This is going to be an e-book. I am sharing the chapters as I develop them hoping for feedback and enrichment from interested others.
.Bonnie Bracey Sutton, Teacher Agent of Change
This is a difficult time for teachers , there is a ground swell for STEM , transformational teaching and new practices in all teaching involving media in the United States. There have been more than 22 major meetings to address the STEM problem the most important meeting being the:
National Academies Press, 2007 ( nothing much has happened in spite of this)
- )Sustain and strengthen the nation’s commitment to long-term basic research.3) Develop, recruit, and retain top students, scientists, and engineers from both the United States and abroad. 4) Ensure that the United States is the premier place in the world for innovation. Some actions will involve changing existing laws, while others will require financial support that would come from reallocating existing budgets or increasing them. Rising Above the Gathering Storm will be of great interest to federal and state government agencies, educators and schools, public decision makers, research sponsors, regulatory analysts, and scholars.
This is a difficult time for school systems, funds are limited, resources are stretched and professional development needs a recharge, a transformation.There is not a depth of knowledge about STEM at grass roots.
Online, teachers are still asking me what is STEM? The reason for transformational change has not gotten to the grass roots level. We know that everyone is not online. I also know that STEAM is the attempt to infuse the arts into STEM. I am a DaVinci teacher, always have and that is another chapter coming up. For those who cannot wait, go to the Exploratorium site.
“ Most of the meetings did not involve teachers, but rather cast the blame on teachers. Many teachers are working in a “culture of fear, intimidation and retaliation” and the gating caused by NCLB.
. This discussion will give credence to the search for change, provide referenced research and case studies of good practices, and new resources. It is a loving guide to what works. Teachers can help save our schools and help enrich the community by involving citizens in the transformational change.
Computers and “connected” mobile devices may be ubiquitous, but there are still many people who do not know how to turn on a laptop, create an email account or open Internet Explorer, says Stuart Freiman, director of the R.I. Economic Development Corporation’s Broadband Rhode Island project.
“The notion of the digital divide truly exists,” said Freiman, who estimates 30 to 35 percent of Americans do not use the Internet. “As we move into the 21st century, that’s going to be more and more important in every aspect of our lives: access to health care, the government and public-safety issues.” Teachers know what reseachers get paid big money to find out. Many learning communities are not connected .Sadly the groups that used to be teacher advocacy groups are turning commercial and becoming a part that widens the digital divide.
We have a lot of people who are NOT connected in communities. Here is a state model that was developed to help people in Iowa understand the problem.
SHIFT HAPPENS – a media presentation A State Model
Here is an application of those ideas toward state policies.
Iowa, Did You Know?8/4/2011Once again XPLANE | Dachis Group has teamed up with Dr. Scott McLeod of Iowa State University to create a thought-provoking video. The brand-new “Iowa, Did You Know …http://www.youtube.com/watch?v=E1JyLYphevc
Research is a component of this work, citations, case studies urls, and references will be a part of the last chapter for reference, grant writing, ideas that teachers use to prepare presentations.
These teachers, and administrators can share with school boards, and invite the community to help them with STEM..The ideas are important because many teachers are without broadband and cannot search fully for the resources they need. The work that is being shared has been vetted by teacher national organizations or the National Academy of Sciences. Most of the many, many papers, books and research ideas are not about practice.
There is a lack of known resources or knowledgenetworks,for many US teachers based on budget difficulties , and there are teachers who have little or no professional development in how to effectively use new media. Much of the instruction for the use of new media is online and those who are uncomfortable, cannot rely on the sources to give them the help they need for academic reasons. The lack of online content access for low-income and underserved American’s is one of the digital divide’s frontiers.
The resources in this chapter are the kind of support, help and sharing that Marc Prensky talked about in his recent book. He did the hard work of helping teachers organize their practices to prepare for change..He created a wonderful road map to getting to the nuts and bolts of what kinds of essential changes, behavior modification and partnering that can happen to provide transformational learning.
http://www.scribd.com/doc/16594116/Marc-Prenskys-Essential-Skills-for-the-21st-Century. There are some initiatives widely scattered around the Internet.
There are about 19 documents on various subjects that are on line at the National Academy of Sciences
STEM Education Innovation & America’s Economic Success
Depend on the awareness of the problem, change and creating connectedideas in learning communities
Important Ingredients to Come
- Engaging and Broadening Engagement in STEM for Underserved and underexposed populations
- Successful Models for Innovating Change in STEM Education
- A First Look at the New Science Education Framework
- A look at Common Core Standards and their significance
- Educational Organizations and Connected Communities
- Workforce Readiness,Career Pathways
Congress is currently considering legislation that would provide funding for nontraditional programs in science, technology, engineering, and mathematics, or STEM. The Innovation Inspiration School Grant Program is intended to broaden student access and interest in STEM careers in order to grow the pipeline for a globally competitive workforce. We must demystify the STEM problem.
The initiative would provide competitive grants to districts and high schools, giving priority to rural, urban, and low-performing schools, or those that serve low income students. The Innovation Inspiration School grants would fund nontraditional STEM programs, like robotics, in high schools. Districts would be required to partner with the private sector for 50% matching funds and to recruit STEM mentors to serve as role models.
The bill, H.R. 2247, was recently introduced in the House by Rep. Tim Ryan (D-OH) and Rep. James Langevin (D-RI)For more than four years now the Elementary and Secondary Education Act, originally passed by the Johnson administration in 1965, has been overdue for congressional reauthorization. That’s due in no small part to provisions in the act’s latest incarnation, 2001’s much-maligned No Child Left Behind act.
No Child Left Behind is still with us.(since President Barack Obama’s announcement last month that he would begin allowing states to individually opt out of some of NCLB’s requirements, more than half of U.S. states have taken the offer, with 27 now either in the process or strongly pushing for such an opt out.)