The ability to write well is meant to evolve naturally from a few simple sentences on a first-grader’s notebook to the polished draft of a senior paper, and when it does the entire school experience tends to proceed naturally as well. In the workforce, good writing is the hallmark of a professional that can express himself clearly and display one’s company/product in an attractive way. This has only become more true in today’s world, where email, text messaging, and social media have taken over many of the communications that used to be performed by phone or in person.

In fact, the changing role of writing in the world today has many teachers wondering how they should adapt their teaching to make it more relevant to today’s writing needs, personally and professionally. Susan Lucille Davis, a writing teacher with over 30 years of experience, expresses this question in her blog, “Teaching Authentic Writing in a Socially Mediated World,” but admits that she herself doesn’t have the whole answer. She and many of her colleagues agree, however, that the answer would need to address and prove relevant towards improving writing in the following categories:

• Text messages to friends/colleagues.
• Captions for photos that express important information.
• Questions that probe and dig for what matters.
• Status updates that share a mood or point of view.
• Comments on interactive websites that continue the conversation.
• Product reviews that are convincing and detailed.
• Emails written with the appropriate tone and length.
• Collaborative documentation online, which requires more than simply dividing the work.
• Tweets that add valuable insight to an online conversation.
• Blogs that allow ideas and information to percolate over time.
• Citizen journalism that is current and relevant.
• Storyboards and scripts for the many different types of videos being made today.
• Proposals to make, do, or change something.
• Process analyses that help examine the way things work.
• Syntheses that help organize disparate resources and media.
• Reflections that share transparently and probe thoughtfully.

This rather daunting list points out a clear gap between traditional writing education and the evolution of writing needs in the world today. At the same time, it makes clear just how important writing skills have become in a world where every individual is a user and a maker, a consumer and a producer. The role of writing has expanded to the point where there’s hardly a place left in American society for someone who isn’t fluent in text.

Recent statistics support this idea. According to various studies cited by Gene A. Budig in his article, “Studies Show the Importance of Writing Skills,” 8 out of 10 parents believe writing is more important now than it was 20 years ago. 86% of teens believe that good writing predicts future success, and 82% express a wish to write better and for teachers to address the topic more in their classrooms. The highest percentage of teens who believed this came from minority and low-income groups.

We don’t need a study to know trends in technology have expanded the role writing plays in our lives. People of all demographics and ages text, instant message, and email every day — many times a day. We’ve hung up on using verbal communication, and turned to the more convenient, efficient, and, arguably, most unsocial mode of communication: writing.

That doesn’t mean we are all better writers for it. We’ve seen the birth of textlish, like LOL, BRB, YOLO, which has become so standard in the English language that it crossed over into verbal communication. Twenty-first century writers come with autocorrect, which knows what you want to say faster than you can type it (sometimes). Social media has unveiled our friends that don’t know the difference between there, their, and they’re. Writing may be more prominent in our daily tasks, but it doesn’t mean the art and craft of writing, critical thinking, grammar or self reflection has become more prominent with it.

Over the past two days at the 2012 Schools of the Future conference, I had the opportunity to meet a variety of amazing people whose ideas are already making impressions on learners today and are bound to create new opportunities for learners of the future.

One of the highlights of the conference was hearing John Hunter’s keynote speech. John is a public school teacher who took his background in religious and philosophical studies and applied it to the 4th-grade classroom. In his quest to engage 4th-grade students in a lesson to become change makers and critical thinkers, he created a plexiglass real-world simulation game that exercises students’ critical and creative thinking skills, compassion, and strategic thinking. The World Peace Game is a complex game that stands at 4 feet x 4 feet x 4 feet, has hundreds of pieces, a 13-page crisis document, a classroom of 4th graders versed on Sun Tzu’s The Art of War, and much more.

The quote he shares in his bio illustrates his game’s philosophy: “Accepting the reality of violence, I seek to incorporate ways to explore harmony in various situations. This exploration would take form in the framework of a game – something that students would enjoy. Within the game data space, they would be challenged, while enhancing collaborative and communication skills.”

With his game, students are in control of the lesson and the world’s outcomes.

 After all, these students are the ones who we will hand the world to; ripe with environmental problems, warfare, ethnic tensions, and economic disparity. Though John has been using a version of this game in his classroom since the late ’70s, his philosophy that learning should be in the control of the student and the teacher should act as facilitator is the future of learning. Flipped classrooms are asking students to be in control of their learning at home and to bring questions to class; computer software can customize learning for an entire classroom of individual students with different needs while the teacher stands by; individuals are in control of advancing their learning around the world with MOOCs (Massive Open Online Courses); and the list goes on.

It was a great experience to be among leaders who were driven by a similar mission as LifeBound. My book Critical and Creative Thinking for Teenagers also addresses the need for students to solve the world’s biggest problems through real-world experiences, exploration, and learning about innovative trailblazers before them. Leadership for Teenagers: From Ancient Times to the 21st Century asks students to create a vision, become an influencer, and take action to create change in their life, school, community, and one day, the world.

John’s book World Peace and Other 4th-Grade Achievements is due out in 2013. You can also find out more about watching the documentary of the same title via his website, worldpeacegame.org.

Watch John’s TED Talk, Teaching with the World Peace Game, which shares the journey he took to create the World Peace Game and clips of his students speaking passionately about their roles in this political simulation.

I’m at the Fourth Annual Schools of the Future Conference this week being held at the Hawaii Convention Center. The conference brings together leaders in education and technology to address the need for a paradigm shift in education. Over this two-day event, among many topics, we will explore how to create a 21st century learning environment; explore new roles for education publishers, teachers, and librarians; and how to blend, flip, and mobilize the classroom.

Yesterday morning I attended Dr. Mark David Milliron’s keynote, “Emerging Insights on Learning, Technology, and the Road Ahead in Education.” In his speech, Milliron outlined a few trends that we are seeing as education and technology converge in the classroom, and as more research is available on the pros and cons of the digital classroom:

1. Learning must be augmented, game based, contextualized, and simulate real situations. The digital classroom demands that education publishers catch-up to the changing classroom and offer students assessments that show their achievement. Instead of memorizing facts, students are learning skills and concepts in a context that can easily be applied to the real world.

2. Educators are building, buying, and sharing. Technology hasn’t only changed the classroom, it’s changed the role of the teacher. Websites like Teachers Pay Teachers allows teachers to share their best lessons and make money off of them. With the advent of more data tracking tools and software, we also have more possibilities for tracking the value of mobile, blended, and interactive learning and using it to improve the classroom. In the digital classroom, “resources” stretch beyond books and other traditional learning tools, and the act of everyday learning and creating — when recorded and analyzed — becomes a resource in and of itself.

3. There is no one size fits all. Technology is not a single answer. In the digital age, there is a vast “ecosystem of learning” that will draw from a variety of learning methods. Different schools have different student populations, challenges, and environments. Within each classroom, students have different needs, teachers have different backgrounds, and the classroom has its own limitations. Because education is not one-size-fits-all, there are many different learning options emerging, such as: School of One,  Florida Virtual School, and P2PU.

4. What students learn and do in the classroom will change. Teachers will help students curate their credentials, focus on liberal arts, and learn socially and courageously. School will be a place where students aren’t taught to take a test, but to prepare for the rest of their lives by being introduced to college courses, social networking, and interpersonal competence skills. Most importantly, for any real change in learning to take place, the student will be an active participant. Milliron goes into more depth of the key learning responsibilities students have in his article “An Open Letter to Students: You’re the Game Changer in Next-Generation Learning.”

This is a pivotal time for education and we can expect to see many changes as demands shift in the workforce, technology and innovation grow, and tech savvy students and teachers enter the classroom. Technology can open learning opportunities to learners all over the world.

For more examples of how technology is changing the world, watch the short film, “The Future of Learning,” released this week.

“Teach kids to solve interesting problems, not to memorize answers to problems we’ve already solved,” Seth Godin, The Future of Learning.

We have many dreams for today’s students. We want to ensure they get an education that prepares them for a successful career. We want them to have all the latest technology. We want them to use technology to become a new generation of innovators and creative thinkers. We want them to have the best teachers. We want a system that values learning, not memorization.

Many people have many different ideas for how education can be reformed, but they all have one thing in common: they they all require funding.

In Florida, eleven percent of households with students in K12 education do not have Internet access, according to the article “Many Low-Income Students Struggle with Lack of Internet at Home.” A lack of Internet, whether due to a lack of devices, access or both, is one element that continues to drive a wedge in the achievement gap. Low-income students aren’t given the same benefits of their more affluent peers when they are required to do online assignments, putting them at a disadvantage in their education and future career.

Like many school districts around the country, school districts in Florida are pushing to have digital textbooks for all students by 2015. In fact, the Obama administration recently announced they are pushing for every student in the U.S. to have an e-textbook by 2017. However, getting devices in the hands of all 21st century students is only part of the equation. “The digital divide is not because students lack devices,” said Ocoee Middle School Principal Sharyn Gabriel, in the article. “The digital divide stems from the lack of Wi-Fi.”

Whose responsibility is it to close the divide?  AT&T announced this week that they are pledging $250 million to programs that promote high school graduation and career readiness over the next five years. This funding will be distributed through school grants, community organizations, and other companies helping at-risk students graduate and prepare them for careers. What level of achievement could students reach if they were all given equal opportunities? What responsibility to corporations have to put student success on their radar?

LifeBound is working this summer to close the achievement gap through providing students with a summer of learning. Summer learning losses are one of the greatest setbacks to underprivileged children. Ask us more about our book donations and literacy initiative by sending your questions to contact@lifebound.com. We look forward to hearing from you.

In 2011, an unprecedented study found forty-five percent of students made no significant improvement in their critical thinking, reasoning or writing skills during the first two years of college. Many were stunned by the number of college students entering and graduating from college without critical thinking skills, a core 21st century skill necessary for making smart personal and professional decisions.

Even though the subjects of the study were second-year college students, this study also showed us that critical thinking doesn’t get enough emphasis in the K-12 classroom leading up to higher education. Learning to think critically is not something that can wait until students are in their young adult years when they are starting to make some of the most important decisions of their lives.

In the article “Critical Thinking: A Necessary Skill in the Age of Spin,” former teacher Randy Kasten illustrates why maturing kids are especially in need of critical thinking skills to navigate their changing world.

“….Young people — without significant life experience and anxious to fit in — are especially vulnerable to surface appeal,” says Kasten.

Critical thinking is one skill that can keep kids’ social and emotional pulls to surface appeal in check and help them make well-informed decisions.

Consider the decisions students make from an early age that have the power to impact future outcomes. Kasten lists targeted advertising that creates their buying and eating habits, friends that help them make good or bad decisions, and romantic relationships that do or don’t end well. Strong critical thinking skills help students make healthy choices for their academic, personal, and professional lives.  It also gives them the courage to say “no”, manage impulsivity,  resist peer pressure and manage conflict diplomatically.

Developing critical thinking skills must be a priority for educators, students, and parents before students leave their K-12 education.  LifeBound’s book CRITICAL AND CREATIVE THINKING FOR TEENAGERS asks students to solve today’s biggest problems, by  developing an inquisitive mind, strong investigation skills, the ability to ask powerful questions, and the skills to imagine, dream and create.

When and where do  you see students exercise their critical and creative thinking skills? What is the cost when students  aren’t exercising their critical and creative thinking skills? Do you think critical and creative thinking skills could solve our nation’s “innovation crisis”? What could strong critical thinking skills do for us in terms of solving problems around the world like poverty, AIDS, the aging population, the  sex slave trade and the exploitation of workers on foreign shores?

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Source:

“Critical Thinking: A Necessary Skill in the Age of Spin,” by G. Randy Kasten. 2 March 2012. Edutopia. Accessed on 5 March 2012. http://www.edutopia.org/blog/critical-thinking-necessary-skill-g-randy-kasten