Building Education and Technology Competencies for a Changing Society

This chapter provides an overview of needed competencies in the education and technology areas for a changing society. Advanced technology has changed the structure of the economy and should be changing the K-12 and postsecondary classrooms. Society is requiring higher levels of skills that schools were not initially designed to teach. Specific competencies are needed for educators and higher education students in order to prepare a college- and career-ready workforce. Educators must begin or continue incorporating digital tools and technology in their content in order to meet the demands of an increasingly technological world.

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“They Didn’t Teach Them Anything!”

Handbook of Research on Teaching and Learning in K-20 Education - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-4666-4249-2.ch035 ◽

2013 ◽

pp. 600-613

Author(s):

Beth Kania-Gosche ◽

Sherrie Wisdom ◽

Lynda Leavitt

Keyword(s):

Higher Education ◽

Public Schools ◽

The United States ◽

High School Senior ◽

Differentiating Instruction ◽

College And Career ◽

School Senior ◽

K 12 ◽

College And Career Ready ◽

Ongoing Dialogue

In the United States, the new Common Core standards intend for every high school senior to graduate “college and career ready.” However, the differences between K-12 public schools and higher education extend beyond the curriculum to philosophies of assessment. Rather than blaming each other, K-20 teachers and professors need to learn from each other, recognizing the strengths of each particular context, through an ongoing dialogue and exchange of ideas on instructional practice, rethinking the implementation of Bloom’s taxonomy and differentiating instruction.

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Iranian Students’ Experience of K-12 and Higher Education: Use of Drawings to Convey the Difference Between Ideals and Reality

The Qualitative Report ◽

10.46743/2160-3715/2021.4911 ◽

2021 ◽

Author(s):

Iman Tohidian ◽

Abbas Abbaspour ◽

Ali Khorsandi Taskoh

Keyword(s):

Higher Education ◽

Education Students ◽

Educational Decisions ◽

Innovative Idea ◽

The Difference ◽

Phenomenological Research Design ◽

Iranian Students ◽

K 12 ◽

Illusion Of Knowing ◽

Available Information

The focus of education during K-12 and Higher Education (HE) in Iran is on theoretical empowerment of students; therefore, our students get an illusion of knowing. In fact, what happens is not learning and understanding; rather, it is verbatim transfer of available information in the textbooks into the students’ minds. It might be because the students and teachers (as the main stakeholders of the education) are the least powerful parties within the pyramid of power amongst educational practitioners and policymakers. It means their voice, feedback, needs, and ideologies have no place in the educational decisions and policies. In alignment with the mainstream of the present research; it is an innovative idea to explore the students’ living/ studying experience during K-12, and their ideals and expectations from higher education studies. To do so, we asked 60 university students to portray their experience (in a phenomenological research design) concerning living and studying through K-12 and their ideals and expectations from Higher Education. Students’ drawings are the main source of data collection and inductive analysis of data is administered to find students’ responses which are categorized under three major and six minor themes, respectively.

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K-12 Arts Pedagogies and Technology Use Transitioning into Higher Education

Advances in Early Childhood and K-12 Education - Revolutionizing Arts Education in K-12 Classrooms through Technological Integration ◽

10.4018/978-1-4666-8271-9.ch014 ◽

2015 ◽

pp. 310-330

Author(s):

Megan J McPherson

Keyword(s):

Higher Education ◽

Technology Use ◽

Pivotal Role ◽

Significant Issue ◽

Art And Design ◽

Design Students ◽

Education And Technology ◽

K 12 ◽

The University ◽

University Setting

Art and design students' transitions in the university studio and their careers are now a significant issue in higher education. There is a more explicit articulation of the graduate capabilities that students now need to cultivate to become artist and designers. The author focuses on the transition into the university setting and the pedagogic relationship with the graduate capabilities of artists and designers and their portfolio careers as a way to contextualize art pedagogies and technology use in K-12 education. The author argues that supporting students' expectations and aspirations in their desires to become artists and designers is relational to graduate capabilities and the notion of a portfolio career. The author concludes by suggesting that the use of arts education and technology have a pivotal role in helping students develop transitioning skills, graduate capabilities and portfolio careers.

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College and Career Readiness: A Literature Synthesis

Journal of Education ◽

10.1177/00220574211002209 ◽

2021 ◽

pp. 002205742110022

Author(s):

Susan Green ◽

Anna Sanczyk ◽

Candace Chambers ◽

Maryann Mraz ◽

Drew Polly

Keyword(s):

Educational Leaders ◽

State Standards ◽

Career Readiness ◽

College And Career Readiness ◽

College And Career ◽

Perceptions Of Students ◽

Literature Synthesis ◽

The Common ◽

K 12 ◽

College And Career Ready

A continuing priority in education has focused on preparing students for postacademic success. The adoption of the Common Core State Standards Initiative prompted educational leaders to focus on preparing students to be “college and career ready.” Definitions, perceptions, and efforts to improve college and career readiness vary widely. This article will present an overview of each of these topics, define college and career readiness, discuss various perceptions of students’ college and career readiness, and describe K–12, college, community, and state efforts to improve college and career readiness overcomes for students. Finally, implications for future efforts are provided.

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Reforming Teacher and Leader Preparation to Improve Instruction and Schooling for Students With Disabilities: The CEEDAR Way

Journal of Disability Policy Studies ◽

10.1177/10442073211066794 ◽

2021 ◽

pp. 104420732110667

Author(s):

Mary T. Brownell ◽

Lynn Holdheide ◽

Laura Kuchle ◽

Margaret Kamman ◽

Leah Perkinson

Keyword(s):

Students With Disabilities ◽

Systems Change ◽

Research Network ◽

College And Career ◽

National Implementation ◽

Initial Preparation ◽

Induction Practices ◽

Improve Instruction ◽

K 12 ◽

College And Career Ready

Effective preparation systems are critical for preparing teachers and school leaders who have the knowledge and skills to educate students with disabilities to achieve college and career ready standards. These systems must provide teachers and leaders with effective practice-based opportunities to learn about evidence-based and high-leverage practices in their initial preparation and throughout their careers. Creating such systems, however, depends on comprehensive systems change where aligned research-based policy and preparation/induction practices are implemented in higher education and k-12 schools. This article describes the ingredients of effective systems change, and how the CEEDAR Center TA approach is informed by implementation drivers, as articulated by the National Implementation Research Network. The outcomes achieved by the Center thus far are also articulated as are challenges encountered.

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Equity-Centered Design Thinking in STEM Instructional Leadership

Journal of Cases in Educational Leadership ◽

10.1177/1555458920975452 ◽

2020 ◽

pp. 155545892097545

Author(s):

Deena Khalil ◽

Meredith Kier

Keyword(s):

Stem Education ◽

Design Thinking ◽

Equal Opportunity ◽

Instructional Leaders ◽

College And Career ◽

Science Technology ◽

Problems Of Practice ◽

And Mathematics ◽

K 12 ◽

College And Career Ready

In the past decade, STEM (science, technology, engineering, and mathematics) instructional leaders have struggled with how to interpret and implement K–12 standards-based education so that minoritized learners have equal opportunity to be college and career ready. An equity-centered design thinking approach can support leaders to interrogate the often-time divergent values of stakeholders so they may collaboratively identify and address the problems of practice in STEM education. By considering the ethos and strategies necessary to intentionally center equity by design, this case presents prospective leaders the opportunity to practice converging divergent needs and beliefs about STEM education while they ideate solutions grounded in the experiences of minoritized learners.

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