Education Week - April 13, 2016 - (Page 23)

Most of today's students will end up in jobs that haven't yet been invented." JONATHAN LASH is the president of Hampshire College, in Amherst, Mass. Previously, he served as the president of the World Resources Institute; the chair of President Bill Clinton's Council on Sustainable Development; and the secretary of natural resources in Vermont. Getty simulated, constructed wetlands in test bins, and then poured a simulated gray-water stew of vinegar, milk, coffee, toilet paper, and other substances through their test wetlands to mimic what the building's wetlands will filter and treat daily. From their findings, they worked with professors to develop mathematical models of the system. Not open yet, the building was already teaching. The techniques were sophisticated, but the approach was the same: experience, experiment, model, reflect, learn. Most of the students in these seminars had not enrolled here to study science or math. But to complete the lab, they had to learn principles of biology, hydrology, and calculus. They learned these skills naturally, and, in many cases, unknowingly, because they were excited and challenged by their work. As a lifelong environmentalist, I am heartened when students study their school buildings to learn lessons on the use of resources, sustainability, and conservation. Learning by doing can be profound at any grade level. There's plenty of evidence that the problems they named, only six of the 45 children did so. I asked the children to close their eyes and imagine themselves in a better world at the end of a long life. I described a future without poverty and war, one in which we treat each other and animals with respect. Then I invited them to imagine another child asking, "What role did you play in helping to bring about this better world?" With their eyes still closed, I asked them to silently answer the question and raise their hands if they could now imagine solving the list of problems. This time nearly all students raised their hands. It is a school's job to protect students' physical, mental, and emotional safety. That safety comes when children learn to have agency; to contribute meaningfully in the world; and to cultivate qualities such as integrity, compassion, and kindness. Our education system must present ethical concerns through school curricula, empowering teachers and students to think about these issues in different ways. We must help students become adept researchers able to examine the complex systems that impact all of our lives. We must ensure, through schooling, that students receive the knowledge, tools, and motivation to be what I call solutionaries-or problem-solvers-for a healthier and more just world. If we succeed in educating students in this way, they will have the skills to solve challenges with enthusiasm through whatever careers and professions they pursue. That's a win-win situation for children, teachers, and our world. n ZOE WEIL is the president of the Institute for Humane Education. She is the author of six books, including The World Becomes What We Teach: Educating a Generation of Solutionaries (Lantern Books, 2016). Getty " experience results in the kind of learning that students of any age build on and use. This model of education also spurs innovation. For instance, collaborative research and mathematical models by our professors and students on the ins and outs of energy, water, and waste streams in living buildings will provide architects, scientists, and engineers with essential information on this new technology, with implications far beyond our campus. And we, at the college, see evidence that this experiential-based model is working: Hampshire ranks in the top 2 percent of U.S. colleges by percentage of alums who earn doctorates, according to the National Science Foundation, and No. 6 on Forbes' list of colleges with the most entrepreneurial alums. Why is this model of immersive, experiential, student-driven, and project-based education important, across grades, from preschool through college? Most of today's students will end up in jobs that haven't yet been invented. They can be empowered to learn to invent, question, adapt, create, and collaborate with gritty resilience. Students engaged through experience become inspired, self-motivated, and resourceful as they learn to drive their own learning. It may start with blocks, but it lasts a lifetime. n How Should Schools Purchase Technology for the Classroom? By Harold O. Levy S chool districts across the United States spend billions of dollars every year on educational technology-buying everything from desktop, laptop, and tablet computers to apps, online courses, ebooks, videos, and software. Unfortunately, a sizable chunk of that money is being wasted on products that are overpriced and underperform, diverting school funding that could be better used to benefit students in other ways. Ed tech has become a big business: In 2015, startups in the United States raised $1.85 billion from investors in almost 200 deals, according to EdSurge. Schools are faced with a dizzying number of choices in ed-tech products, each pushed by salespeople who claim that whatever they are selling is better than what their competitors are offering. The New York Times recently reported that "there are more than 3,900 math and reading apps, classroom-management systems, and other software services for schools in the United States." The sad truth is that schools are notoriously bad at picking ed tech that will actually help them teach. As a former New York City schools chancellor, I am one of the few people who have been on both the buying and the selling side, so I know of what I speak. Too many school districts buy ed-tech products on the basis of good marketing rather than careful analysis- the way a child is attracted to the hot toy of the Christmas season. At this year's SXSWedu Expo, a new nonprofit startup called the Technology for Education Consortium (TEC), for which I serve as chairman of the board, was announced. It was created to help districts work together to get the most value for every dollar they spend on ed tech and buy the most appropriate products. Funded with a $750,000 seed grant from the Bill & Melinda Gates Foundation, TEC has already brought together about 100 districts to share ed-tech purchasing knowledge, at no charge to the districts. TEC supports transparency, efficiency, and collaboration among school districts to improve ed-tech buying policies and decisions. (It is preliminarily funded by foundation grants and may ultimately charge member districts a nominal sum to support its work.) TEC will enable district leaders to share ed-tech hardware and software contracts so that all districts can benefit from the best terms a vendor offers. TEC will also fund third-party studies to identify which ed-tech products deliver the best results at the best prices. This will enable school districts-including those that are financially strapped, small and rural, or serving low-income students-to comparison-shop, learn from each other, identify implementation issues, and negotiate better contracts. My vision is for TEC to make available ed-tech contracts-and implementation issues-to all participating member districts to finally bring transparency to this industry. The Jack Kent Cooke Foundation, where I serve as the executive director, supports ed tech that is effective in expanding educational opportunities for outstanding low-income students. And we know that ed tech is an important tool for all students in our multimedia world. The vast majority of the ed-tech startups that have proliferated over the last few years haven't lasted. That often happens with companies in new industries. But some ed tech has been shown to work very well. There are language-learning " The sad truth is that schools are notoriously bad at picking ed tech that will actually help them teach." programs that have had amazing success. And numerous learning-management systems provide simple ways for students to advance at their own speed. Resources, like those that appear on the carefully curated website Edutopia, are nothing short of visionary. And some local school districts, such as Houston, that are starting to purchase digital textbooks have implemented rating programs to winnow the plethora of offerings to something more manageable. The federal government has also gotten into the act, with the appointment of its first adviser to focus on helping schools use open-source ed tech. Schools have come a long way from the days when filmstrips and movies were the only ed tech around, and when students spent most of their time in class listening to teachers, copying material from a blackboard, reading from textbooks, and scribbling in their loose-leaf notebooks. By upgrading the ed-tech purchasing practices in school districts so that they can share knowledge with each other, members of TEC will be taking an important step that will benefit students and save money at the same time. n HAROLD O. LEVY is the executive director of the Jack Kent Cooke Foundation and a former New York City schools chancellor. The foundation helps support Education Week's coverage of high-achieving low-income students. EDUCATION WEEK | April 13, 2016 | www.edweek.org/go/commentary | 23 http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - April 13, 2016

Education Week - April 13, 2016
N.Y. Flip-Flop Affects Policy In Key Areas
Students Help Shape Measures Of ‘Soft Skills’
Kasich’s K-12 Record
Can Latin Build Young Vocabularies?
DIGITAL DIRECTIONS: FCC ‘Lifeline’ Effort Expanded to Bridge the Digital Divide
News in Brief
Report Roundup
Study: Tracking Not an Issue For Career-Tech-Education
San Diego Strives to Close Gap In Access to Advanced Courses
High School Coursework Seen Falling Short
Blogs of the Week
Fee-Payer Issue Still Alive, Despite Close Call for Unions
As First Education Secretary, Shirley M. Hufstedler a Pacesetter
ESSA Negotiators Dig Into Regulatory Details
Shield From Deportation Threat To Get Day at High Court
State of the States
Blogs of the Week
JONATHAN LASH: Buildings, Blocks, and Experience
ZOE WEIL: You Are What You Teach
HAROLD O. LEVY: How Should Schools Purchase Technology for the Classroom?
Letters
TopSchoolJobs Recruitment Marketplace
PAUL KIHN: The District Is Dead. Long Live the District.

Education Week - April 13, 2016

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