Group Assignment Dissertation Analysis

Authors:
Ailene Cavaliere
Linda Mancz

1. What are some of the technology tools utilized during data collection?

     Some of the technology tools utilized for this study were video recordings, still photography, voice recording, iphones, flip videos, and digital cameras. Additionally, individual Wiki sites were developed for the different research subjects.

2. In your own words, describe the term “digital native” as referenced by the author in mentioning Prensky?

      A digital native is someone that was born into the age of the Internet and computers.  These people will soon be distinguished by the advancements of the technologies at the times of their births.  Ex. Web 2.0ers, I pad generation.

3. In your own words, what is the “purpose of this study”?

      To investigate how teachers and students in a supposed 21st century school incorporate technology into their day.  This study also followed the outcomes of such lessons the support systems in place for teachers and the technology systems in place within the districts.

4. What are the sub-questions used by the dissertation author(s) in support of the central question?

1. How do educators prepare students for work in the 21st Century?

2. How does project-based learning support the skills of the 21st century?

3. How do students use 21st century skills and technology to create and share work?

4. How do the professional development opportunities provided for teachers impact the

work and products produced by the students?

5. What is the nature of the information systems in place that support 21st century

instruction?

5. Summarize briefly (1 paragraph) John Dewey’s ideas about students and work as gleaned from Chapter 2 of this dissertation.     

     “Dewey (1916) realized that students need to learn occupational skills as opposed to vocational skills” (p. 22).  Learning a vocation just teaches the student how to use tools competently.  An occupation implies a thought process and active engagement in society. “Dewey’s view reflected the need to train students to be skilled for change, not a particular vocation” (p. 57).

6. Contrast Technical vs. Illusory (1-2 paragraphs) vs. Constructivist schools as outlined by Popkewitz, and referenced by the dissertation authors.

      According to Popkewitz a technical school stresses the mastery of skills as laid out in the curriculum.  In a school following this philosophy students would need to show mastery of a skill before moving on to the next task.  In an illusory school students work together, relate to one another cooperatively.  The relationships between the students are the educational focus.  A constructivist school stresses project based learning which includes aspects of both the other schools of thought. 

7. What is the dual focus of the “Advocacy Design Center” (ADC) framework?

· A focus on a holistic view of the school's culture or on the school's design as

an institution in its social context; and                                                                                   

· A focus on inquiry or self-assessment by a core group of the school's stakeholders. Self-assessment serves as the basis for asking questions of leadership and planning.   

8. What are the four components of ADC, and how many areas are contained within?

· How instruction is conducted in the school; 

· How people work together or how the school is organized; 

· Its pattern of governance and decision making, or how authority is used and    distributed; and 

· How the school examines and accounts for its performance. 

Smith utilized 29 areas for questioning in examining the above components.

9. Summarize briefly (1 paragraph) the work of Adria Steinberg as referenced by the dissertation authors.

      Steinberg stresses school to work initiatives. She is concerned about student’s lack of preparation for the world of work and their lack of motivation. She developed 18 questions within six major categories to assess student work.   She then used these questions to study how three high schools developed project based learning activities, which were engaging to students.

10. What are the right-brained aptitudes as outlined by Daniel Pink?

     The right brain reasons holistically, recognizes patterns, interprets emotions and non-verbal expressions. Right-brained skills will enable people to think big-picture, to be inventive, creative and empathetic.

      Pink asserts that in the Conceptual Age, there are six right-brained aptitudes that workers will need to master to compliment left-brained reasoning.                                     

1. Design-products, services and experiences need to be more than functional.          

They need to be beautiful, whimsical or emotionally engaging. 

2.   Story-with all the information and data available, creating compelling narrative is

essential for make meaning.

3.   Symphony-analysis is not sufficient, seeing the big picture, crossing boundaries and

combining pieces into a new whole.

4.   Empathy-the ability to understand and forge relationships.

5.   Play-in the conceptual age, a balance between work and play will bring benefits for

both emotional and professional well-being.

6.   Meaning-the accumulation of material wealth is not enough, the pursuit of more

significant desires such as purpose, transcendence and spiritual fulfilment. 

11. Summarize Thomas Friedman’s theory of a “flattened world” in one or two sentences.

      The tremendous influence of technology has created a situation where the world’s major economies are interdependent. This has the effect of flattening as countries “outsource” pieces of their work to other parts of the world thus reinforcing this flattening effect.  This theory contends that people all around the world are inter connected with use of the internet, and other technical devices.

 

12. The “Partnership for 21st Century Skills” visual framework was used as the backbone of the dissertation conceptual framework.  Insert a picture of the P21 visual within your Blog page.  

13. What are ALL the elements of the Conceptual Framework in this study?

Student Outcomes

1.  Core Subjects and 21st Century Themes

2.  Learning and Innovation Skills            

a.  Creativity and Innovation            

b.  Critical Thinking and Problem Solving            

c.  Communication and Collaboration

3. Information, Media and Technology Skills             

a.  Information Literacy       

b.  Media Literacy            

c.  ICT Literacy

4. Life and Career Skills  

Support Systems

1.  21st Century Standards

2.  Assessment of 21st Century Skills 

3.  21st Century Curriculum and Instruction

4.  21st Century Professional Development 

5.  21st Century Learning Environments

14. Briefly explain (1 paragraph) the “method” used in this study to collect data.

This was a qualitative study using a case study approach.  Data was collected utilizing the critical incident technique.  Data collection methods included in-person interviews, field observation, focus group discussion panels and artifact collection.

15. In looking at the “limitations” of this study, what could be a natural “next study” for a new dissertation in this arena?

     This study focused on high schools I think the next step would be to research the elementary schools.  It would be interesting to explore what methods are being employed in the elementary schools to prepare them for the 21st century high schools.