Thursday, April 29, 2010
Podcasting
Last class I learned about podcasting. A podcast is a catch all phrase that includes both audio and video files that can be posted to a webpage or a blog and then downloaded by others. The term "vodcast" is often used to specify that it is an audio and video file as opposed to just an audio file. Podcasts are often used for entertainment purposes such as listening to music. However, podcasts can a be powerful educational tool as well. Instructors can record lectures and post them to their website so that students who missed the lecture can hear them or students can download the lectures to review the information before a test. In addition to using it as an instructional tool, you can use it as an assessment tool by having students create a podcast or vodcast as part of a project. For example, a student who is studying John F. Kennedy could make a vodcast rather than submit a book report as a final assignment. Creating a podcast requires the student to research the subject, be creative, use technology and communicate the information orally.
Tuesday, April 27, 2010
Catching Up or Leading the Way: American Education in the Age of Globalization, written by Yong Zhao
Catching Up or Leading the Way: American Education in the Age of Globalization, written by Yong Zhao and published by ASCD, questions the direction of education reform that focuses on standardized testing. Zhao, who was born and raised in China, compares the history of the education system in China with that of the United States and examines the educational needs of citizens in a new age of globalization, technology and virtual worlds.
Zhao begins by pointing out that China, whose education system has been ruled for centuries by standardized testing is now moving to an educational system that promotes more individuality and creativity while the United States who has historically rewarded individualism and won more Nobel Prizes than any other country, is moving towards a system with an emphasis on standardized testing. Zhao is concerned that at a time when the rest of the world is preparing for the new age of globalization and technology, the United States seems to be going backwards by limiting the definition of student success to a few skill areas that focus more on methodical processes and memorization of knowledge. To make his point, Zhao refers to a 2006 report from the Chinese National Statistics Bureau that states that only 2000 Chinese companies owned the patent for the core technology used in the products they produced in 2005 – less than 0.003 percent of all Chinese companies in that year. (Zhao, X., & Wu, Q., 2005 as cited by Zhao, 2009) China had become a “factory country” rather than a country that developed and produced innovative ideas and technologies. China realized that high test scores did not automatically translate into high abilities. I concur with Zhao that in an ever changing world, we do not know what skills or knowledge will be needed in the future and what skills will become obsolete. Our best strategy to protect our economy and maintain our superpower status is to educate our children in a way that helps them to develop diverse skills that cannot be easily “offshored” or replaced by a computer.
Zhao presents his argument against standardized testing by examining the ways technology has changed our lives and defining the skills people need to successfully use technology in a time of globalization. “We must think globally in terms of what knowledge and skills our children will need so that they can exercise their inalienable rights to life, liberty, and the pursuit of happiness in the globalized world.” (Zhao, 2009)
The author of the book explores the ways that the new virtual world has changed our lives and the roles that we have in this new world. Zhao summarizes that there are basically 4 roles that we play in the virtual world:
• As consumers, we receive information and marketing materials via e-mail, make purchases on-line, sell products on E-Bay, search for information on Google, and watch videos on Youtube.
• As citizens, we participate in virtual communities such as Myspace, Facebook, and Twitter.
• As community leaders, we convince others to follow us through discussions posted on blogs, e-mail, and web pages.
• As workers, we earn an income doing business online and by developing new hardware and software. “IT is one of the fastest growing occupations over the next decade with an increase in 37% between 2006 and 2016. Especially artists who work in the digital domain, multi-media artist, animators, graphic designers, video game development, and virtual property developers.” (Bureau of Labor Statistics, U.S. Department of Labor, 2007a as cited by Zhao, 2009)
Technology has allowed companies to become more profitable by expanding their ability to provide services and products to a larger consumer base while simultaneously lowering business overhead. “The “death of distance” has enlarged the market for certain talents and increased the value of some previously worthless talents because they did not have many customers in one local community.” (Zhao, 2009) An example that Zhao presents of how technology has expanded exposure and resulted in profitability is the careers of Madonna and Miley Cyrus. Were it not for technology, these performers would likely only perform at local events. Because of technology, their careers exploded across the continent and the world resulting in multi-million dollar profits. Zhao gives another ex ample of how a company has been successful solely because of technology as that of the music provider, Rhapsody. Because of the “death of distance,” Rhapsody is able to provide millions of music recordings to a global audience as opposed to a being a small music store that can only offer a limited supply of music to a limited local market.
What E-Bay and other technologies have enabled is the growth of individual entrepreneurs who may not work for big corporations because they now have direct access to their end clients. Writers do not have to use publishers to sell books, musicians do not have to have a record company, photographers can sell their photos on Flickr.com. The result has been a sharp rise in self employment in the United States and other developed nations. (Zhao, 2009)
Technology has not only changed the way we do business but it has changed the way we communicate with each other. “The people formerly known as the audience are those who were on the receiving end of a media system that ran one way, in a broadcasting pattern, with high entry fees and a few firms competing to speak very loudly while the rest of the population listened in isolation from one another.” (Rosen, 2009). Technology has also changed the way we access, analyze and respond to events in our world. It is estimated that during the 2008 Presidential Campaign, 46% of people used the internet to get news about the campaign. 35% of people watched online videos related to the campaign. 74% of wired Obama supporters got political news and information online and 39% used the internet to gain access to political documents and observe campaign events (Smith, A., & Rainie, L., 2008 as cited by Zhao, 2009)
Unfortunately technology has also become a weapon that can not only cause personal harm such as the devastating emotional effects of cyberbullying but can also cause wide span financial and security risks. The UK newspaper, The Guardian, reported that following the removal of a bronze soldier statue in central Tallinn, Estonia’s capital, cyber attacks were launched at Estonia’s government websites, political parties, major banks and news organizations for three weeks causing denial of services and disabling and disrupting websites. “It was assumed that these attacks were launched by Russia and if this is true, it would be the first known case of a state using cyber-warfare against another state.” (Traynor, I., 2007 as cited by Zhao, 2009)
In his book, Zhao neglects to mention how technology has helped our society monitor itself and protect it from threats. Some of the most advanced technology is used to prevent and solve crimes and monitor the activities of terrorist groups. Technology is used by airport security, federal, state and local law enforcement and home and business security systems. Our military uses technology to target and destroy our adversaries while using its precision to avoid casualties of innocent non combatants. We have come to rely on technology to protect us and keep us safe.
Because technology has and will continue to transform our lives, it is imperative for our education system to prepare children to work and live in a technology based, global civilization. Zhao argues that requiring schools and teachers to teach to a standardized test that focuses on a limited number of skills will result in more failure and economic woes for our country.
We are in the midst of another revolution that at least rivals the Industrial Revolution. This revolution, as already discussed, is significantly changing our society and thus the value of knowledge and talents. We must then ask the same question: What should schools teach in order to prepare our children for the global and digital economy? (Zhao, 2009)
Zhao contends that the knowledge and skills needed in response to the challenges posed by globalization and technology are as follows:
• Skills and knowledge not available at a cheaper price in another country
• Skills and Knowledge not rendered useless by machines
• Creativity – the ability to come up with new ideas
• Skills and Knowledge needed for both the global world and the virtual world- foreign languages, global awareness, multi-cultural literacy
• Cognitive skills- which he argues is more important than memorization of knowledge
• Emotional intelligence- the ability to manage emotions, interact with others and communicate with others
These ideas resemble those identified as 21st Century Skills by the Partnership for 21st Century Skills.
• Core Subjects (English, reading, language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics, global awareness- financial, economic business and entrepreneurial literacy, civic literacy health literacy)
• Learning and Innovation Skills- problem solving, critical thinking, communication and collaboration
• Information, Media and Technology Skills- information literacy, media literacy, and information and communication technology literacy.
• Life and Career Skills- self direction, social and cross cultural skills, productivity, accountability, leadership and responsibility
(Partnership for 21st Century Skills, 2007) ISTE (International Society for Technology in Education) adds digital citizenship to this list of skills and knowledge.
I believe that Zhao makes a strong case for lowering the emphasis on standardized tests and acknowledging the value of a diverse education with emphasis on the above mentioned skills and concepts. “ What is needed now and in the future is a diversity of talents rather than individuals with the same competency, tolerance for multiple perspectives, and respect for diversity. Because we don’t know what skills and knowledge will be useful in the future, we must accept the idea that all talents and individuals are worthwhile.” (Zhao, 2009)
Zhao supports changing the curriculum in schools to teach the skills necessary to live safely and successfully in a globalized economy that functions through the use of technology. In a report by Abrams, he notes that 30% of teachers do not use computers when teaching writing because you can’t use a computer on the state writing test. (Russell, M., & Abrams, L., 2004 as cited by Zhao, 2009) This is an example how schools have inappropriately placed teaching to a test ahead of preparing a student to function in a world where computers are the main tool for writing. Zhao effectively points out that the United States is also missing an opportunity to prepare students for the future by not using technology more effectively in the classroom and providing more virtual classrooms. Virtual Schools present the opportunity to expose students to experts not available locally. It also allows students to virtually visit historical sites, museums, and other countries and cultures. Technology allows students to collaborate on projects with students from other countries. The ability of students to connect with students from other countries enables them to learn about one another thus reducing fear and mistrust about other cultures. Parents and school districts have argued that while technology can be useful and effective in teaching, the risks, dangers and distractions limit the ability to use it more fully. Teachers become frustrated by the filters that block so many of the sites they would like to use in the classrooms and by the electronic devices that distract attention of the kids away from instruction. However, as Zhao responds, “the best way to keep kids safe is to teach them how to identify dangers on the internet, not protect them from it with blocked networks.” Instead of banning or under using technology in schools, we should teach students how to use them appropriately, and use digital tools to instruct, assess, motivate and inspire students.
In conclusion, I would state that I firmly support Zhao’s cry for re-evaluating the importance placed on standardized testing and taking the emphasis of the schools away from teaching to those tests and refocusing them on the knowledge and skills that Zhao presents as necessary for surviving in a globalized civilization. However, Zhao does not address how best to monitor schools to ensure that every child is receiving a fair and equitable quality education. While Zhao presents a thorough examination of the history of education in China, he does not address the historical and current inequalities that have plagued the public education system in the United States. The current high school drop out rates among minorities and students living in poverty stricken areas is staggering. Certainly the literacy rate in this country has not improved because of the LNCB program that was implemented years ago. But if this system of school performance assessment is eliminated, what measures can be put in place to ensure that all students have access to the same technology resources and quality instruction? How can we be sure that minorities and the impoverished receive the same exposure to virtual classrooms that promote global awareness? In addition to exploring a system to assess school performance, it is also necessary to modify content standards and instruction. I cringe at the amount of time spent teaching children (and adults) to do long division when in reality, calculators have made the knowledge of this process obsolete.
While Zhao may not have provided the answers for monitoring school performance, he has raised a red flag about the dangers of a country becoming dependent on standardized testing. His book refocuses us on the future and helps us to define the basics of skills and knowledge that need to be taught in our schools to not only make our country prosperous in the future but possibly to survive.
Bibliography
Bureau of Labor Statistics, U.S. Department of Labor, 2007a as cited by Zhao. (2009). Occupational outlook handbook, 2008-2009 edition, Artist and related workers. Retrieved from http://www.bls.gov/oco/ocos092.htm. Chinese National Statistics Bureau. (2006).
Collins, D.T., & Ryan, M.H., 2007 as cited by Zhao. (2009). The strategic implications of technology on job loss. Retrieved from http://findarticles.com/p/articles/mi_m1TOK/is_/ai_n25009527?tag=artBody;col1 .
National Academies. (2005). Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future.
Partnership for 21st Century Skills. (2007). Framework for 21st century learning. Retrieved from http://www.21stcenturyskills.org/documents/frameworkflyer_072307.pdf .
Rosen, J. 2. (2009). The people formerly known as the audience. Retrieved from http://journalism.nyu.edu/pubzone/weblogs/pressthink/2006/06/27/ppl_frmr.html#more
Russell, M., & Abrams, L., 2004 as cited by Zhao. (2009). Instructional uses of computers for writing: The effect of state testing programs. Teacher's College Record, 106(6) , 1332-1357.
Smith, A., & Rainie, L., 2008 as cited by Zhao. (2009). The internet and the 2008 election. Washington D.C.: Pew Internet and American Life Project.
Traynor, I., 2007 as cited by Zhao. (2009). Russia accused of releasing cyberwar to disable Estonia.
Zhao, X., & Wu, Q., 2005 as cited by Zhao. (2009). End of year report: China to strengthen protection of intellectual properties and encourage domestic innovation. Retrieved from http://news.xinhuanet.com/politics/2005-12/20/content_3948433.htm.
Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. Alexandria, VA: ASCD.
Zhao,Y., Lei, J., Yan, B., Lai, C., & Tan, S. (2005). What makes the difference: A practical analysis of research on the effectiveness of distance education. Teachers College Record 107(8) , 1836-1884.
Zhao begins by pointing out that China, whose education system has been ruled for centuries by standardized testing is now moving to an educational system that promotes more individuality and creativity while the United States who has historically rewarded individualism and won more Nobel Prizes than any other country, is moving towards a system with an emphasis on standardized testing. Zhao is concerned that at a time when the rest of the world is preparing for the new age of globalization and technology, the United States seems to be going backwards by limiting the definition of student success to a few skill areas that focus more on methodical processes and memorization of knowledge. To make his point, Zhao refers to a 2006 report from the Chinese National Statistics Bureau that states that only 2000 Chinese companies owned the patent for the core technology used in the products they produced in 2005 – less than 0.003 percent of all Chinese companies in that year. (Zhao, X., & Wu, Q., 2005 as cited by Zhao, 2009) China had become a “factory country” rather than a country that developed and produced innovative ideas and technologies. China realized that high test scores did not automatically translate into high abilities. I concur with Zhao that in an ever changing world, we do not know what skills or knowledge will be needed in the future and what skills will become obsolete. Our best strategy to protect our economy and maintain our superpower status is to educate our children in a way that helps them to develop diverse skills that cannot be easily “offshored” or replaced by a computer.
Zhao presents his argument against standardized testing by examining the ways technology has changed our lives and defining the skills people need to successfully use technology in a time of globalization. “We must think globally in terms of what knowledge and skills our children will need so that they can exercise their inalienable rights to life, liberty, and the pursuit of happiness in the globalized world.” (Zhao, 2009)
The author of the book explores the ways that the new virtual world has changed our lives and the roles that we have in this new world. Zhao summarizes that there are basically 4 roles that we play in the virtual world:
• As consumers, we receive information and marketing materials via e-mail, make purchases on-line, sell products on E-Bay, search for information on Google, and watch videos on Youtube.
• As citizens, we participate in virtual communities such as Myspace, Facebook, and Twitter.
• As community leaders, we convince others to follow us through discussions posted on blogs, e-mail, and web pages.
• As workers, we earn an income doing business online and by developing new hardware and software. “IT is one of the fastest growing occupations over the next decade with an increase in 37% between 2006 and 2016. Especially artists who work in the digital domain, multi-media artist, animators, graphic designers, video game development, and virtual property developers.” (Bureau of Labor Statistics, U.S. Department of Labor, 2007a as cited by Zhao, 2009)
Technology has allowed companies to become more profitable by expanding their ability to provide services and products to a larger consumer base while simultaneously lowering business overhead. “The “death of distance” has enlarged the market for certain talents and increased the value of some previously worthless talents because they did not have many customers in one local community.” (Zhao, 2009) An example that Zhao presents of how technology has expanded exposure and resulted in profitability is the careers of Madonna and Miley Cyrus. Were it not for technology, these performers would likely only perform at local events. Because of technology, their careers exploded across the continent and the world resulting in multi-million dollar profits. Zhao gives another ex ample of how a company has been successful solely because of technology as that of the music provider, Rhapsody. Because of the “death of distance,” Rhapsody is able to provide millions of music recordings to a global audience as opposed to a being a small music store that can only offer a limited supply of music to a limited local market.
What E-Bay and other technologies have enabled is the growth of individual entrepreneurs who may not work for big corporations because they now have direct access to their end clients. Writers do not have to use publishers to sell books, musicians do not have to have a record company, photographers can sell their photos on Flickr.com. The result has been a sharp rise in self employment in the United States and other developed nations. (Zhao, 2009)
Technology has not only changed the way we do business but it has changed the way we communicate with each other. “The people formerly known as the audience are those who were on the receiving end of a media system that ran one way, in a broadcasting pattern, with high entry fees and a few firms competing to speak very loudly while the rest of the population listened in isolation from one another.” (Rosen, 2009). Technology has also changed the way we access, analyze and respond to events in our world. It is estimated that during the 2008 Presidential Campaign, 46% of people used the internet to get news about the campaign. 35% of people watched online videos related to the campaign. 74% of wired Obama supporters got political news and information online and 39% used the internet to gain access to political documents and observe campaign events (Smith, A., & Rainie, L., 2008 as cited by Zhao, 2009)
Unfortunately technology has also become a weapon that can not only cause personal harm such as the devastating emotional effects of cyberbullying but can also cause wide span financial and security risks. The UK newspaper, The Guardian, reported that following the removal of a bronze soldier statue in central Tallinn, Estonia’s capital, cyber attacks were launched at Estonia’s government websites, political parties, major banks and news organizations for three weeks causing denial of services and disabling and disrupting websites. “It was assumed that these attacks were launched by Russia and if this is true, it would be the first known case of a state using cyber-warfare against another state.” (Traynor, I., 2007 as cited by Zhao, 2009)
In his book, Zhao neglects to mention how technology has helped our society monitor itself and protect it from threats. Some of the most advanced technology is used to prevent and solve crimes and monitor the activities of terrorist groups. Technology is used by airport security, federal, state and local law enforcement and home and business security systems. Our military uses technology to target and destroy our adversaries while using its precision to avoid casualties of innocent non combatants. We have come to rely on technology to protect us and keep us safe.
Because technology has and will continue to transform our lives, it is imperative for our education system to prepare children to work and live in a technology based, global civilization. Zhao argues that requiring schools and teachers to teach to a standardized test that focuses on a limited number of skills will result in more failure and economic woes for our country.
We are in the midst of another revolution that at least rivals the Industrial Revolution. This revolution, as already discussed, is significantly changing our society and thus the value of knowledge and talents. We must then ask the same question: What should schools teach in order to prepare our children for the global and digital economy? (Zhao, 2009)
Zhao contends that the knowledge and skills needed in response to the challenges posed by globalization and technology are as follows:
• Skills and knowledge not available at a cheaper price in another country
• Skills and Knowledge not rendered useless by machines
• Creativity – the ability to come up with new ideas
• Skills and Knowledge needed for both the global world and the virtual world- foreign languages, global awareness, multi-cultural literacy
• Cognitive skills- which he argues is more important than memorization of knowledge
• Emotional intelligence- the ability to manage emotions, interact with others and communicate with others
These ideas resemble those identified as 21st Century Skills by the Partnership for 21st Century Skills.
• Core Subjects (English, reading, language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics, global awareness- financial, economic business and entrepreneurial literacy, civic literacy health literacy)
• Learning and Innovation Skills- problem solving, critical thinking, communication and collaboration
• Information, Media and Technology Skills- information literacy, media literacy, and information and communication technology literacy.
• Life and Career Skills- self direction, social and cross cultural skills, productivity, accountability, leadership and responsibility
(Partnership for 21st Century Skills, 2007) ISTE (International Society for Technology in Education) adds digital citizenship to this list of skills and knowledge.
I believe that Zhao makes a strong case for lowering the emphasis on standardized tests and acknowledging the value of a diverse education with emphasis on the above mentioned skills and concepts. “ What is needed now and in the future is a diversity of talents rather than individuals with the same competency, tolerance for multiple perspectives, and respect for diversity. Because we don’t know what skills and knowledge will be useful in the future, we must accept the idea that all talents and individuals are worthwhile.” (Zhao, 2009)
Zhao supports changing the curriculum in schools to teach the skills necessary to live safely and successfully in a globalized economy that functions through the use of technology. In a report by Abrams, he notes that 30% of teachers do not use computers when teaching writing because you can’t use a computer on the state writing test. (Russell, M., & Abrams, L., 2004 as cited by Zhao, 2009) This is an example how schools have inappropriately placed teaching to a test ahead of preparing a student to function in a world where computers are the main tool for writing. Zhao effectively points out that the United States is also missing an opportunity to prepare students for the future by not using technology more effectively in the classroom and providing more virtual classrooms. Virtual Schools present the opportunity to expose students to experts not available locally. It also allows students to virtually visit historical sites, museums, and other countries and cultures. Technology allows students to collaborate on projects with students from other countries. The ability of students to connect with students from other countries enables them to learn about one another thus reducing fear and mistrust about other cultures. Parents and school districts have argued that while technology can be useful and effective in teaching, the risks, dangers and distractions limit the ability to use it more fully. Teachers become frustrated by the filters that block so many of the sites they would like to use in the classrooms and by the electronic devices that distract attention of the kids away from instruction. However, as Zhao responds, “the best way to keep kids safe is to teach them how to identify dangers on the internet, not protect them from it with blocked networks.” Instead of banning or under using technology in schools, we should teach students how to use them appropriately, and use digital tools to instruct, assess, motivate and inspire students.
In conclusion, I would state that I firmly support Zhao’s cry for re-evaluating the importance placed on standardized testing and taking the emphasis of the schools away from teaching to those tests and refocusing them on the knowledge and skills that Zhao presents as necessary for surviving in a globalized civilization. However, Zhao does not address how best to monitor schools to ensure that every child is receiving a fair and equitable quality education. While Zhao presents a thorough examination of the history of education in China, he does not address the historical and current inequalities that have plagued the public education system in the United States. The current high school drop out rates among minorities and students living in poverty stricken areas is staggering. Certainly the literacy rate in this country has not improved because of the LNCB program that was implemented years ago. But if this system of school performance assessment is eliminated, what measures can be put in place to ensure that all students have access to the same technology resources and quality instruction? How can we be sure that minorities and the impoverished receive the same exposure to virtual classrooms that promote global awareness? In addition to exploring a system to assess school performance, it is also necessary to modify content standards and instruction. I cringe at the amount of time spent teaching children (and adults) to do long division when in reality, calculators have made the knowledge of this process obsolete.
While Zhao may not have provided the answers for monitoring school performance, he has raised a red flag about the dangers of a country becoming dependent on standardized testing. His book refocuses us on the future and helps us to define the basics of skills and knowledge that need to be taught in our schools to not only make our country prosperous in the future but possibly to survive.
Bibliography
Bureau of Labor Statistics, U.S. Department of Labor, 2007a as cited by Zhao. (2009). Occupational outlook handbook, 2008-2009 edition, Artist and related workers. Retrieved from http://www.bls.gov/oco/ocos092.htm. Chinese National Statistics Bureau. (2006).
Collins, D.T., & Ryan, M.H., 2007 as cited by Zhao. (2009). The strategic implications of technology on job loss. Retrieved from http://findarticles.com/p/articles/mi_m1TOK/is_/ai_n25009527?tag=artBody;col1 .
National Academies. (2005). Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future.
Partnership for 21st Century Skills. (2007). Framework for 21st century learning. Retrieved from http://www.21stcenturyskills.org/documents/frameworkflyer_072307.pdf .
Rosen, J. 2. (2009). The people formerly known as the audience. Retrieved from http://journalism.nyu.edu/pubzone/weblogs/pressthink/2006/06/27/ppl_frmr.html#more
Russell, M., & Abrams, L., 2004 as cited by Zhao. (2009). Instructional uses of computers for writing: The effect of state testing programs. Teacher's College Record, 106(6) , 1332-1357.
Smith, A., & Rainie, L., 2008 as cited by Zhao. (2009). The internet and the 2008 election. Washington D.C.: Pew Internet and American Life Project.
Traynor, I., 2007 as cited by Zhao. (2009). Russia accused of releasing cyberwar to disable Estonia.
Zhao, X., & Wu, Q., 2005 as cited by Zhao. (2009). End of year report: China to strengthen protection of intellectual properties and encourage domestic innovation. Retrieved from http://news.xinhuanet.com/politics/2005-12/20/content_3948433.htm.
Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. Alexandria, VA: ASCD.
Zhao,Y., Lei, J., Yan, B., Lai, C., & Tan, S. (2005). What makes the difference: A practical analysis of research on the effectiveness of distance education. Teachers College Record 107(8) , 1836-1884.
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