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"Howard, Patrick"
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Twenty-First Century Learning as a Radical Re-Thinking of Education in the Service of Life
The education reforms called for in 21st century education initiatives have been characterized as radical. International efforts to reformulate education for 21st century teaching and learning are well-funded initiatives by coalitions including governments, not-for-profit organizations, and large corporations. This article is a critique of the emergence of 21st century learning showing that a preoccupation with competencies and skills can be interrogated for that to which 21st century learning gives voice, but also for that which it silences. The fundamental question of the purpose of education, or for what do we educate, is virtually absent in most discussions of 21st century learning. Finally, I offer an alternative curricular vision to the techno-optimistic belief in progress prevalent in the discourse of 21st century learning. In the call for radical reform, I propose another understanding of the word “radical,” one that includes an ecocentric, life affirming understanding that roots education in a life code of value and in a living community of relations large enough to embrace the multidimensionality, the responsiveness, and responsibility at the heart of the pedagogical relation.
Journal Article
Affinity Spaces and Ecologies of Practice: Digital Composing Processes of Pre-service English Teachers
English educators are responsible for preparing pre-service and in-service teachers to consider the ways in which people engage in meaning making by using a variety of representation, interpretive and communication systems. Today new technologies are radically changing the types of texts people create and interpret even as they are influencing the social, political and cultural contexts in which texts are shared. This research project was designed to immerse pre-service English education students in the creation of multimodal, multimedia texts as part of a digital composing workshop. For the purposes of this paper, three student experiences were drawn from a group of twelve pre-service English education students participating in the project. Each student represents a unique experience from which we may draw insight and direction as English educators. Despite the ever present barriers to integrating afterschool (Prensky, 2010) literacy practices into traditional schools and to ensure what we are teaching has the important element of “life validity” ( Mills, 2010) and reflects the evolving socio cultural literacy practices of contemporary society, English educators must provide authentic, engaging opportunities for pre-service teachers to learn about and through multimedia, multimodal digital technologies.
Journal Article
Official (ISC)2 guide to the CAP CBK
\"There are many elements that make system authorization complex. This book focuses on the processes that must be employed by an organization to establish a system authorization program based on current federal government criteria. Although the roots of this book address various federal requirements, the process developed and presented can be used by nongovernment organizations to address compliance and the myriad laws, regulations, and standards currently driving information technology security. The key to reaching system authorization nirvana is understanding what is required and then implementing a methodology that will achieve those requirements. The top-down methodology presented in this book provides the reader with a practical approach for completion of such an undertaking. By demystifying government requirements, this book presents a simplified, practical approach to system authorization\"--
eBook
Collaboration as a New Creative Imaginary: Teachers' Lived Experience of Co-Creation
Research on collaborative professionalism may be enriched by inquiries into the lived experiences of teachers. The question of what collaboration is like for teachers has not been taken up widely in the literature. The meaning of collaboration as a coming together of individuals who share, design, and co-create for purposes that are aligned with generative possibilities of producing something new, of understanding something in a novel way, and to combine perspectives, personalities, experiences and expertise, represents a new area for research. This paper presents a phenomenological analysis of teachers' lived experiences of collaboration. To ask these questions requires an orientation to the lived experience of teacher collaboration. For the purposes of this paper, two themes - collaboration and a creative imaginary, and collaboration and relationality - are described as unique structures of human experience. This research supports the conclusion that research in the field of collaborative professionalism and teacher collaboration may be significantly deepened by inquiries into concrete lived experiences of teacher collaboration.
Journal Article
Leading Educational Change in the 21st Century: Creating Living Schools through Shared Vision and Transformative Governance
This article provides a critical overview of national and international efforts to shift education to what has been commonly called 21st century learning. Governments, non-profits, and corporate consortiums are in large part responsible for education reform designed to re-conceptualize K12 education for the 21st century. The article introduces an integrative transformative educational concept called the Living School that connects K12 educational reform with Education for Sustainability, sustainable community development, and individual well-being. Brief portraits describe schools that reflect Living School attributes. Ambitious initiatives to transform education for the 21st century require enlightened leadership and governance structures for scalable, system-wide reform. This paper offers an alternative vision for educational leadership and governance to support education reform based on a holistic approach to sustainable community economic development. An interdisciplinary model of professional learning to prepare education leaders for an alternative vision of education leadership is proposed.
Journal Article
“What’s the Big Idea?” A Case Study of Whole-School Project-Based Instruction in Secondary Education
This paper presents the results of an inquiry into a creative, whole-school integrative learning project that started with posing a ‘big question’. Data were generated to deepen understanding regarding the effects of implementing creative project-based learning Hi on student lived experience and student attitudes toward learning. Research on project-based approaches is required to reflect the current contextual realities specific to high schools. The focus on integrative and arts-based approaches as they relate to high school classrooms indicate that secondary education lags in comparison to elementary and middle grades. The findings presented here provide the possibility of a more informed, attentive, action-sensitive professional practice in the development of educational experiences designed to influence the learning experiences of secondary students.
Journal Article
EDITORIAL
THEME 1-LETTING GO OF EXPECTATIONS The first theme Letting go of expectations speaks to the way(s) that the authors discuss how to foster creativity in teaching and learning. [...]Creativity within educational sciences in French speaking countries : A literature review\" by De Smet, Raileanu & Romero, examines the concept of creativity used in a wide variety of ways, in professional, technological, socio-economical, and educational settings. THEME 3: 21st CENTURY LEARNING The final theme, 21st century learning, offers examples of way(s) researchers and educators are pushing the limits of curriculum, technologies, and pedagogical approaches, in order to re-contextualize materials, knowledge and learning. [...]we hope that the insights from the author's included in this special issue inspire new ways of thinking about teaching and learning.
Journal Article