Revised August 2008.
Your Assignment, Should You Choose to Accept It .
Like Alice, many
educators, policy makers and even the general public respond
resoundingly with "That's impossible!" when challenged to adopt
a new paradigm of education for the 21st century. Most people
today adhere to a paradigm of education that is strictly 19th
century. But, like the Queen, a growing number of educators are
believing in and accomplishing "the impossible".
Scott McLeod, in his
Irrelevant, recently reminded us of a line from Mission
Impossible, and we must apply that challenge to all of
society. "Your assignment, should you choose to accept it" is
to take education truly into the 21st century. It is not enough
to say that we are already living there. Technically it is the
21st century, but our schools are not there, and our challenge
now is to reinvent schools for the 21st century - for the sake
of our children, our students and the welfare of our world.
Making such a paradigm shift is not easy. After all, when any
of us thinks of education, we usually think of what we knew as
school - the way it has always been. That is how parents,
policy makers, politicians and many students think of school.
But we have to make the paradigm shift to 21st century
So what is 21st
century education? It is bold. It breaks the mold. It is
flexible, creative, challenging, and complex. It addresses a
rapidly changing world filled with fantastic new problems as
well as exciting new possibilities.
Fortunately, there is a growing
body of research supporting an increasing number of 21st century
schools. We have living proof, inspiring examples to follow, in
schools across the United States. These schools vary, but are
united in the fundamentals of 21st century education - see
Critical Attributes of 21st Century Education and
Multiple Literacies for the 21st Century. Scott McLeod has
issued the challenge of creating a plan to get us from "here" to
new millennium was ushered in by a dramatic technological
revolution. We now live in an increasingly diverse, globalized,
and complex, media-saturated society. According to Dr. Douglas
Kellner at UCLA this technological revolution will have a
greater impact on society than the transition from an oral to a
Today's kindergarteners will be
retiring in the year 2067. We have no idea of what the world
will look in five years, much less 60 years, yet we are charged
with preparing our students for life in that world. Our
students are facing many emerging issues such as global warming,
famine, poverty, health issues, a global population explosion
and other environmental and social issues. These issues lead to
a need for students to be able to communicate, function and
create change personally, socially, economically and politically
on local, national and global levels.
Even kindergarten children can make
a difference in the world by participating in real-life,
real-world service learning projects. You're never too young,
or too old, to make your voice heard and create change that
makes the world a better place.
Emerging technologies and resulting
globalization also provide unlimited possibilities for exciting
new discoveries and developments such as new forms of energy,
medical advances, restoration of environmentally ravaged areas,
communications, and exploration into space and into the depths
of the oceans. The possibilities are unlimited.
21st Century Skills
21st Century Schools, LLC
recognizes the critical need for developing 21st
century skills. However, we believe that authentic education
addresses the “whole child”, the “whole person”, and does not
limit our professional development and curriculum design to
21st century skills
learned through our curriculum, which is interdisciplinary,
integrated, project-based, and more, include and are learned
within a project-based curriculum by utilizing the seven
survival skills advocated by Tony Wagner in his book, The
Global Achievement Gap:
Critical Thinking and Problem
Collaboration across Networks
and Leading by Influence
Agility and Adaptability
Effective Oral and Written
Accessing and Analyzing
Curiosity and Imagination
iKids in the
One of our goals is to help students
become iKids and truly global citizens.
In many countries today’s students
are referred to as “digital natives”, and today’s educators as
“digital immigrants”. Teachers are working with students whose
entire lives have been immersed in the 21st century
media culture. Today’s students are digital learners – they
literally take in the world via the filter of computing
devices: the cellular phones, handheld gaming devices, PDAs,
and laptops they take everywhere, plus the computers, TVs, and
game consoles at home. A survey by the Henry J. Kaiser Family
Foundation found that young people (ages 8-18) mainline
electronic media for more than six hours a day, on average.
Many are multitasking – listening to music while surfing the Web
or instant-messaging friends while playing a video game.
Even toddlers utilize multimedia
devices and the Internet with tools such as handheld video games
like Leapster and web sites such as
Preschoolers (including my 2-year-old grandson) easily navigate
these electronic, multimedia resources on games in which they
learn colors, numbers, letters, spelling, and more complex tasks
such as mixing basic colors to create new colors,
problem-solving activities, and reading.
However, as Dr. Michael Wesch points
out, although today’s students understand how to access and
utilize these tools, many of them are used for entertainment
purposes only, and the students are not truly media literate.
Read the section below on Web 2.0 and new social communities.
Dr. Wesch shows us how to use the tools to enable our students
our students to become truly media literate as they function in
an online collaborative, research-based environment –
researching, analyzing, synthesizing, critiquing, evaluating and
creating new knowledge!
Web 2.0 and new Social Communities
Dr. Michael Wesch, a member of
the Advisory Board for 21st Century Schools, made a
global impact on August 2, 2008 when his presentation at the
American Library of Congress (on June 28),
An Anthropological Introduction to YouTube,
was featured on YouTube.
presentation Dr. Wesch opens our eyes to the phenomenon of new
social communities and to the classroom use of many recently
developed Web 2.0 tools such as
Google Earth, and many more.
demonstrates how media production and Web 2.0 applications are
important tools in education. These tools are important for the
study of new social communities as well as learning authentic,
21st century media literacy. He takes the tools of
Web 2.0 beyond the common use of entertainment to important
understandings of the world. It is the 21st century
way to learn and apply important 21st century skills.
See an example of Dr. Wesch's
class in their
World Systems Simulation, then view
A Portal to Media Literacy, in which
Dr. Wesch describes how
they applied these various technologies in this course.
Also see the work of another 21st
century leader and educator,
Dr. Scott McLeod.
Did You Know 2.0 on YouTube has been viewed over 2 million
times. Two of his blogs were named in the Top Ten Blogs of 2007
by the George Lucas Education Foundation. Visit his blog,
for a wealth of information and ideas related to education,
technology, the 21st century, leadership, staff development and
examples of real-life applications of technologies please read
Building Schools for the Future in Tameside – the use of
ICT (Information and Communications Technologies) for an
A Day in the Life of a Student and
A Day in the Life of a Future Teacher, written by Ian Smith,
“Teacher”, “Learner” and “Curriculum” for the 21st
How should education be structured
to meet the needs of students in this 21st century
world? How do we now define “School”, “Teacher” “Learner” and
Schools in the 21st
century will be laced with a project-based curriculum for life
aimed at engaging students in addressing real-world problems,
issues important to humanity, and questions that matter.
This is a dramatic departure from
the factory-model education of the past. It is abandonment,
finally, of textbook-driven, teacher-centered, paper and pencil
schooling. It means a new way of understanding the concept of
“knowledge”, a new definition of the “educated person”. A new
way of designing and delivering the curriculum is required.
We offer the following new
definitions for “School”, “Teacher” and “Learner” appropriate
for the 21st century:
Schools will go from
‘buildings’ to 'nerve centers', with walls that are porous and
transparent, connecting teachers, students and the community to
the wealth of knowledge that exists in the world.”
Teacher - From primary role
as a dispenser of information to orchestrator of learning and
helping students turn information into knowledge, and knowledge
The 21st century will
require knowledge generation, not just information delivery, and
schools will need to create a “culture of inquiry”.
Learner - In the past a
learner was a young person who went to school, spent a specified
amount of time in certain courses, received passing grades and
graduated. Today we must see learners in a new context:
we must maintain student interest by helping them see how what
they are learning prepares them for life in the real world.
we must instill curiosity, which is fundamental to lifelong
Third – we must be flexible in how we teach.
we must excite learners to become even more resourceful so that
they will continue to learn outside the formal school day.”
So what will schools look like,
exactly? What will the curriculum look like? How will this 21st
century curriculum be organized, and how will it impact the way
we design and build schools, how we assess students, how we
purchase resources, how we acquire and utilize the new
technologies, and what does all this mean for us in an era of
standardized testing and accountability?
Imagine a school in which the
students – all of them – are so excited about school that they
can hardly wait to get there. Imagine having little or no
“discipline problems” because the students are so engaged in
their studies that those problems disappear. Imagine having
parents calling, sending notes, or coming up to the school to
tell you about the dramatic changes they are witnessing in their
children: newly found enthusiasm and excitement for school, a
desire to work on projects, research and write after school and
on weekends. Imagine your students making nearly exponential
growth in their basic skills of reading, writing, speaking,
listening, researching, scientific explorations, math,
multimedia skills and more!
It is possible. It has happened,
and is happening, in schools across the country. I have seen
this first-hand with my classes, and I have seen it at other
schools with whom I have worked. And there is growing evidence
of schools everywhere having the same results when they
implement a 21st century curriculum.
20th Century Classroom vs. the 21st Century
USA 1960’s typical classroom – teacher-centered,
fragmented curriculum, students working in
isolation, memorizing facts.
A classroom at the School of Environmental
Studies, aka the Zoo School, in Minneapolis. A
perfect example of real-life, relevant,
project-based 21st century education.
Focus: memorization of discrete facts
Focus: what students Know, Can Do and Are Like
after all the details are forgotten.
Lessons focus on the lower level of Bloom’s
Taxonomy – knowledge, comprehension and
Learning is designed on upper levels of Blooms’
– synthesis, analysis and evaluation (and
include lower levels as curriculum is designed
down from the top.)
Learners work in isolation – classroom within 4
Learners work collaboratively with classmates
and others around the world – the Global
Teacher-centered: teacher is center of
attention and provider of information
Student-centered: teacher is facilitator/coach
Little to no student freedom
Great deal of student freedom
“Discipline problems" – educators do not trust
students and vice versa. No student motivation.
“discipline problems” – students and teachers
have mutually respectful relationship as
co-learners; students are highly motivated.
Integrated and Interdisciplinary curriculum
Grades based on what was learned
expectations – “If it isn’t good it isn’t
done.” We expect, and ensure, that all students
succeed in learning at high levels. Some may go
higher – we get out of their way to let them do
Teacher is judge. No one else sees student
Self, Peer and Other assessments. Public
audience, authentic assessments.
Curriculum/School is irrelevant and meaningless
to the students.
Curriculum is connected to students’ interests,
experiences, talents and the real world.
Print is the primary vehicle of learning and
Performances, projects and multiple forms of
media are used for learning and assessment
Diversity in students is ignored.
Curriculum and instruction address student
Literacy is the 3 R’s – reading, writing and
of the 21st century – aligned to
living and working in a globalized new
Factory model, based upon the needs of employers
for the Industrial Age of the 19th century.
Global model, based upon the needs of a
globalized, high-tech society.
Driven by the NCLB and standardized testing
Standardized testing has its place. Education
is not driven by the NCLB and standardized
What is 21st century curriculum?
Twenty-first century curriculum has
certain critical attributes. It is interdisciplinary,
project-based, and research-driven. It is connected to the
community – local, state, national and global. Sometimes
students are collaborating with people around the world in
various projects. The curriculum incorporates higher order
thinking skills, multiple intelligences, technology and
multimedia, the multiple literacies of the 21st
century, and authentic assessments. Service learning is an
The classroom is expanded to include
the greater community. Students are self-directed, and work
both independently and interdependently. The curriculum and
instruction are designed to challenge all students, and provides
The curriculum is not
textbook-driven or fragmented, but is thematic, project-based
and integrated. Skills and content are not taught as an end in
themselves, but students learn them through their research and
application in their projects. Textbooks, if they have them,
are just one of many resources.
Knowledge is not memorization of
facts and figures, but is constructed through research and
application, and connected to previous knowledge, personal
experience, interests, talents and passions. The skills and
content become relevant and needed as students require this
information to complete their projects. The content and basic
skills are applied within the context of the curriculum, and are
not ends in themselves.
Assessment moves from regurgitation
of memorized facts and disconnected processes to demonstration
of understanding through application in a variety of contexts.
Real-world audiences are an important part of the assessment
process, as is self-assessment.
Media literacy skills
are honed as students address real-world issues, from the
environment to poverty. Students use the technological and
multimedia tools now available to them to design and produce web
sites, television shows, radio shows, public service
announcements, mini-documentaries, how-to DVDs, oral histories,
and even films.
Students at the Automotive High
School in New York City create how-to DVDs on how to complete
various automotive repairs. A student from California created a
film on sweatshops that made an international impact.
Students find their voices as they
create projects using multimedia and deliver these products to
real-world audiences, realizing that they can make a difference
and change the world. They learn what it is to be a
contributing citizen, and carry these citizenship skills forward
throughout their lives.
As a result, standardized test
scores are higher. This is because students have acquired the
skills and content in a meaningful, connected way and the
understanding is there. They actually KNOW the content on a
much higher level of understanding, and they have developed
their basic skills by constant application throughout the
duration of the unit.
The Global Classroom
day students from countries all over the world collaborate on
important projects. The web site,
ePals, is a
site where teachers and students can go to join or start a
collaborative project with anyone in the world. According to
ePals, Inc., “Our Global Community™ is the largest online
community of K-12 learners, enabling more than 325,000 educators
and 126,000 classrooms in over 200 countries and territories to
safely connect, exchange ideas, and learn together. Award
winning SchoolBlog™ and SchoolMail™ products are widely used and
trusted by schools around the world.”
As we have seen from our own
experiences, from the media, from university research, and as it
was demonstrated in the
Did You Know?
video, technologies, especially the Internet, have resulted in a
globalized society. The world is now “flat”. Our world has
been transformed, and will continue to change at ever-increasing
In order for our students to be
prepared to navigate this 21st century world, they
must become literate in 21st century literacies,
including multicultural, media, information, emotional,
ecological, fİnancial and cyber literacies. Collaborating with
students from around the world in meaningful, real-life projects
is a necessary tool for developing these literacies. Students
can learn that through collaboration, not competition, they can
work together to make the world a better place. Students will
use technologies, including the Internet, and global
collaboration to solve critical issues.
Curriculum and the Classroom - "Green Education"
Our planet and its citizen residents
are facing a growing number of issues related to the
environment. Education is the key. From environmental
awareness to producing scientists, politicians, international
relations experts, media producers, and others, our schools will
assist students in finding the answers to our environmental
Students will be motivated as they
achieve higher levels of learning in all content areas from
science and math to cultural studies and nutrition and other
areas when they are involved in projects such as
The Edible Schoolyard,
The Globe Program,
Jason Projects, the
Global Johnny Appleseed Project and many more global
classroom projects focused on the environment. From renewable
fuels, to designing “green” buildings (including “green”
schools), gardening, nutrition, environmental law, and more, we
can teach “green”. Also see our new project
introduced in 2010 -
Food and Culture,
a Global, Collaborative Classrooms Project.
does all this mean for how we design and build schools?
From "greening" the
district to designing facilities that support 21st century
learning, the factory model of schools and classrooms is no
As we move forward in the process of
creating a world-class, 21st century educational
system, the building of new schools and the remodeling of
present school facilities will be addressed. 21st
Century Schools, LLC, can assist you in utilizing the latest
research and technologies to create environmentally friendly,
energy efficient, “green” schools. In fact, it is not uncommon
for students to apply their knowledge of research, mathematics,
science, technologies, and engineering to design real
buildings! This is just one example of a relevant, rigorous, 21st
century, real-life curriculum project. And think of how good
this will look in the students’ portfolios, and the knowledge
that they will have created and contributed to the world.
There is much more to consider.
There is no “one size fits all”, or “one style fits all”
blueprint. Each school should be designed with the students and
the goals of the school and community in mind. However, there
are some basic things you should consider.
You will want to stay away from the
traditional, what I call egg carton, design which has students
isolated in small classrooms. Those school facilities were
designed for the emerging industrial age of the 19th century,
and were based on a factory model and scientific management
system. There are many excellent examples of new schools being
designed and built which support the kind of curriculum and
instruction briefly described above.
First of all, the design takes into
account the kind of spaces needed by students and teachers as
they conduct their investigations and implement their projects.
Spaces will be needed for large groups, small groups and for
independent work. There should be plenty of wall space and
other areas for displaying student work. This includes a place
where the parents and community can gather to watch student
performances as well as a place where they can meet for
First of all, technologies are not
an end in themselves; technologies are tools students use to
create knowledge and to create personal and social change.
There should be full access to
technology. If students do not have computers or access to the
Internet at home, together we will find a way to provide them.
If we can, we will obtain laptops for every student and
teacher. Buildings will need to be wired in such a way that
students can access their files, as well as the Internet, from
anywhere in the school. Various labs and learning centers
should be set up around the campus. Art, music, theatre,
television, radio and film studios can be created with
relatively small expenditures. All classrooms should have
televisions to watch broadcasts created by their school as well
as by other schools in the district.
As an example, I recently visited a
small school district in western Arkansas that had a technology
lab that would be the envy of many universities and
corporations. It had half a million dollars worth of equipment
and software, absolutely state-of-the-art, and the school did
not have to invest any money at all. They were only required to
create a space to set up the lab and provide one full-time
Students use this lab to do
everything from architectural design to filmmaking to creating
virtual reality programs on various topics. For example, a
group of them had made a field trip to NASA in Houston. They
filmed what they saw, and when they returned they created a
virtual reality program for the other students in the district
to use to “visit NASA”!
I was eager to discuss all this with
the teacher who ran this lab. These students had some very
impressive accomplishments, including successful lobbying to get
laws changed. They were making a difference in the world. I
expected the teacher to be an expert in these areas, but found
that she actually did not know how to use most of the equipment
and software. The students had taught themselves using nothing
more than some manuals and some online technical assistance. It
seemed that the students were naturally inclined to
understanding and working with these technologies, and they were
highly motivated to learn them. And these were students in a
tiny, low-income, rural district!
I believe there are definitely
resources available which will allow us to eventually create
these opportunities for all schools and children.
this curriculum design -
Here are a few examples of
integrated, interdisciplinary curriculum designed by Anne Shaw.
Although it has been three years since Hurricane Katrina
devastated the Gulf Coast of the United States, impacting the
entire nation, and even the world, it remains a relevant topic
to study. This is a rich theme, which can carry most, if not
all, of the content standards; all basic skills can be taught
within this theme; it remains current, it is relevant, and the
student interest is there. Many critical social issues can be
addressed within this theme. It also provides an excellent
vehicle for some very important, as well as fun, service
learning projects. Service learning is the ultimate 21st
When I design a unit I
begin with a theme. Then I brainstorm, or concept map, the
theme. I also begin outlining my ideas by creating a PowerPoint
slide show on the theme. You can see a beginning level concept
map as well as my PowerPoint on
online at the links listed below. You can also see some ideas
for service learning projects connected with the unit. This
event is most definitely a teachable moment!
There are many other
themes discussed in some detail on our web site. Please see the
links below. Our most recently developed theme is a global
collaborative classrooms project,
Food and Culture,
which encompasses all the disciplines, and connects to issues
from the environment, to scientific developments, to
philanthropy, medical advances, media literacy and more!
Curriculum Links: Please view the
following video/slideshows at the links below:
Lest anyone doubt the reach of America's
after-school woes -- more than 14 million K-12 students,
including 40,000 kindergartners and almost 4 million middle
school students, take care of themselves after school -- it
appears even the economy is suffering:
A new study
by Catalyst and the Women's Studies Research Center, at Brandeis
University, shows that the workplace productivity of U.S.
parents suffers when they are worried about what their kids are
doing after school.
We need more after
school programs. We need after school programs that meet the
needs of the 21st century student. What are those
needs? What possibilities exist for designing such programs?
How can we create programs that are fun, motivational and
one believes that when the bell rings at the end of the school
day, children stop learning. Curiosity bubbles inside the minds
of children from the moment they wake in the morning to when
they go to bed at night."3
Our challenge is to
encourage, connect, and foster learning throughout a child’s
day. How do we help children make sense of all the information
and experiences in their lives? How do we ensure that all
children have opportunities to reach their full potential in a
competitive world where thinking skills are the most important
asset of a society?
How can we extend the
learning throughout the day for all children? Part of our task
in collaborating with the steering committee, parents, students
and community members will be to work toward designing some
programs which will meet these needs. There are many
possibilities: internships, various clubs such as photography,
gardening, writing, bicycle building, computer repairs, the
arts, sports, culinary arts, creating student-run businesses
(entrepreneurships), and many more.
"Here" to "There" - What's the Plan and How do We Implement It?
See Scott McLeod's
developing plan on getting from here to there at
My thoughts are that
in order to create change in education all stakeholders must be
on board. One of the main obstacles as I see it is the enormous
resistance to change among educators, policy makers, industry
leaders, parents, and even many students. There have been many
movements to create change in our educational system, all
fraught with conflict. Some of the current efforts are trying
to create change without actually changing - they are trying to
take attributes of the 21st century and force fit them into the
19th and 20th century ways of designing and delivering
education. It won't work!
One dismal failure,
and I believe that most educators will agree with me on this, is
the NCLB. In one interesting reference I encountered the author
stated that "the light at the end of the tunnel is actually the
Listed below are
some suggestions and thoughts regarding how to get from "here"
to "there". They are not listed in any particular order as yet,
and the list is under development. Please send your suggestions
The Purpose of Education
Some years ago,
when working toward a doctorate in curriculum and instruction at
the University of Texas at Austin, I was very focused on
changing education. In fact, it was my fierce desire to find a
way to create change that led me back to school. One of my
professors, Dr. John Martin Rich, introduced me to the concept
Critical Pedagogy. Through that research I discovered
Douglas Kellner, who at that time was the Chair of the
Philosophy Department at UT. He became my teacher and advisor,
and it was Dr. Kellner who led me toward multiple literacies,
media literacy, and the use of new technologies to design and
deliver a 21st century curriculum.
During that time I
wrote a paper on the
Purpose of Education. It is a beginning analysis I had to
do in order to begin to understand critical pedagogy. It
requires much development, but perhaps it has some points we can
use to begin to build a vision for education in the 21st
century. I studied critical pedagogy for a long time, and
necessarily had to conduct a great deal of research into the
history of education, the philosophy of education, and the
evolution of critical pedagogy, which led me to backtrack
philosophy all the way back to Aristotle and Plato. It also
required a look into history, the evolution of countries, their
economies, governments, and industries. See also
We must realize, and
our students must understand, that we cannot move toward a
vision of the future until we understand the socio-historical
context of where we are now. Where are we? What events led us
to be where we are? How can this inform our development of a
vision for the future and how we want to get there?
A clear articulation
of the purpose of education for the 21st century is the place to
begin. Creating a vision of where we want to go requires us to
ask the question - why? What is the purpose of education? What
do we need to do to accomplish that purpose?
Elephant to Dance
I believe that
when many parents and educators are introduced to the paradigm
of education in the 21st century that it is so foreign to them
that they automatically reject it - automatically and angrily!
We are attempting to create a huge change in our society. This
effort brings to mind the title of a book I read many years ago
in my Master's Degree program at the University of Houston at
Victoria, Texas. The book was Teaching the Elephant to
Dance, by James A. Belasco, Ph.D. It was a book about
creating change in organizations (business and industry) in
order to cope with the changing world of the 1990's. When I
think of the enormous task before us - revamping and reinventing
the educational system in the United States - the image of a
"slow, ponderous pachyderm" comes to mind.5
Dr. Belasco explains
that elephants are trained to stay in one place, through
conditioning, with nothing more than a bracelet around one ankle
- attached to nothing. However, if the tent catches fire, and
the elephant smells the smoke and sees the flames, the
conditioned response is overcome and the elephant moves. He
recommends that we find a way to get people to smell the smoke
and see the flames - without actually burning down the tent.
elephant to dance is going to be a major endeavor, and it will
have to encompass everything from teacher education and
administrative education programs at universities to inservice
and continuing professional development for educators, to
educating everyone else.
Service Announcements - Our task is
to change the way people think about education. I think about
previous efforts to create change across our entire society.
Many movements have grown and succeeded in creating change in
how people think. In other words, a paradigm shift occurred!
When I was a child (I was born in 1954) most cars did not come
equipped with seat belts, and there were certainly no seat belt
laws. Someone decided that it would be better if Americans wore
seat belts. Part of the process of getting people into that
mind set was a series of public service announcements. I can
still hear the little jingle: "Buckle up for safety, buckle
up! Buckle up for safety, always buckle up! Show the world you
care by the belt you wear. Buckle up for safety, everybody,
buckle up!" Today the message is "Click it or ticket!"
Another major change
accomplished with a lot of help from PSAs was the movement to
stop littering. There was a time in our country when littering
was a terrible problem. I remember particularly the PSA with
the Crying Indian, Iron Eyes Cody, in the Keep America Beautiful
campaign in 1971. We had Woodsy Owl telling us "Give a hoot,
Smokey Bear reminded
us to help prevent forest fires. (It was later changed to
Smokey the Bear to fit a new jingle.) See samples of PSAs from
the Crying Indian, Smokey the Bear and Woodsy Owl
|Keep America Beautiful 1971
||Only you can prevent forest
||Give a hoot, don't pollute!
These PSAs worked!
I have thought for years that we need an ongoing, comprehensive
program of public service announcements to teach people about
education in the 21st century.
has been creating public service announcements since 1942.
Today's campaigns range from community issues, education issues,
and health and safety issues such as the environment, adoption,
fİnancial literacy, cyberbullying prevention and much more.
In addition to being
a great tool for creating change, the development and production
of public service announcements is a wonderful way for students
to learn about technologies, art, social service, service
learning, multimedia production, the power of the Internet and
media to create change, and much more. I recommend
student-produced PSAs for the Internet and television. It will
cost a lot of money, but it is an effective tool; the
government as well as nonprofit foundations and industry leaders
should all share the cost of getting these PSAs developed and
Web 2.0 the
pointed out in his brilliant presentation to the Library of
Congress this summer (June 23, 2008),
Anthropological Introduction to YouTube, the new social
media tools can create massive movements and change. Dr. Wesch
provides many examples of global movements resulting from
YouTube videos. If done well, and creatively, the same could
occur with respect to change in education. Of course, Dr. Wesch
and his Digital
Ethnography Working Group at Kansas State University are
already on that road, beginning with a wonderful video they
A Vision of Students Today.
possibilities of organizing a global conversation and movement
to create change through the design and implementation of truly
21st century schools! More to come . . .
Enlist Stakeholders and Supporters in the US and abroad -
education is global now.
3. Colleges of
support groups - form, lead and sustain.
with clout - for example, see
Top Fifteen Green Grist Lists
10.more to come
here . . .
New Media and New Literacies: Reconstructing Education
for the New Millennium
Jodi, Director of the After School Alliance;
Fourteen Million Kids, Unsupervised
Time, Learning and
Afterschool Task Force,
A New Day for Learning
Belasco, James A.,
Teaching the Elephant to Dance, 1991
Wesch, Michael, Ph. D. See
his works at
Digital Ethnography. (separate footnotes to be
added for each web page and video cited)