings that I might consider for the student’s plan is, as implied by Dr. Vern and Louise Jones, to take a short break when they start to feel frustrated. Another might be to allow the student to stand while they work.
Once this plan is discussed I would like to actually create a little contract that the student, the principle, and I all sign. Then I could laminate it and give it back to the student or maybe put it some where in my room. I think that this is a very fun and yet serious way of showing our commitment to the new behavioral plan.
The last thing that I will do with the student is to do some follow-up. I could take the student out of regular class for a few minutes and see how they are doing. Another place where this would work very well is during lunch. The truth is that the student may actually consider me eating lunch with them as a reward.
Which brings me to my last point: it is imperative that the student feel as though they are moving forward in this process. I would do my best to encourage and verbally acknowledge them in class and out. I could imagine myself writing, as suggested in a Laureate Education video, a positive referral to the principal where the student is sent to the office to be rewarded for their good behavior.
References
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., custom ed.). Upper Saddle River, NJ: Pearson.
Laureate Education, Inc. (Executive Producer). (2008). Creating an effective classroom learning environment [Educational video]. Baltimore: Author.
I do not usually have behavior issues in my class because we spend a lot of time moving around. This means that for all you parents who are concerned about how your very active child will do in my class, you need not worry. I actually prefer students who are active and energetic because it goes so well with my high energy class environment. Now granted, there are the occasional minor disruptions where a student becomes excited and needs to be refocused. But these are not really what I am going to discuss in this blog.
I am the type of person who does not really appreciate it when people correct me openly in front others. Call me crazy, but I kind of get embarrassed and a little frustrated at the person correcting me for being so insensitive to my feelings. I would much rather that my corrector bring their issue to my attention respectfully and discreetly. As it turns out I am not the only one who feels this way; so do the students. Since this is the case, I have decided that in the event that a student displays frequent misbehavior I will do my very best to handle the situation as discreet as I can. Dr. Vern and Louise Jones explain that one method for handling misbehavior is to make contact quietly with the student. I feel that this is important because it shows the student that your relationship with them is important. You care about how they feel, and the truth is that I do. This contact could be done in many different ways. One is to simply look at the student. Dr. Vern and Louise Jones describe another where I use my proximity to the student to help him or her refocus. The way that I prefer is one where none of the other students would notice at all. I imagine this method happening while the rest of the class is working on the assignment and I would be able to talk with the student at my or their desk. Remember the goal here is to be so conscious of the student’s feelings that we respectfully approach the child in a way that will not be embarrassing, but rather the student will see the respect I am showing them and they will reciprocate it.
In these sessions where the student and I are discussing what the behavioral issue is and how it is affecting the class, I would like to create a plan for better behavior. The plan is really a set of goals and techniques that the student and I create which will help them to overcome their behavioral issues. I believe that since this process is done in a problem-solving way the student will not feel threatened and will feel a sense of investment. We will work on it together - their input will be treated with the same level of consideration as mine. As we go through this process I would inform the parents and get their input as well. I am confident that in presenting the idea of a behavioral plan where the student is able to contribute, the student will feel a sense of responsibility and respect for themself and me. Somethings that I might consider for the student’s plan is, as implied by Dr. Vern and Louise Jones, to take a short break when they start to feel frustrated. Another might be to allow the student to stand while they work.
Once this plan is discussed I would like to actually create a little contract that the student, the principle, and I all sign. Then I could laminate it and give it back to the student or maybe put it some where in my room. I think that this is a very fun and yet serious way of showing our commitment to the new behavioral plan.
The last thing that I will do with the student is to do some follow-up. I could take the student out of regular class for a few minutes and see how they are doing. Another place where this would work very well is during lunch. The truth is that the student may actually consider me eating lunch with them as a reward.
Which brings me to my last point: it is imperative that the student feel as though they are moving forward in this process. I would do my best to encourage and verbally acknowledge them in class and out. I could imagine myself writing, as suggested in a Laureate Education video, a positive referral to the principal where the student is sent to the office to be rewarded for their good behavior.
References
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., custom ed.). Upper Saddle River, NJ: Pearson.
Laureate Education, Inc. (Executive Producer). (2008). Creating an effective classroom learning environment [Educational video]. Baltimore: Author.
Thursday, June 25, 2009
A New Mind Set
I just recently completed my work for a class in my graduate school program. The class was called understanding the impact of technology on education, work, and study and in it we discussed how technology has been able to completely change the way we approach any job or task in today’s society. I can not tell you how unbelievable this class was. I loved every assignment and every resource that we went over. I think that since this course’s content was so intriguing to me I will never really tech the same way again.
The course helped me to grow in my own use of technology by requiring me to use web 2.0 applications. With what I learned from this course I am now able to create my own Blogs, Podcasts, and Wikis.
I have also grown in my understanding of the learning process. Through our discussions on 21 century skills I have learned that effective teachers who utilize technology provide opportunities for the students to collaborate, increase information literacy, use critical thinking, and develop self-direction responsibilities. I also discovered that I do not have to be the only source of knowledge, but rather I can operate as a facilitator. I can arrange assignments which require my students to find the information through the internet. The only issue is that I need to make sure that my students are checking their sources to see if the information is accurate. This shift allows me the freedom to become less focused on my routine lecture performances and place that focus where it belongs, the students.
Because technology affords me the ability to be experimental and spontaneous in the classroom I want to make sure that my students are engaging in the most cutting edge as well as pedagogically sound activities. The biggest means for me to accomplish this task is to stay connected to other educators who are also using technology. Simply put I must stay networked with these educators through blogs, online articles, podcasts, and wikis. Thankfully, setting up subscriptions, bookmarks, and rss feeds will keep me in the know in the most convenient ways.
With technology there is no limit to what my students will be able to experience. I can now begin to dream of bigger and better things for my classroom. One of these dreams is to apply for a grant to purchase the Yamaha keyboard lab for my music room. With this interface my students will each get their own keyboard work station where they will be able to create freely and get a more interactive hands-on approach to music. Another goal of mine is to create an online classroom where the students will be able to go and watch video casts of myself or themselves about certain topics we discussed in class. It will be an environment where they are absolutely no time restraints. It will also allow my students to never have to leave my music class. They may be 26 years old and still participate in Mr. Tanner’s music class. This goal will be a little more challenging to accomplish because it will require maintenance. I have decided that when I finish my graduate program and have just a little more time I will publish a wiki or a blog which will be have the capabilities to achieve this dream.
If any of these ideas interest you I strongly recommend that you look up any thing by Dr. David Thornburg, Mr. Hall Davidson, or Dr. Chris Dede. They are phenomenal contributers to the emergence of technology in the classroom.
The course helped me to grow in my own use of technology by requiring me to use web 2.0 applications. With what I learned from this course I am now able to create my own Blogs, Podcasts, and Wikis.
I have also grown in my understanding of the learning process. Through our discussions on 21 century skills I have learned that effective teachers who utilize technology provide opportunities for the students to collaborate, increase information literacy, use critical thinking, and develop self-direction responsibilities. I also discovered that I do not have to be the only source of knowledge, but rather I can operate as a facilitator. I can arrange assignments which require my students to find the information through the internet. The only issue is that I need to make sure that my students are checking their sources to see if the information is accurate. This shift allows me the freedom to become less focused on my routine lecture performances and place that focus where it belongs, the students.
Because technology affords me the ability to be experimental and spontaneous in the classroom I want to make sure that my students are engaging in the most cutting edge as well as pedagogically sound activities. The biggest means for me to accomplish this task is to stay connected to other educators who are also using technology. Simply put I must stay networked with these educators through blogs, online articles, podcasts, and wikis. Thankfully, setting up subscriptions, bookmarks, and rss feeds will keep me in the know in the most convenient ways.
With technology there is no limit to what my students will be able to experience. I can now begin to dream of bigger and better things for my classroom. One of these dreams is to apply for a grant to purchase the Yamaha keyboard lab for my music room. With this interface my students will each get their own keyboard work station where they will be able to create freely and get a more interactive hands-on approach to music. Another goal of mine is to create an online classroom where the students will be able to go and watch video casts of myself or themselves about certain topics we discussed in class. It will be an environment where they are absolutely no time restraints. It will also allow my students to never have to leave my music class. They may be 26 years old and still participate in Mr. Tanner’s music class. This goal will be a little more challenging to accomplish because it will require maintenance. I have decided that when I finish my graduate program and have just a little more time I will publish a wiki or a blog which will be have the capabilities to achieve this dream.
If any of these ideas interest you I strongly recommend that you look up any thing by Dr. David Thornburg, Mr. Hall Davidson, or Dr. Chris Dede. They are phenomenal contributers to the emergence of technology in the classroom.
Wednesday, June 3, 2009
Tuesday, May 26, 2009
The Partnership for 21st Century Skills
I recently went to a site which focuses on bridging the gap between what we are teaching our students and what the demands are for 21 century employees. The site is http://www.21stcenturyskills.org and as I looked through The Partnership for 21st Century Skills site I was very impressed. My initial reaction as I looked through the businesses who have come along side P21, was the feeling of community. I think that this is so appropriate because community and teamwork are a part of 21st century skills. We are working together to accomplish tasks which are so “wicked”, as Dr. Dede puts it, that it would simply be impossible for one person to complete. The site is full of all sorts of resources for teachers to use in the classroom. One which really surprised me was a graph which explained the framework of what skill categories students need to acquire for the 21 century. Among them were the core subjects, learning are innovation skills, and life and career skills. On a lighter note, another surprising thing to me was that the Lego corporation was a member of the partnership. I guess I still think of them as the most beloved toys from my youth. I was also surprised by a page under the online tools and resources tab called entrepreneurship education. When I searched there I found all kinds of interesting activities to use which inspire and build on entrepreneurial thinking.
As I looked through the site I agreed with everything that they were implying. The only thing that sort of frustrated me was within the online tools and resources page there was no link for a music application. I understand that the site is set for the core but It just would have been nice to see a fine arts resource tab.
The implications for us as educators is amazing. The education and business worlds are at a place where they are beginning to unite and find the similarities which are in turn drastically changing what we need to teach. What we are learning will also show us how to accommodate for these new skills. The effects of this go beyond just the classroom but can effect the entire society that we live in. As students become better equipped to handle the business world, the business world thrives and our economy and culture grows. I for one am very excited.
References
Laureate Education, Inc. (Producer). (2008). Skills for the 21st century. [Motion Picture]. Understanding the impact of technology on education, work and society. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008).Technology Interfaces. [Motion Picture]. Understanding the impact of technology on education, work and society. Baltimore: Author.
As I looked through the site I agreed with everything that they were implying. The only thing that sort of frustrated me was within the online tools and resources page there was no link for a music application. I understand that the site is set for the core but It just would have been nice to see a fine arts resource tab.
The implications for us as educators is amazing. The education and business worlds are at a place where they are beginning to unite and find the similarities which are in turn drastically changing what we need to teach. What we are learning will also show us how to accommodate for these new skills. The effects of this go beyond just the classroom but can effect the entire society that we live in. As students become better equipped to handle the business world, the business world thrives and our economy and culture grows. I for one am very excited.
References
Laureate Education, Inc. (Producer). (2008). Skills for the 21st century. [Motion Picture]. Understanding the impact of technology on education, work and society. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008).Technology Interfaces. [Motion Picture]. Understanding the impact of technology on education, work and society. Baltimore: Author.
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