1. Adam Motter Social Studies Learning Specialist Akron Public Schools

2. Why bother? Who benefits? What does this stuff look like? Analysis of value. AppsApps Framing 2.0 SignificanceSignificance ObstaclesObstacles Where the future leads us How to get started

3. OR: Creating the foundation for students to continue on this quest.

5. Reason #1 Fundamental Changes in the Economy, Jobs and Businesses

6. In 1967, the production of material goods (such as automobiles, chemicals and industrial equipment) and delivery of material services (such as transportation, construction and retailing) accounted for nearly 54 percent of the country’s economic output. By 1997, the production of information products (such as computers, books, televisions and software) and the provision of information services (such as telecommunications, financial and broadcast services, and education) accounted for 63 percent of the country’s output Information services alone grew from 36 percent to 56 percent of the economy during that 30-year period. Research at the UCLA Anderson School of Management (Karmarkar & Apte, 2007; Apte, Karmarkar & Nath, 2008) documents the rise of the service economy:

7. Between 1995 and 2005, the United States lost 3 million manufacturing jobs, according to the U.S. Bureau of Labor Statistics. In that same 10- year period, 17 million service-sector jobs were created. In terms of wages, information services accounted for the largest portion of the nation’s wage bill, 48 percent, compared to 38 percent for other workers. Generally, information workers earn more than those in material products and services.

8. There is more than a $10,000 difference between information and material service providers, while the wage gap between workers in the information products sector and those in the material goods sector is more than $20,000. Many of the fastest-growing jobs in the service sector are high-end occupations, including doctors, lawyers, engineers, and sales and marketing professionals. “More than three-quarters of all jobs in the United States are in the service economy, yet many policymakers view them as low-skill, low wage options” (Council on Competitiveness, 2008).

9. Service-sector Employment Dominates U.S. Economy

10. Reason 2: New, Different Skill Demands The United States leads the world in several high-growth, ICT-intensive industries, including technology, media and telecommunications, and could dominate in emerging industries, such as advanced manufacturing, biotechnology, digital media, geospatial technology, nanotechnology, photonics and renewable energy. Fueling creativity, innovation and adaptability that are the hallmarks of competitive, high-growth and emerging industries requires a highly skilled, creative and nimble workforce (Ewing Marion Kauffman Foundation, 2007). Key Concept: One view is that the world will always need low skill jobs, so why worry? The reality is that less lower education jobs that commanded a high wage is impacting the middle class. Those jobs have transferred to NEW post secondary jobs. These jobs require more 21 st century skills in particular BEING SELF DIRECTED!

11. Survey of 2000 people What are the characteristics of someone you would hire? Self-directed/adaptable Thinkers/Problem solvers Collaborative Motivated

12. Percentage of U.S. Workers with Some Postsecondary Education Source: Carnevale & Derochers, 2002

13. Reason 3: Achievement Gaps In reading, only 38 percent of white students were proficient on the 2007 National Assessment of Educational Progress (NAEP), compared to 12 percent of black students, 14 percent of Hispanic students and 15 percent of low-income students (Lee, Grigg & Dion, 2007b).

14. In mathematics, only 42 percent of white students were proficient on the 2007 NAEP, compared to 14 percent of black students, 17 percent of Hispanic students and 17 percent of low-income students (Lee, Grigg & Dion, 2007a).

15. In science, only 39 percent of white students were proficient on the 2005 NAEP, compared to 7 percent of black students, 10 percent of Hispanic students and 12 percent of low-income students. While NCLB did not include science in its accountability requirements for states until 2007, these results indicate that student achievement in science will be a challenge (Grigg, Lauko & Brockway, 2006).

16. In writing, a skill in particular demand in business and higher education that is not a focus of NCLB, only 41 percent of white students, 16 percent of black students, 18 percent of Hispanic students and 15 percent of low-income students reached proficiency on the 2007 NAEP (Salahu Din, Persky & Miller, 2008).

17. 9-50% graduation rates of students are not uncommon in most major urban centers.

18. Adolescent Learning SchoolsPeersHome Distributed Resources WorkCommunities Stanford University

19. frustration Boredom Skill Level Complexity Skill building creativity FLOW Cognitive Investment Challenge Self Regulation Social Emotional Reaction Interaction to School Ties (connections) Behavioral Follow Rules Class Participation Extra Curricular Defiant Withdrawn Compliant Tactical Intrinsic

20. Is there a difference between this and all the other “wave of the future” initiatives? The answer to this is mixed and incomplete. Clear impact on our economy. Clear impact on social responsibility. Clear impact on competiveness. There are no silver bullets (time, resources, stability, genes) Maximizing 21 st century skills is key…keeping our students in the race.

21. Thinking critically and making judgments about the barrage of information that comes their way every day—on the Web, in the media, in homes, workplaces and everywhere else. Critical thinking empowers Americans to assess the credibility, accuracy and value of information, analyze and evaluate information, make reasoned decisions and take purposeful action. Solving complex, multidisciplinary, open-ended problems that all workers, in every kind of workplace, encounter routinely. The challenges workers face don’t come in a multiple-choice format and typically don’t have a single right answer. Nor can they be neatly categorized as “math problems,” for example, or passed off to someone at a higher pay grade. Businesses expect employees at all levels to identify problems, think through solutions and alternatives, and explore new options if their approaches don’t pan out. Often, this work involves groups of people with different knowledge and skills who, collectively, add value to their organizations.

22. Creativity and entrepreneurial thinking—a skill set highly associated with job creation (Pink 2005, Robinson 2006, Sternberg 1996). Many of the fastest-growing jobs and emerging industries rely on workers’ creative capacity—the ability to think unconventionally, question the herd, imagine new scenarios and produce astonishing work. Likewise, Americans can create jobs for themselves and others with an entrepreneurial mindset—the ability to recognize and act on opportunities and the willingness to embrace risk and responsibility, for example. Communicating and collaborating with teams of people across cultural, geographic and language boundaries—a necessity in diverse and multinational workplaces and communities. Mutually beneficial relationships are a central undercurrent to accomplishments in businesses—and it’s not only top managers who represent companies anymore. All Americans must be skilled at interacting competently and Respectfully with others. Self directed learning should be added to learning skills

23. Making innovative use of knowledge, information and opportunities to create new services, processes and products. The global marketplace rewards organizations that rapidly and routinely find better ways of doing things. Companies want workers who can contribute in this environment. Taking charge of financial, health and civic responsibilities and making wise choices. From deciding how to invest their savings to choosing a health care plan, Americans need more specialized skills—simply because the options are increasingly complex and the consequences of poor decisions could be dire. Technology is so easy!

24. 75% of households indicated they have internet access in the APS Community Service A vast majority of students have face book, MySpace, or e-mail accounts. Bandwidth will always be an issue, which makes 3 rd party web apps a positive (can be done anywhere) Use can be done as a differentiated support

25. The technology is buggy! Our support in APS is difficult. Labs are hit and miss There is always a curve. Netiquette! Information Literacy and technology responsibility is not an added feature, it is necessary function. Copying work that is not your own, downloading, non-necessary software, basic maintenance. Determining reliable and credible sources.

26. Information Literacy Web 1.0 to Web 2.0

27. How do you know if something is reliable or credible? A skill that needs modeled and taught! Lets look together! http://www.allaboutexplorers.com/

28. .org.com.sch.k12.edu.gov.ac.net.mil.co Do your students?

29. .org - organization.com - company.sch – school (used outside of US).k12 – most US school sites.edu – US higher ed.gov – US government (add country code for outside US).ac – higher ed outside of US usually used with country code, example, “.ac.uk”.net - network.mil – US military.co – Company (if paired with a country code, example “.co.uk,” the state of Colorado or the country, Columbia)

30. How do sites get to the top of a results' list in Google? One factor Google uses to rank sites is popularity. It counts the number of links from sites all around the Web. For example, if a large number of sites has a specific keyword somewhere on their Web site along with a link to a particular site, Google counts the number of times the keyword appears along with the number of links to a particular site. The higher number of links to a site, the higher Google will rank that site on a list of results. There are several additional factors as well, including but not limited to the title of the site, the site’s meta information and the actual content of the site. Search example: Martin Luther King How do you find the history of any given Web site? Use the Wayback Machine. Go to www.archive.org and type the URL of the web site you would like to research into the search box.www.archive.org

31. Anti-Abortion Groups Invigorated By Obama Win Chris Matthews Tells GOP Guest He Speaks With "Forked Tongue" GA Sen. Cites "Minority Vote" On Runoff: We Didn't Get "Our Folks" Out Obama Won't Silence Rush Limbaugh, Despite Right-Wing Claims Pelosi Calls For Lame Duck Session For Emergency Auto Industry Legislation It is a very confusing world out there!

32. Web 2.0 is not anything complicated. It is simply the name people have given for websites that have interactivity. In Web 1.0 we went to the web to read information or look at images. Usually there is an e-mail address if you want to interact with the author but that is really about it. Web 2.0 also has content (information, images, etc.) but people then add something to the mix.

34. Social bookmarking, blogs, voice threads, discussion boards and wikis are some more examples of a “community”. In these types of sites the user does not just go to find information (although that is OK too) but they interact by leaving comments or somehow add to the understanding of the content. http://www.diigo.com/user/Amotter http://amotter.edublogs.org/

35. Users should be working on a complex issue that requires: Analysis Synthesis evaluation Users get a sense of empowerment (they are making there own decisions) THE AUDIENCE IS KEY! The collective learning that takes place from the community contains more understanding It is decentralized (home, LRC, library, etc) It provides the instructor the opportunity to clarify misconceptions (know shades of what something is not is as significant as knowing what it is). Provides opportunity to model communication Provides opportunity to have students work collaboratively.

36. They are being used with great success by K-12 students around the state, country and world. While it is still emerging, and applications are changing (getting better), it is not new. Example: http://lester.21classes.com/

37. Preparing students for a future that we cannot envision is not an easy task. Foundational educational curriculum is still the cornerstone of teaching and learing. We are always focused on finding the balance between foundational learning and highly engaging critical thinking. The creativity of 21 st century skills makes using them lots of fun!

41. “Because other nations have, and probably will continue to have, the competitive advantage of a low wage structure, the United States must compete by optimizing its knowledge-based resources, particularly in science and technology, and by sustaining the most fertile environment for new and revitalized industries and the well-paying jobs they bring.” “America’s lead over its economic rivals has been entirely forfeited, with many nations surging ahead in school attainment. … The skills slowdown is the biggest issue facing the country. … [t]his slow moving problem, more than any other, will shape the destiny of the nation.” National Academy of Sciences, National Academy of Engineering, Institute of Medicine, 2007 —David Brooks, New York Times columnist, 2008

42. “Your ability to act on your imagination is going to be so decisive in driving your future and the standard of living of your country. So the school, the state, the country that empowers, nurtures, enables imagination among its students and citizens, that’s who’s going to be the winner.” Thomas L. Friedman, New York Times columnist

44. The old gatekeepers were libraries, textbooks, and university…so we are experiencing a massive shift! Example i-tunes university Access/information literacy Engagement Self-direction

45. Digital Age Literacy Basic scientific, economics and technologal literacies Inventive Thinking Digital Age Literacy

46. Teaching students to become self directed learners improves math scores than additional time teaching math

47. Self directed learning Critical thinking Information Literacy