Transitioning+to+New+Ideas


 * How can we protect what is important and good about Hickory High while reforming it to better meet the needs of the 21st century student?**

**Cunningham, W.C., & Cordeiro, P.A. (2009). Diversity and community relations. In S. Dragin & A. Whittaker (Eds.), Educational leadership; a bridge to improved practice (pp. 411-417). Boston: Pearson Education.**

[|Postmodern Moment in Curriculum Theory; The Logic and Paradox of Dissensus] When we talk about the new procedures or practices being talked about in education, they are sometimes referred to as "Next Generation." This comes with some sense of irony as the methods are not necessarily new, rather it is the restructuring and appropriation of best practices and curriculum theorizing. When we create these new groups of practices, we meet our maximum potential by engaging in this with meaningful thoughts, reflections, and conversations. Kafala, T. & Cary, L. (2006). Postmodern moments in curriculum theory: the logic and paradox of dissensus. //Journal of Teacher Education, 22(1)//, 25-45.

[|Tech Ed Annual Conference] Technology can be used as a means to heighten motivation and improves the skills such as communication and presentation amongst teachers and students. The program InSTEP is a problems based learning program that allows teachers to develop experiences for the students to learn through hands on exploration problem solving. It is amongst many of the programs that incorporates technology with teaching. PDAs are a wonderful resource to engage all students and incorporate technology into meaningful learning. It increases the time that students spend on problem solving learning. It is also important to remember that it is human nature for people to play to their strengths. All people have something to offer. Our mission should be to determine what those strengths are so that we can enlarge those domains and push people to higher levels of confidence. Gelfand, J. & Mondschein, H. (2005). //Tech ed annual conference. Library Hi Tech News, 22(5)//, 4-7.

[|Strategies for Planning Technology- Enhanced Learning Experiences] While we are trying to reform public education, technology is at risk for not being used to its highest potential or falling to the sidelines. Although we have established that technology is critical to success in the twenty first century, we also need to recognize that the same limitations that are put on technology carry over to art, science, social studies, etc. The current reforms are being motivated by the No Child Left Behind Act. It is strongly focused on excellence and positive movement to success in schools. There are few people who would argue that all teachers have anything but the philosophy of upholding students to high standards and encouraging them to meet those expectation. However, providing the necessary funding is critical to the success of any program. Allowing curriculum to drive technology in the schools allows those sites to broaden the views in which curriculum can advance. Remembering that the computer can serve three separate roles (the computer as a tutor, the computer as a tool, and the computer as a tutee) will allow for a range of choices for the teacher to utilize the technology. Educators are fortunate to have a vast array of technology rich programs already created for them. Critical to innovation in the classroom is data driven decision making. In order to successfully implement alternative practices, the data must be there to support it. The workforce is continuously requiring new employees to have higher order skills such as critical thinking, problem solving, communication, teamwork, self direction, global, civic, financial, economic, and entrepreneurial literacy, and innovative thinking. Technology is a wonderful means to foster these skills. Computers have the tremendous capacity to appeal to a wide variety of learning styles and levels of ability. Cowan (2008) stated " Using technology innovatively and demonstrating through alternative assessment that there are better ways to approach teaching and learning is a positive way to help students succeed and to offer an alternative vision for twenty-first century education. The curriculum should drive the technology. Teachers, relying on and dedicating to high standards, should drive the curriculum." Cowan, J. (2008). Strategies for planning technology- enhanced learning experiences. //The Clearing House, 82(2),// 55-60.

[|Through the Policy Window: The context of cultural policy] There are three processes of opening a policy window. They are discovering and defining the problem, developing and advocating a feasible solution, and a set of supportive political forces. The United States has been involved in a series of educational policy changes which have been deemed as "french doors between today's school and the current (twenty first century) education system that is undergoing frequent changes." When working on a solution to these ever changing issues, it is important to involve people from all organizational cultures to develop a partnership amongst them. David Pankratz suggested that difficulties arise when basic attitudes have not changed. Fundamental to a program's success is clarifying terms, goals, and values. In addition, it is beneficial to explore the consequences of a lack of clarity amongst these. Wyszomirski, M.J. (1997). Through the policy window: the context of cultural policy--introduction to the symposium on the policy role of education entities. //Arts Education Policy Review, 98(5),// 9-13.

[|Social Science] Technology and Science in the twenty first century is critical to the sustainable development of societies. Two major policies that should be explored are strategic priority setting in the field of science and technology and reformation of the science and technology system. When exploring these research and development project, you must consider the economic contributions and expansion of intellect through the creation of new knowledge and improvement of international competitiveness of creation of new industries that will result in employment opportunities. Other such projects could include those that improve the quality of a citizen's life and health, guarantee national security, or improve disaster prevention. There are four fields which encompass these initiatives. They are energy, manufacturing technology, social infrastructure, and space and ocean exploration. Satoru, O. (2001). Social science. //Look Japan, 47.544,// 32-35.

[|The Quality Imperative] Focusing on preparing students for post-secondary attainment has become a national initiative under the Obama administration. Students need to be prepared to write, solve complex problems, make ethical decision, learning socially and globally, and have the ability to apply learning to real-world challenges. One of the major themes is to prepare Americans for opportunity and success in the turbulent global economy. Also important is preparing students for the responsibilities and challenges that they will face as citizens. This article proposes that several key efforts need to be considered. These include: acknowledgment of the inequities, set twenty first century goals, break free of the silos, work systemically, and build public understanding and will. The quality imperative: match ambitious goals for college attainment with an ambitious vision for learning. (2010). //Liberal Education, 96(1),// 30-36.

[|Teacher Education at the Millennium] In this article, the author argues that an array of changing conditions in the work of teaching and in the national and state policy, environments have drastically increased the distance between both undergraduate and graduate college and university teacher education programs as well as the ways in which teachers in service are being educated, reeducated, trained, and retrained. Lytle, J.H. (2000). Teacher education at the millennium. //Journal of Teacher Education, 51(3),// 174-178.

[|Professional development in a culture of inquiry: PDS teachers identify the benefits of professional learning communities] Teacher researchers in a Professional Development School context identify two important shifts in traditional school cultures in order for teacher inquiry to thrive as a means for teacher development: a shift to community and a shift to uncertainty. PDS teachers in this study spoke about their need for supportive learning communities where they may collaborate and engage in dialogue with colleagues and other professionals. Professional learning communities created opportunities for dialogue which also made it safe to ask questions and work in a community where uncertainty was not only valued, but supported. Professional learning communities for teacher development also need to be analyzed for insights they bring to teacher education, professional development, and educational change. Recognizing and understanding tensions in collaboration and dialogue and their connected shifts to community and uncertainty could enhance learning opportunities for teachers as well as the life of a teacher with an inquiry stance. Snow-Gerono, J.L. (2005) Professional development in a culture of inquiry: PDS teachers identify the benefits of professional learning communities. //Teaching and Teacher Education, 21(3),// 241-256.