Wednesday, November 29, 2006

"Secret Sauce" Revealed!

Gheezz! I thought everyone knew this. Who knew?

The Future of Work

by Richard Watson

Why the future of work could become child's play.

People divide their lives into work and play. But a clever few realize that if you pick the right work it ceases to be work and becomes play. The trick is finding something that you are passionate about and then devoting your life to it. This won't necessarily make you a fortune but it will make you happy. It may also turn you into a successful innovator, because playfulness is an essential prerequisite for invention.

In 1989 58 percent of the UK population said they were happy. By 2003, this figure had fallen to 45 percent despite a 60 percent increase in average incomes. And recently, The Observer newspaper claimed that most Britons would rather have their working hours cut than have their salaries increased. There are various explanations for all of this, but one is that people are doing the wrong kind of work. But what does the 'wrong' kind of work look like? The answer is highly personal, but in my experience it means working with people you dislike, doing something that's too easy, or doing something that's repetitive. It can also mean that you have a job that lacks meaning or doesn't make a difference.

According to author/philosopher Charles Handy there are three forces driving change at work. The first is globalization. As Thomas Friedman argues in his book The World is Flat, there is a single global market emerging for everything from products to people. In theory this means that soon you'll compete against everyone else on the planet for your job -- although in practice there will be a limit on what gets outsourced. Nevertheless, if your job can be done cheaper somewhere else, it might be worth looking at other employment opportunities. The flip side of this global village is that if you're really good at what you do companies will compete globally for your skills, as more jobs become mobile.

The second driver of change is demographics. Most countries face a demographic double-whammy with an ageing workforce colliding with a declining birth rate. According to the Herman Group this means there will be a shortage of 10 million workers in the US by 2010. Employers will have to get smarter at attracting and retaining good people. Because of this, we can expect to see more flexible working practices and the development of initiatives that attract older workers.

For example, B&Q -- a Home Depot style retailer in the UK -- offers jobs to retired tradesmen. The results are improved customer service and lower employee turnover. Similarly, BMW in Germany has designed a factory to attract older workers while Procter & Gamble has developed YourEncore -- a network of retirees that it dips into when it needs to crack a problem. Incidentally, one further idea implemented by P&G is 'reverse mentoring' that helps older workers (especially men) understand the problems faced by newly recruited staff (especially women).

The third driver of change is technology. Thanks to cellphones, laptops, and the Internet, work is becoming less tied to a physical location. Instead we are becoming a tribe of digital nomads working whenever and wherever we choose. This means that in the future employment contracts will have to change. Companies will realize that they are buying people for their ideas, and not their time or physical presence. In this scenario, annual contracts will be related to objectives met instead of hours worked. This will lead to an increase in sabbaticals and a further blurring between what's done at home and what happens 'at work.'

But this is just the beginning. In another twenty or thirty years artificial intelligence and robotics will have displaced another layer of workers. So if your job can be reduced to a set of formal rules that can be learnt by an intelligent and emotionally aware machine it may be worth looking for another career. It's possible that your current profession might disappear.

In other words we are facing a third industrial revolution. The first swapped fields for factories while the second -- the information revolution -- replaced brawn with brains. The third revolution will be the shift from left to right-brain economic production.

During the last century people were paid to accumulate and apply information. In doing work that requires acquisition and analysis of data, workers use logical left-brain activity. But Daniel Pink, author of A WHOLE NEW MINDpoints out that it’s an activity that is disappearing thanks to developments in areas like computing. For instance, speech recognition and GPS systems are replacing people for taxi bookings, and websites are helping people defend themselves in trials, giving mediocre lawyers a run for their money.

For further proof of a changing worklife, consider this fascinating statistic that I recently came across. Twelve years ago, 61 percent of McKinsey’s new US recruits had MBAs. Now only around 40 percent of the recruits hold MBAs. Partially, this statistic is based on an oversupply of MBAs in the domestic market, and the fact that data analysis can be outsourced to cheaper countries. But it's also because art graduates are demand. In a globalized world, products and services become homogenized and then commoditized. One of the best ways to create differentiation is through innovation, but what some people mean when they say innovation is actually design. Design involves the application of lateral thinking and physical beauty, both of which bring us right back to right-brain thinkers.

Of course some jobs cannot be done by a machine or outsourced to India. These include what I'd call 'high-touch' jobs, like nursing and teaching, both of which involve a high level of emotional intelligence. Jobs that involve the application of creativity and imagination are also safe. According to Richard Florida, one of the world's leading social theorists and public intellectuals, these types of jobs don't work just anywhere. There are specific types of cities that are attractive to right-brained entrepreneurs and innovators, because the score highly on the three Ts -- Technology, Talent, and Tolerance. Technology refers to the proximity of world-class research facilities. Talent is the clustering of bright, like-minded people from varied backgrounds, and Tolerance is an open progressive culture that embraces 'outsiders' and difference.

In the new economy, child-like receptivity and cognitive flexibility may prevail. Psychological neotency, a fascinating new theory developed by Professor Bruce Charlton at the University of Newcastle-Upon-Tyne (UK), says that the increased level of immaturity among adults is an evolutionary response to increased change and uncertainty. This sounds ridiculous when you first consider it, but it does make a certain amount of sense if you stop and think about it. Historically maturity was useful because in a 'fixed' environment it indicated wisdom and experience. However, in a rapidly changing environment experience can actually be disabling. In other words, youthfulness and playfulness may be adaptive responses to change where jobs, skills, and technology are all in a state of flux. This could certainly explain the apparently adolescent behaviour of innovators like Richard Branson and Steve Wozniak and, if true, has profound implications for everything from HR policy to office design.

Tuesday, November 28, 2006

Required Reading for all Educators

The New York Times article, "What It Takes to Make a Student", should be read by all interested in the making a difference in education.

Wednesday, November 22, 2006

Compendium of Data for 21st Century Digital Education Explorations & Executions

eSchool News Logo

Nov. 21, 2006

New eSN Resource Center helps you prepare students for the challenges of the 21st-Century work environment
Building Digital Communication Skills for the 21st-Century Workforce

In this brand-new FREE Resource Center from eSchool News, you'll...
  • Learn how to achieve 'results' that matter

  • Discover how ed tech can be stalled by 'fear'

Educators, economists, and forecasters all agree on the critical importance the role of so-called "21st-century skills" in the modern workplace. No one disputes that reading, writing, and mathematics are the foundation of any solid education, but digital communications is about to be elevated to the same level of importance. Throughout their lives, our students are going to need a high degree of media literacy and multimedia fluency.

To prepare students for these realities of the 21st-century workplace, educators need to change organizational philosophies, adopt hands-on applications and exercises, and demonstrate a dedication to implementing the best and most relevant technology and software in their classrooms. That's why, with the generous support of Adobe Systems, Inc., the editors of eSchool News have assembled this field guide to digital communication skills in the 21st-century.

Here are some examples of how our new Resource Center can help you get started on the path to incorporating these concepts into your own schools and classrooms:
  • Discover why ed-tech visionaries insist schools must change

  • Learn how West Virginia is focusing on 21st-century learning
The focus on 21st-century skills in the classroom isn't just a passing fad. It represents an important paradigm shift in both education and society. We hope this collection of resources from eSchool News Online will provide you with the news, information, and ideas you need to impart these skills to your students, to help them prepare for the realities of the 21st-century workforce.


Best regards,

Roger Riddell, Online Editor
eSchool News
800-394-0115 x106
rriddell@eschoolnews.com

Tuesday, November 21, 2006

LEARNING by DESIGN: A Roadmap for Success?

Great Schools by Design

http://www.archfoundation.org/aaf/documents/nssd.report.pdf


Comments beget conversations, which beget deeper understandings, which beget informed actionable deeds that produce the consensus-driven desired results!

Viola, SUCCESS! (viewed by many in hindsight as a mere collection of disassociated coincidences!)

More:
Great Schools by Design Website

http://www.archfoundation.org/aaf/aaf/index.htm

Great Schools by Design Report Web-page

http://www.archfoundation.org/aaf/gsbd/


Great Schools by Design / Video Overview

http://www.archfoundation.org/aaf/gsbd/Videos.Overview.htm

A Helping Hand?

PRESS RELEASE
Secretary Spellings Announces $42 Million for 16 Grants to Reward Effective Teaching and Leadership
Teacher Incentive Fund for Teachers, Principals, Seeks to Improve Student Achievement in High-Poverty Schools

FOR RELEASE:
November 3, 2006
Contact: Stephanie Babyak or Jane Glickman
(202) 401-1576

Editor's Note: A list of the grant recipients and award amounts is attached.

U.S. Secretary of Education Margaret Spellings today announced the award of $42 million for 16 grants that will reward educators who take on tough jobs and show results in high-need schools. The grants will be used to provide financial incentives to teachers and principals who improve student achievement in high-poverty schools and to recruit effective teachers to those schools, particularly for hard-to-staff subjects like math and science. The grants are projected to be funded for five years for a total of some $240.6 million.

"Nothing helps a child learn as much as a great teacher-and research shows that rewarding teachers for results can improve student performance. Great teachers who work in schools where they are badly needed deserve more than our thanks. I am pleased to announce these Teacher Incentive Fund grants, which will encourage and reward more experienced teachers for working at high-poverty schools where they can make a real difference in raising student achievement," Spellings said.

Funded for the first time in 2006, the Teacher Incentive Fund program is President Bush's initiative to develop and implement performance-based teacher and principal compensation systems in high-need, disadvantaged schools, where at least 30 percent of students are eligible for free or reduced-price lunch. The goals of the program are to improve student achievement by increasing the effectiveness of principals and teachers, and, at the same time, increase the number of effective teachers for minority and disadvantaged students. Another $43.1 million is expected to be awarded in spring 2007. For more information about the Teacher Incentive Fund visit http://www.ed.gov/programs/teacherincentive/faq.html.

Grant Recipients 2006 Award Projected 5 Year Grant
Northern New Mexico Network
$571,074 $7,647,796
New Leaders, Inc. (DC Public Schools) $3,036,837 $14,118,543
Chicago Public Schools (IL) $131,273 $27,467,966
Denver School District (CO) $5,747,869 $22,674,393
New Leaders, Inc. (Memphis, TN City Schools) $3,109,944 $13,836,434
Mare Island Technical Academy (CA) $417,428 $1,626,392
Houston Independent School District (TX) $3,991,330 $11,781,323
Guilford County Schools (NC) $1,790,060 $8,000,005
New Leaders, Inc. (Nat'l network of charter schools) $4,921,435 $20,752,420
Chugach School District (AK) $1,278,773 $5,191,449
South Carolina Dept. of Education $4,750,305 $33,959,740
Dallas Independent School District (TX) $126,139 $22,385,899
School District of Philadelphia $1,443,017 $20,500,215
Ohio Department of Education $5,510,860 $20,223,270
Eagle County School District (CO) $1,562,129 $6,779,204
Weld County School District (CO) $937,040 $3,670,133
Total: 16 Awards $42,078,259 $240,615,182

Academic Competitiveness and National SMART (Science and Mathematics Access to Retain Talent) Grants

To meet the growing need for improved math and science instruction, on Feb. 8, 2006 President Bush signed into law two new student grant programs--the Academic Competitiveness Grant (ACG) and National Science and Mathematics Access to Retain Talent (National SMART Grant) Programs.

$790 million is set aside for the 2006-07 academic year for these grants, which were created by the Higher Education Reconciliation Act of 2005. The grants will encourage students to take more challenging courses in high school--making success in college more likely, according to research--and to pursue college majors in high demand in the global economy, such as science, mathematics, technology, engineering and critical foreign languages.

Academic Competitiveness Grants will be available to students for their first and second academic years of college. National SMART Grants will be available to students for their third and fourth academic years of college.

  • Academic Competitiveness Grant Program and National Science and Mathematics Access to Retain Talent Grant Program - Final regulations (November 1, 2006)

  • Dear Colleague Letter from Acting Assistant Secretary for Postsecondary Education, James F. Manning, providing guidance to institutions concerning implementation of the "academic year" definition within the ACG and National SMART Grant programs for the 2006-07 and 2007-08 award years (October 20, 2006)

  • Academic Competitiveness Grant Program and National Science and Mathematics Access to Retain Talent Grant Program - Interim final regulations; request for comments (July 3, 2006)

  • Academic Competitiveness Grants Recognized State Rigorous Secondary School Programs of Study (June 30, 2006)

  • Information for Students on ACG and National SMART Grants (June 29, 2006)

  • Press Release - Secretary Spellings Announces July 1 Availability of $790 Million in New Grants for Higher Education (June 21, 2006)

  • Press Release - U.S. Department of Education Announces Student Eligibility Options for New Academic Grants (May 2, 2006)

  • Dear Colleague Letter from Secretary Spellings describing plans for implementation (May 2, 2006)

  • Fact Sheet on Student Eligibility Options (May 2006)

  • Dear Colleague Letter from the Assistant Secretary for Postsecondary Education and the Chief Operating Officer, Federal Student Aid on ACG and National SMART Grant Programs (April 5, 2006)
    - Attachment (PDF)

  • Dear Colleague Letter from the Office of Postsecondary Education and the Chief Operating Officer, Federal Student Aid providing the list of academic majors eligible for the National SMART Grants for the 2006-07 award year (May 2, 2006)
    - Attachment (PDF)

  • American Competitiveness Initiative - President Bush's 2006 education agenda, the American Competitiveness Initiative, aims to strengthen innovation and education in the U.S. by improving math and science education, foreign language studies, and high schools

Sunday, November 19, 2006

WARD ONE!

The Meaning of Work
For Chris Dansby, the Search for a Job Is About More Than a Paycheck

Sunday, November 19, 2006; A01

On the morning of his 25th birthday, Chris Dansby made the same wish that he'd made when he turned 24, 23, 22 and 21: Let this be the day where everything worked out, the one he'd been promised since he was a boy.

He was living for the moment in his girlfriend's apartment, surrounded by nothing of his own. It was her bed he awoke in. Her leftover rice in the refrigerator. Her plastic bowl that he spooned the rice into. Her spoon, her sink, her shower, her iron, her everything except for Chris's clothes, a folder he carried that contained a copy of his résumé, and a wallet that contained no money and the business card of a potential employer who had stopped returning his calls.

Her car, too. With its gas tank on empty, Chris steered it into the parking lot of a city-run job center in Southeast Washington at opening time, 8:30 a.m. "It's my birthday. I don't have no money. I don't have no job. I'm feeling kind of mopey today," he said as he went inside the job center, which is in Ward 8, where he has lived his entire life, a part of the city that is 93 percent black and on this day had an unemployment rate of 16.3 percent.

Far away from the life of Chris Dansby, academics and policymakers debate the reasons that unemployment among black men is consistently and disproportionately high. Are the reasons societal, as some argue, or a matter of individual responsibility, as others argue? Are they a reflection of racism? Of defeatism? Of laziness?

Chris's attention, though, was on a list of jobs on a computer screen. Senior litigation paralegal was the first one. He needed a job suitable to a high school graduate who hadn't worked steadily in months. Account executive. And who didn't have a car except when he could borrow one. Software requirement analyst. And who had a Metro fare card only because a relative gave him one. Director, corporate strategy. And who was so broke that the only thing in his pockets other than the keys to a car that had no gas was a pair of dice that he extracted and rattled whenever he had nothing better to do.

Mail room. He paused and read the job description. "The responsibilities include sorting and delivering mail." He looked at the address, saw that it was nowhere near public transportation, and moved on.

Wellness coordinator. VP human resources. Biotechnology scientist.

Out came the dice.

"Twenty-five," he said.

Rattle. Rattle.

"I thought I'd be doing better than this."

* * *'It's Hard Out in This World'

Why does Chris Dansby not have a job?

What happened? What can he do about it? What did he do wrong?

As Chris navigates the part of the nation populated by black men like himself looking for work, there isn't a day he doesn't wonder about these questions, the last one most of all.

"I don't know, man. It's hard out in this world. It ain't geared for me," he said. "I ain't making excuses, you can get out of it, but. . . ."

But why was his neighborhood's unemployment rate 16.3 percent while at the same moment, in predominantly white Ward 3, the jobless rate was 1.5 percent? Why, last year, as he grew discouraged, were 70 percent of all white men working, 71 percent of all Asian men, 75 percent of all Hispanic men -- and 60 percent of all black men? And only 49 percent of all black men between ages 18 and 24? And only 43 percent of all black men 18-24 with a high school diploma or less?

" . . . But I don't blame anybody," Chris said. It's all on my shoulders."

The unemployed black male: He has been studied and commented upon more than any other any category of American worker, and always to conflicting conclusions. Some academics say the problem traces to what they describe as cultural issues within the black community: Fractured families, demeaning music, sports millionaires as role models, thuggishness as a virtue -- all contribute to a "culture of failure" of which joblessness is a part. The problem, these academics say, is behavioral.

Others, however, say it's structural, and point to a 2004 study in which employers were found to be as willing to hire a white man with a criminal record as a black man with a clean record. It was a finding that echoed the results of earlier studies, including a 1991 survey of hiring practices in Chicago in which employers said blacks were worse hires than whites because "they don't want to work," "they don't know how to work," "they come late and leave early," "they've got an attitude problem" and they are "just not as good."

The problem, these academics say, isn't behavioral but societal. Slavery began it, racism continues it, and it entrenches itself every day in neighborhoods such as Ward 8 in forms such as inferior schools, which lead to poor job skills, which lead to employment rates of 43 percent.

Back and forth the arguments go in the search for solutions, and meanwhile, underneath them, on the ground level that is Ward 8, Chris was saying, "I think this is the roughest period of my life. Because it can go either way. It could go, I'm out on the street, homeless, asking people for money, or it could go the way I want it to go."

He was on his way to a job interview. He was using his thumb to wipe a spot off his tie, which he never completely unties, instead looping it over his head because he's not sure he'll be able to retie it. He was thinking about what he would say. "I think I give a good first impression. I smile. I'm dressed nice. I try not to use slang."

But he was concerned about his résumé -- and all that it didn't say. For instance, it showed him working at the Giant Foods warehouse for two months, and what would an employer think of that? Should he mention that he was working the overnight shift? That on his last day, "I felt good when I got off work, I didn't feel sleepy"? That his eyes got droopy somewhere along Martin Luther King Boulevard, and they closed on Alabama Avenue, and when he slammed into a utility pole the engine ended up in the front seat, and the hospital bill that he has yet to pay is $1,500, and that's one of the reasons he needs a job? Preferably near a Metro stop?

And what about his first job, as one of the red-hatted guides in downtown Washington? "The best job I had," he said. It was $12.52 an hour, 40 hours a week. He had a bank account that got up to $700 -- and then, after 18 months of giving the same directions, helping the same homeless people, making the same money, he quit.

"I wanted more," he explained. "It wasn't no career. I wanted something better."

And maybe that's when the tailspin began, he said, because he didn't have another job lined up, and there went his savings, and there went his car soon after, and now, two years later, tie on, résumé in hand, wondering why "I waste opportunities or don't see opportunities," he was down to this one option. It was an interview for a job with Jiffy Lube, arranged by a government-funded job-placement service whose clients are mostly black men.

"God, help me out," he prayed before going in.

A week later, at a Virginia Jiffy Lube that was a 43-minute subway ride from Ward 8, Chris began his new job. Eight dollars an hour, 40 hours a week, $16,640 a year. "Looks like it's gonna work out," he said.

That night, his girlfriend told him their relationship was over.

The next day, he moved in with his mother.

Two days later: "I don't know what happened. I haven't heard from him," said Wally Kenner, his boss at Jiffy Lube. "If he doesn't call me or show up tomorrow, we'll probably have to let him go.' "

The next day: "He no longer works here," Kenner said.

The next day: "I don't know, man. Stuff happens," Chris said, sitting in his mother's home, head down, lights off, voice barely audible, trying to explain.

"If I had the answer, I'd tell you, but I don't know," he said. "I don't know. I don't know. I don't know."

* * *'My Mother Did Her Best'

His mother's name is Brenda. She is 52 years old, and after 10 years of working as an attendant at a nursing home, a job that paid her $7 an hour when she began and $9.75 an hour when she was let go, she wonders if she will ever work again. "I want a job. I definitely want a job," she said one afternoon, but interviews haven't gone well.

"My ma would have a great chance if she stopped thinking so negative when she go in the door. She's already thinking she isn't getting the job," said Chris, now settled in.

"When I go to an interview, I take my bath, I don't put on a lot of cologne, I put on a nice outfit, I go with a positive attitude," Brenda said. "I walk in, I'll greet people with my handshake, and they give me one of these." She held out her hand limply.

"That's because you're a female," Chris said. "That's how they do it with a female."

"No. I mean come on now. My hand is like a firm grip, and their hand is like this, like they don't want to shake my hand, and I know I ain't got a damn chance," Brenda said. "Once they give me that handshake, I know it's over."

"My mother did her best," Chris said later, away from her, of the woman who dropped out of high school and raised him and an older brother as a single parent. "But she didn't even prepare herself for life, so how could she prepare me?"

As for his father, who has been only a vague neighborhood presence: "I remember one time I asked him to fix my bike," Chris said, thinking back to a day he telephoned his father when he was a little boy, "and he said he would, and he rode past and waved his hand."

Still out of money, no prospects in sight, Chris was headed back to the city-run job placement center on Naylor Road SE, a 10-minute walk from his mother's home. Some parts of Ward 8 are gentrifying with new stores and luxury homes, but this walk took Chris through a dirty parking lot where opportunity was represented by a boarded-up restaurant and a man $50,000 behind in child-support payments who was trying to remedy that by selling socks out of his car.

As usual, Chris was there at opening time to scan listings, use the free phone and meet with his case manager, Alan Morrison, who said of Chris's inability to find work, "He has a good résumé. A good educational background. He interviews well. So I don't know what it is."

The job center was busy, as always. No matter how low unemployment is nationally, or how vibrant the U.S. economy might be, the churn at Naylor Road is constant. So, too, is the racial composition of the clients: Black face after black face filled the lobby, and the computer area where people check job listings, and the conference room where the daily session on job-interview tips was underway for the newest registrants.

"They're going to be taking a look at your total package," an instructor was saying to a dozen people seated around a long table. "The way you enter. Your handshake. Your eye contact. The whole nine yards."

"I don't mean to be rude," a man interrupted. "You got Hispanics coming into this area, they don't have contacts, they don't have resources, but they're getting more jobs than we do, so I'm lost. I don't think Hispanics and Asians are using all these techniques to get jobs."

That's because Hispanics are willing to take any job, a woman sitting across from him said. "They'll stand outside in lines," she said. "I don't see us doing that."

"Another thing, they stick together," a man said. "They ain't complaining about what they ain't got."

"Yeah, but we're here fixating on body language," the first man continued, exasperated.

"What you're facing is a serious unemployment rate for black Americans," a second instructor said. "Let's stop comparing. Let's stop worrying about someone else. Let's start looking at ourselves."

Down the hall, LaMia Chapman, the job center's manager, explained the difficulty of conveying that bit of sentiment to people so discouraged.

"It's like swimming in a whirlpool. That's what it's like around here," said Chapman, who grew up in Ward 8. "If you have severe disappointment after disappointment, and your environment feeds into negativity, it's easy to decide, 'This is the way it's going to be.' "

Meanwhile, after checking for new job listings, Chris was ready to leave.

"Nothing," he said.

Back home:

"I'm proud of him," Brenda said, "but --"

"That's what my ma do," Chris said, cutting her off. "She looks for the negative."

"He's doing the best he can do," Brenda said after a while, when Chris was no longer listening. "The only thing he's not doing is using his mind like he should -- because I know he's a smart, intelligent young man. He showed me that when he finished school.

"He's better than what I am," she said.

* * * 'You Can Do It!'

"Excellence," reads a poster. "Courage," reads another. "Leadership," reads another. "Perseverance," reads another. "Success," reads another.

These are the hallway decorations at the high school that Chris graduated from, called Ballou STAY. Though attached as an annex to Ballou Senior High School, it is not the same thing. Ballou High, which Chris attended before dropping out just before graduation, is where results on the Stanford-9 achievement exams for that year showed that 64 percent of students were below basic proficiency levels in reading and 84 percent were below basic proficiency in math. Ballou STAY is where dropouts return for their diplomas in an environment of relentless inspiration, one in which hallway posters are only the beginning.

"I have counselors. Substance-abuse counselors. Academic counselors," said Wilbert Miller, the school's director. There are social workers, too, he said, along with mentors, workshops for students to "teach them how to tie ties, how to dress for success," workshops for parents and classes that go late into the evening. "They need hope. They just don't have a lot of hope," Miller said. "We say, 'You can do it! You can do it!' "

Or as it says on the bulletin board across from his office: "I CAN DO IT."

Or in a poem students recited at orientation this year: "Yes, I can!"

Four years ago, Chris heard the same exhortations. He also heard them at Ballou High, and before that, in middle school at P.R. Harris Educational Center, where there was extracurricular outreach to students like Chris from a club called Concerned Black Men, which was overseen by an assistant principal named Ron Miller, now retired.

Miller's memory of the club is that "it was just wonderful." Every Saturday, he said, dozens of boys would hear from speakers including Jesse L. Jackson and Marion Barry. Or "we'd put the kids in a circle," Miller recalled, "and I'd throw a medicine ball, and whoever I threw it to would have to stand up and speak for three minutes about himself."

"Self-esteem," Miller said -- that was the point. "We would tell the kids, 'You can do anything you want to do as long as you believe in yourself.' "

Chris's memory: "I think I remember sitting down in little groups talking about things," he said. That's what he can remember. No Jesse Jackson. No medicine ball. No details at all, other than believing he might be a football player someday, or a police officer. Even when looking through his middle school yearbook, he could remember nothing more, and was puzzled as to why he wasn't in any photographs.

And then he did remember: It had to do with not having Christmas that year, and how he was so angry about it that he decided to stay home for a day when school resumed in January.

And then a second day.

And then every day for the rest of the school year.

"The whole year," Chris said, shaking his head. "I can't remember how I did it. I think I would leave out like I was going to school, and then I'd just wait a little bit -- I had the door key -- and come back in the house."

And do?

"Nothing. A bunch of nothing," he said.

And no one knew?

"She was working," Chris said.

"And then I would come home, find something to eat, go to bed," Brenda said. "I didn't even know till he got grown that he didn't go to school that year."

"I mean, it's not my mother's fault. It's my fault. It's my responsibility," Chris said, and then he turned toward his mother. "It's not your fault," he said. "I never blamed you for nothing."

Four years later, in 2000, at Ballou High School, Chris quit again. This time he was a senior in need of four classes to have enough credits to graduate, but when June came and his friends moved on, he pretended he was done, too.

Quietly, over the summer, he made up two of the courses, and at a citywide graduation ceremony in August, Brenda was watching in the audience as her son walked across a stage and paused next to a woman who whispered something in his ear. "We have to talk after this," the woman whispered to Chris, who knew that he still didn't have enough credits, that he shouldn't have been on the stage, that he had been invited to the ceremony mistakenly. But as far as Brenda was concerned, her family had its first high school graduate ever, and Chris, so embarrassed, didn't tell her otherwise.

He didn't tell her then, he didn't tell her the next year, when he was one more young jobless black male on the streets of Ward 8 doing nothing at all, and he didn't tell her the following year when he became a student at Ballou STAY and really did become the family's first high school graduate.

"June 2002," reads the date on the diploma. Four years after receiving it, and laminating it, and putting it in a folder along with his résumé and birth certificate, Chris had yet to show it to a single soul.

"I'm ashamed of it," he said. "It's supposed to say June 2000."

* * * 800 Barnaby St. SE

He thought he had a job as a stocker at K-mart, but on the day he was to start training, he didn't have bus fare, and that was that.

"Here's one," his case manager said one day, handing him a listing for an assistant manager position at Rent-A-Center, but it required a driver's license, and Chris's had been suspended after the accident.

He got a job as an $8-an-hour security guard at a Rite-Aid in Dupont Circle, and on the second day, when a customer tapped him on the arm and said, "Excuse me, where's the foot powder?" he was only too happy to help. "It should all be good now," he said mid-morning, but then his back began to hurt from standing, and he used the word "boring," and two customers began having a loud conversation about Gas-X, and he said, "I'm going to try to tough it out. I mean, I ain't gonna try, I am going to tough it out," and from that point forward every minute became an act of persuasion until he walked off the job in the middle of day 10.

Back home, once again: "You got any money?" Brenda asked.

"What money, Ma?" Chris said.

Mid-afternoon. The day already felt over. With nothing better to do, Chris and Mike Rogers, 32, an old family friend who had spent 10 years in prison for shooting someone when he was 17, and who was temporarily staying at Brenda's, went to visit 800 Barnaby St. SE, where they grew up. Two months after Chris's 25th birthday, his life was nearing its bottom.

"It was right here," Mike said as they looked at a patch of grass and trash where there had been an apartment building until it was torn down as blight. "There were 14 units, around 10 families, around 25 to 30 kids, and every one of them is probably more ashamed of their life up to this point than proud of it. Nobody from 800 was successful. Not one person. Nobody , nobody made it."

He described the men who lived in the building as "bums. Total drunks. In and out of jobs." The women, he said, were women who "settled for less," and as for the children: "We did more adult things at extremely young ages than anybody that I knew. It was just so much going on, and we were always around adults, but it was a constant party for them. All they did was drink, they tried to drink themselves out of their misery, or smoke themselves out of their misery. So we always saw all the adult things. Everything was always right in front of us."

So many years later, Chris looked at the grass and tried to see it. "But Mike," he said.

"Listen to me," Mike said. "The bottom line, dude, is that none of us have anything. We're still struggling."

"Everybody that lives in America has the same opportunities," Chris reminded him. "If you work hard?"

"It sounds like you're trying to sugarcoat something to me, champ," Mike said.

"I'm not trying to sugarcoat," Chris said. "I'm saying everybody have the same opportunities."

"No," Mike said. "I'm gonna tell you why, brother. Don't get upset with me."

"I'm not getting upset," Chris said.

"All right. How many times were you ashamed to go to school because you didn't look right?" Mike asked.

"A whole lot of times," Chris said.

"Your clothes were ripped and you ain't had nothing?" Mike asked.

"What I'm saying is I don't want nobody feeling sorry for me," Chris said.

"I don't even get this," Mike said. "Where did you come from? You came from nothing. You came from exactly what we're looking at. The bottom line is you are having to learn what some man -- your dad, or somebody -- should have been instilling in you as a child. We didn't get that. We lacked the male influence. That's why you run around here, you can't make up your mind."

"But I should have realized," Chris said, getting more upset by the moment. "I should have been smart enough to be like: 'He's not here. I got to step up and do it myself.' And that's what makes me angry with myself because I didn't do it."

As for his mother, he continued, "I seen my mother for however long she stayed at that job, always coming home, complaining about the job, and I don't want to feel that way. And that's the way I be feeling with these jobs."

"Listen to me, dog," Mike said.

"No," Chris said. "You listen. Because I'm not stupid. I'm not stupid! I have a high school diploma. I shouldn't have to settle for an eight-, nine-dollar-an-hour job. It's making me angry just thinking about it."

"But listen to me, man," Mike said.

" I shouldn't have to."

"Listen to me, man."

"Everybody I know, outside of an employer, says there's nothing wrong with my résumé, with me, with the way I talk when I go on an interview, so why can't I get hired? Why can't I get hired at a job that's paying real?"

"This right here is depressing me," Mike said. "Because where 800 was? Come here. Look. It's a place where trash is at. That's all it is. That's all it ever was. Look at it. Look at it. Look at it."

"But there were some good times," Chris said.

"But there were a lot of bad times," Mike said. "And that's what's driving you, whether you know it or not."

"But I don't know," Chris said. "That's the thing that's beating me up. I don't know, man. I don't know. What's my purpose? You know what I'm saying? I'm just a speck, man. I feel like giving up sometimes. I feel like I be in limbo. Like nothing sinks into me. Like why don't I remember this? Why don't I remember that? All I remember is bad. I don't want to be that way, man. My two options, I really feel in my heart, is to make it, or to die. Just let go. For real."

"Don't talk to me about that," Mike said, turning away.

"Mike, I'm talking about what's in my heart, man," Chris said, his voice breaking. "I don't want to be out here in limbo, on the street. I gotta find a way, man. I'm not happy, man. I feel so lost. I don't know where I'm at."

Here was the bottom:

"I don't even know if I'm supposed to be here."

Mike turned back.

"All you got to do is love yourself, dude," he said.

"That's what I'm saying," Chris said quietly. "Where do I know how to love?"

Mike looked Chris in the eye. Just like they teach at the job center and in the schools, except that this was nothing like that.

"You can do anything, man," Mike said. "You're 25. You can do anything."

* * * Another Chance

Two weeks later, Chris got his next chance.

Early one morning, he pulled together enough change to take a bus to the subway, and the subway to a second bus, and a short walk later he was at a business called Gov't Movers, where nearly every one of the 100 or so employees who move furniture and boxes around government buildings for $7 to $12.72 an hour is black and male.

"To be honest with you, it's been a little disheartening," Torrance Poindexter, the human resources manager, said of the typical applicant he sees. Not because of race, he said, although he'd like a more diverse workforce, but because of demeanor. "There just seems to be a lack of motivation," he said. Applicants arrive late, he said, and show up in sweat pants. They slump in their seat and say, "I'm a hard worker." They say, "I haven't thought about it," when he asks some about their goals. "One guy, he had a toothpick in his mouth," Poindexter said.

And here came Chris, in dress pants, an ironed shirt and a tie, arriving 10 minutes early. "He was alert," Poindexter would say after the interview. "He seemed to be enthusiastic, he seemed to want to work," he sat straight, he spoke clearly, he made good eye contact, and he had a good answer when asked about his goals: "to improve myself."

What is the truth about black men and employment? It is a national employment rate of 60 percent. It is an unemployment rate in Ward 8 that is higher than in any other part of the city. And in early November, it was Chris on the 11th floor of a government building in Silver Spring, in a uniform that said Gov't Movers, ready to get to work.

"It's got potential," he said of the job. "Things could start happening for me."

His plan was to not only get the job but also to keep it, to not only earn money but also to save some. He would pay off his debts. He would get his driver's license. He would get a car. He would get a new girl. He would get a place of his own.

His spoon. His sink. His shower. His iron. His everything.

First, though:

"We got to move all that?"

He was looking inside a storage room.

"Everything," said a government worker who had unlocked the storage room and whose title was space coordinator.

"That's a lot of everything," Chris said.

The storage room was filled with boxes, boxes that had to be taken to cubicles, cubicles that were replacing older cubicles from which the boxes had been removed. That was today's job.

Five at a time, Chris loaded boxes onto a dolly and delivered them to wherever they were supposed to go. The working world: Here was a cubicle where someone was dialing a phone. Here was a cubicle where someone was entering data into a computer. Here was a cubicle where someone was rummaging through a drawer filled with notebooks and pens and Christmas lights. Here was an empty cubicle where Chris stacked four of the boxes. One to go.

The space coordinator again:

"There's some file cabinets that need to be moved," she said. From a distance, she had been watching how hard Chris was working and had said she was impressed. Up close, she saw that he was perspiring.

"We're just trying to work you to death," she said.

"That's okay," he said, smiling.

He picked up the final box, carried it to a far wall and placed it under a window that happened to offer a breathtaking view to the south.

Down there to the right was Ward 3, where the unemployment rate was 1.5 percent.

And down there to the left was Ward 8, where the 16.3 unemployment rate no longer included Chris, who stood now at the window transfixed.

He'd never seen things from such a perspective.

In a moment, he would get back to work. He would move some filing cabinets. He would keep a job. He would learn how to love himself.

But right now, all he could do was stare.

"Damn," he said.

Thursday, November 16, 2006

DIGITAL Socratic Methodologies?


The Workforce Readiness Crisis

By Susan McLester and Todd McIntire
Nov 15, 2006
URL: http://www.techlearning.com/story/showArticle.jhtml?articleID=193700630

from Technology & Learning

We're not turning out employable graduates nor maintaining our position as a global competitor. Why?

Back when the Soviet Union shot Sputnik into orbit, a panicked United States responded by improving math and science instruction in the nation's schools. Now that the United States is facing an increasingly competitive world market driven by digital globalization, how is our education system stepping up to the demand for graduates skilled enough to keep our country on the cutting edge? According to a survey of more than 400 Fortune 500 companies, we're not doing enough.

Released in September, "The Workforce Readiness Report Card" from the Partnership for 21st Century Skills, The Conference Board, Corporate Voices for Working Families, and the Society for Human Resource Management found the nation's new workforce entrants "woefully ill-prepared for the demands of today's—and tomorrow's—workplace." Donna Klein, president, CEO, and founder of Corporate Voices for Working Families, says the study's results were "amazing and sobering."

Klein, a former executive with the Marriott Corp. and current liaison between numerous American businesses, has seen firsthand the bumpy transition of today's new hires from school to the work world. "Education has been an area of interest for business for a long time because employers recognize that education is the pipeline into the workforce," she says. "We conducted 'The Workforce Readiness' survey essentially to verify our assumptions about what to expect from the upcoming workforce." With the Baby Boomers retiring in droves throughout the coming decade, Klein and others predicted a workforce smaller in number and without the necessary skills needed to thrive in the new technology-based economy.

But not even those commissioning the survey were prepared for the dramatic results the study uncovered.

Critical Skills for Today and Tomorrow

Core findings of the broad report identify what businesses' rate as the most important "must have" skills for new workplace entrants and also the specific areas in which new hires are both most deficient and best prepared. Skills employers cite as "very important" now and predict will be of increasing importance in the digital workplace reflect the shift in the past 25 years from a traditional economy to a knowledge-based economy. Among the skills identified as critical to success in the 21st century workforce are:

  1. a combination of basic knowledge and applied skills, with applied skills trumping basics as in the top five most important for any level of education;
  2. professionalism/work ethic, teamwork/collaboration, and oral communications, which are rated the three most important applied skills;
  3. knowledge of foreign languages, an area that will increase in importance in the next five years, more than any other basic skill;
  4. and creativity/innovation, which is projected to increase in importance for future workforce entrants.

Perhaps not surprising is the finding that employers place much greater value on the applied skills of leadership, critical thinking, and problem-solving than on more traditional basic skills such as reading comprehension or mathematics (for a full breakdown of what is meant by basic knowledge and applied skills, see the table below). Study sponsors are quick to emphasize that this does not suggest employers do not care about the basic skill level of new employees but rather that they seek a balance of the basic and applied skills. As the study states: "While the 'three Rs' are still fundamental to any new workforce entrant's ability to do the job, employers emphasize that applied skills are 'very important' to success at work."

Basic Knowledge and Applied Skills

Workforce Readiness Report Card for New Entrants to Workforce
Click here or click on image for larger view.

Measuring Up

Although respondents reported that some new workforce entrants have an excellent balance of the basic knowledge and applied skills they're looking for, and also acknowledge that information technology application makes a strong standing in two of the three education level categories, there remain significant deficiencies among entrants at every educational level, especially in the areas of written and oral communications and general workplace professionalism, including leadership abilities. Beyond that, it's troubling that the majority of college graduates remain just "adequate" rather than "excellent" in key skill areas (see the table at left for how new hires fared).

Also particularly disturbing is the study's findings on the current lack of preparedness of the nation's high school graduates. In addition to the deficiencies in communication and professionalism shared by those with varying degrees of college education, well over half of new workforce entrants with only a high school diploma are deficiently prepared in all ten of the skills that employers rate critical. These include both basic skills such as writing, mathematics, and reading, as well as applied skills such as critical thinking, work ethic, diversity, and teamwork.

The Crisis

The "Workforce Readiness Report Card" sounds a serious alarm for the current state of education in the United States. The implications touch numerous areas in today's education policy, procedures, and theory and presage serious "ripple effects" for the country's domestic and international standing.

On the domestic front, the study points to the degree to which federal education policy in the form of NCLB, with its focus on basic skill reform, appears to be at almost complete odds with the applied knowledge that employers say they value most in workers. Klein sees this disconnect as an inescapable by-product of the sweeping transformations of the past couple of decades. "We have changed to a knowledge economy, culturally, socially, and economically, but have not yet figured out how to reinvent ourselves to keep up with this, including in the area of education."

On the current lack of graduates' ability to apply skills, Klein believes this may in part be a result of an increasingly narrow and segmented curriculum, due largely to the cutbacks in after-school programs we've seen in the past 25 years. "After-school programs that provide opportunities for young people to remain in school to get experience in art, music, drama, computers, community leadership, and athletics help kids develop applied skills," Klein says. "There is lots of research showing this holistic approach to youth development is more beneficial in the long run than segmented development."

Cisco Systems Global Lead for Education Charles Fadel also believes that American students' lack of ability to apply learned skills in the workplace environment may be the result of an imbalance in our instructional approach. "We Americans tend to be purists," Fadel says. "We go from one extreme to the other, conducting academic debates over the merits of such things as whole language vs. phonics, or succumb to fads like 'new math,' instead of recognizing that we need to offer practical means to learn."

Fadel, who earned physics and business degrees, says the American education system has been losing its edge in both the creativity and deeper thinking areas over the past 20 or 30 years. "In the past, we saw NASA engineers thinking daringly and creatively, and they also had the analytical background to go with it," Fadel says. "American education has now somehow lost its ability to impart analytical skills to the masses."

Communication Breakdown

Klein and others also lament the "C in written communication" grade assigned by today's employers even to four-year college grads. "It's just so hard today to find entry-level people who can communicate effectively," she says. "Businesses are currently picking up the slack in remedial instruction, but the cost of training is prohibitive."

And for the many graduates who find themselves in working situations where companies are not willing to invest in training, a lack of communication skills can be a barrier to upward mobility.

John Curson, a veteran high-tech executive and CFO and cofounder of the San Francisco Bay Area's Complete Genomics DNA Sequencing company, finds the college graduates he's hired to fill middle management positions flatly "unpromotable" as a whole. "They may have good ideas, but they are simply unable to express them, either in writing or orally," Curson says. "If you want to be reminded about how important it is to communicate well, look at Steve Jobs." And while the company's highly skilled top technology workers, success-track PhDs and MBAs, may be able to communicate ideas clearly, they too often exhibit a limited ability to interact successfully with others, especially in the area of conflict resolution. Curson suspects the digital natives' natural dependence on e-mail may be partly to blame. "E-mail has introduced incredible efficiencies, but there is no substitution for old fashioned, face-to-face dialogue when it comes to straightening out misunderstandings," he says.

Workplace Professionalism

Such complaints from employers about employee behaviors dovetail with larger survey findings pinpointing concerns about new hires' lack of professionalism. Punctuality, courtesy, and manners are among the qualities many employers see as having fallen through the cracks between the Baby Boomer generation and succeeding ones. Klein attributes this in part to the shift in America from the single-earner household to the double-earner household, a result of women entering the workforce en masse in the '70s. "Suddenly, no one was around to make sure you had table manners or were dressed neatly," says Klein. "And even more has been lost since we've become a 24/7 economy. We're dependent on female labor and that's not going to change, but we haven't figured out anything to take the place at-home moms' jobs."

Despite the concerns expressed by many employers about the workplace ethics and general behavior of new hires, others disagree. Dave Anderson is chairman and founder of Sendmail, a company that routes 60 percent of all the e-mail on the Internet, as well CEO of the newly formed Evergrid, which develops software for high-performance technical computing. He disputes the notion that new hires lack professionalism, a work ethic, and applied skills. On the contrary, he says, it couldn't be "farther from the truth." His employees—mostly one to two years out of college—deal regularly with Wall Street brokerage firms and other high-level businesses. "They're not dressed in suits, they wear jeans and shorts, but they're well-mannered and aware of business standards," he says.

All New Grads Not Equal

In the area of applied skills, Anderson reports almost the opposite of what the survey says about new hires. "They're much better at working collaboratively, as part of a team, and have a greater understanding of processes than earlier grads have had," Anderson says. "Many are much more self-taught and self-guided, with lots of experience with open source and business internships under their belts."

The broad disconnect in the experience of employers such as Anderson, who admits to "being very picky" about the quality of new hires; Curson, who notes the "incredibly advanced technical capabilities" of recent hires with high-level degrees on his staff; and the majority of employers responding to the "Workforce Readiness" survey, suggests a growing disparity between workers with the most advanced degrees from the best schools and all other employees. This broadening gap also applies to the high school educated students who can be seen as set apart from all other groups because of their deficiency in virtually every crucial skill required for today's workplace.

It is difficult not to fear that this increasing divide will create a new and more stringent workforce hierarchy in American society, a distinctly un-American system with an elite, top-educated workforce maintaining power over a less-educated class that holds little chance of upward mobility.

The Global Threat

But while the United States battles its domestic issues, serious international threats are undermining its status as a global competitor. Producing and maintaining a prepared workforce is an ongoing challenge within an era of increased mobility of goods, services, labor, technology, and capital throughout the world. American employees no longer solely have the advantages provided by superior education and technical infrastructure. Nations around the world, such as India and China, have invested in education and technology to overcome barriers of communications, distance, and time to provide competitive products and services usually at much lower costs than those produced domestically. The result is a host of new threats to the American competitiveness on the horizon.

The Solutions

The sponsors of "The Workforce Readiness Report Card" ask, "How can the United States continue to compete in a global economy if the entering workforce is made up of high school students who lack the skills they need and college graduates that are mostly 'adequate' rather than 'excellent?'"

They look to two basic solutions to ensure that the nation's students are prepared to successfully meet the demands of the 21st century workforce. First, schools must find ways to teach applied skills integrated with core academic subjects. "America needs to relearn how to grow talent indigenously," Fadel says. "Teaching content and skills together is not a new concept—it goes back to Socratic methods. Technology just helps do it on a broader scale." (T&L will explore how cutting-edge districts are dealing with this challenge in the January issue).

Second, the business community must be more active in defining the skills they need from their new employees and then partner with schools to create opportunities for students to obtain them. "We need cross-sector dialogue that is not politically charged," Klein says. "There should be ongoing discussion among all stakeholders—education, business, and government—about what the ideal state is and how we can get there."

School-business partnerships can also provide direct learning opportunities such as internships and summer jobs, employee mentors and tutors, investments in proven work preparation courses, and monetary resources to find new solutions to this challenge.

The 21st Century Digital Learning Environments Future

If one is to take at face value the findings of "The Workforce Readiness Report Card," the United States faces a perfect storm of challenges arising from the disconnect between education and workforce values, the growing disparity in the degree of preparation of new hires, and the apparent inability of nearly all graduates to communicate effectively. But how do educators feel about this? Do these findings resonate with their experiences in the field? Do they agree that education is facing a serious crisis? Or are we making good progress in keeping up with skills required for the 21st century workplace? We'd like to hear your thoughts—e-mail your opinions to smclester@cmp.com.

Susan McLester is editor-in-chief of T&L. Todd McIntire is vice president at Edison Schools.

COMING to a DIGITAL FORUM Near You Soon!

Michigan School District Installed Sony Digital Powered Mixers in High and Middle Schools

Nov 15, 2006 6:43 PM

Photo by Bill Lindhout Photography

When the Lakeview School District of Battle Creek, Mich., makes a good decision, it sticks with it. In 2005 following the completion of the new High School, Dale Bartow, technology services director for the Lakeview School District, researched an affordable digital-powered AV mixer to meet the expanded integration needs of the school’s sophisticated new classrooms. ICI, a Saginaw, Mich.-based AV integrator, recommended the Sony SRP-X500P. Following demos that illustrated the unit’s power, flexibility, and ease of operation, Lakeview purchased SRP-X500Ps for each of the high school's 50+ classrooms.

In 2006, following the total renovation of Lakeview’s original high school building to accommodate more than 1,500 middle school students, requests for proposal (RFP) went out again to local systems integrators. Ken Kuespert, head of Niles, Mich.-based TPC Technologies, included the SRP-X500P in his winning bid and in a model called "Classroom of Tomorrow," designed as a proving ground for teachers to train and provide feedback regarding instructional technology.

“The fact that two independent systems integration firms both recommended the SRP-X500P underscores the value of the unit,” Kuespert says. “The SRP X500P’s will control DVD, CD, auxiliary VHS, document cameras, four Atlas ceiling speakers, and Lightspeed infrared wireless mics. We knew the high school was extremely happy with their Sony digital powered mixers, and there was great logic in keeping the technology uniform throughout the school system. Most of the middle school graduates will be attending Lakeview High and they’ll be fully versed in the technology.”

Secant Technologies, a Kalamazoo, Mich.-based consulting firm specializing in computer network and AV projects for regional school systems, was contracted by Dale Bartow to design the classroom AV suite for the new high school. Company principal Alex Ellingsen selected Kuespert of TPC Technologies to provide a full system install for the Lakeview Middle School. Cat-5 cabling, wiring, coordinating AMX web-based control, DSP routing, rackmounting, and setting custom front panel lockouts were added in addition to the basic infrastructure to enable each SRP-X500P to be controlled by external computers. TPC also provided system training for Lakeview teachers.

“One of Dale Bartow’s primary goals was to provide a rich suite of tools to aid teachers without adding undue complexity to the classroom environment," Ellingsen says. "Secant specified a design capable of controlling all AV technology with a simple onscreen computer interface. The SRP-X500P’s RS-232 control capability was instrumental in achieving this result. Additionally, the unit’s feedback filter plays a valuable role as part of the sound field reinforcement for teacher microphones. Everyone is extremely pleased with the operation and cost-effectiveness of this Sony digital powered mixer.”

Thanks to the success of the initial two projects, Ellingsen reports that Secant Technologies recently released a specification for 110 Sony SRP-X500P’s for the Harper Creek Community Schools, bringing the total count up to 160 units.

“Designed to facilitate a wide range of AV presentation applications, the SRP-X500P is a flexible, expandable unit that combines a wide array of system control options to provide small to mid-sized conference rooms, corporate boardrooms, classrooms, and houses of worship with high-quality audio and video interconnectivity in a lightweight, compact [3RU] unit,” says Paul Foschino, senior marketing manager for professional audio at Sony Electronics.

The versatile unit combines a flexible mixer/router and four-channel digital power amp, with slots for two optional Sony wireless UWP series modular tuners. It can accept a maximum of four microphone inputs to provide a convenient method of mixing both wired and wireless microphones for AV presentations.


Smart Releases Smart Board Software 9.5 for LinuxSmart Releases Smart Board Software 9.5 for Linux

Nov 3, 2006 6:29 PM

Smart Technologies announces Smart Board software 9.5 for Linux operating systems. Building on Smart’s recent release of version 9.5 for Mac and Windows operating systems, this new release is a major upgrade to the Linux version of Smart Board software and the most feature-rich to date. This places Smart Board software for Linux, Mac, and Windows on a simultaneous development path, sharing new innovations and improvements across all platforms. This latest release will initially support three core distributions: Fedora Core 3, Red Hat Enterprise Linux 4 (RHEL 4), and SUSE 10. Smart Board software for the Linux operating system has been available since 1999.

Developed in consultation with Smart’s customers through extensive Beta testing, this new version offers teachers and students features such as the Gallery search option, powerful annotation tools, excellent writing performance, full drag-and-drop functionality, pre-loaded digital content, the Freehand Screen Capture tool, the ability to attach and export files, and the Spotlight tool. The upgraded version can be used with all Smart Board interactive whiteboards, Sympodium interactive pen displays and AirLiner wireless slates. The software offers multi-language support in English, Spanish, French, German, and Brazilian Portuguese.

“Linux, which is increasing in popularity around the world, provides a highly functional operating system for Smart product users,” says Nancy Knowlton, Smart’s president and co-CEO. “The release of Smart Board software 9.5 for Linux demonstrates Smart’s commitment to meeting the ever-evolving needs of our customers worldwide.”

Pricing and availability

Smart customers can download Smart Board software for Linux, Windows, and Mac OS operating systems at no extra charge at www.smarttech.com/support/software. Smart Board software 9.5 is included with all new orders of Smart Board interactive whiteboards, Sympodium interactive pen displays, and AirLiner wireless slates. For additional information or specifications, visit www.smarttech.com.


Wednesday, November 15, 2006

ALL About OUR DIGITAL Work!


Published: November 15, 2006

Funder Seeding Work in the Emerging Field of ‘Digital Learning’

At a time when technology has changed how K-12 students learn, create, and interact with others, schools are behind the curve in teaching the skills they need to be savvy consumers and producers of digital media.

That’s the conclusion of a study commissioned by the John D. and Catherine T. MacArthur Foundation to kick off a five-year, $50 million “digital learning” initiative announced last month.

The broad-ranging project will support projects to research technology’s effects on students; use social networking and other online tools to help students learn; design and develop online games; and create media-literacy curricula for a digital age.

One of the initiative’s main goals is to figure out what and how students are learning through podcasting, blogging, video games, and other Web-based activities in an online environment, said Jonathan Fanton, the president of the Chicago-based foundation.

For More Info

“Given how present these technologies are in their lives, do young people act, think, and learn differently today?” he asked in a statement. “And what are the implications for education and for society?”

One implication is that educators need to recognize the power of the Web’s “participatory culture,” in which anyone can critique student work and offer advice, said Henry Jenkins, the director of the comparative-media-studies program at the Massachusetts Institute of Technology, in Cambridge, Mass.

Mr. Jenkins, the lead researcher for “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century,” the MacArthur-supported study, said that the virtual worlds that students move around in are unlike anything resembling the traditional learning environment.

Those online communities include the 3-D virtual world assembled on the Web site known as Second Life, at http://secondlife.com. More than 1.3 million people worldwide use the site, where “residents” can buy land with virtual dollars, “attend” live audio-streamed town hall meetings, watch live concerts, and talk to one another via Skype, an Internet phone service.

The MacArthur Foundation simulcast its Oct. 19 event in New York City announcing its digital-learning initiative on Second Life, garnering about 80 online attendees.

But not all students have equal access to the Web or other technology tools, Mr. Jenkins said. In addition, the students who are online have limited analytical skills to assess what they see, read, and create. And no established guidelines govern what personal information students should post online about themselves or their friends, Mr. Jenkins added.

“Kids don’t have a critical vocabulary on the effect of media in their own lives,” he said. “If [students] play a [video] game about history, that’s how history was.”

Given those gaps, educators should integrate media-literacy skills into core academic subjects, Mr. Jenkins said.

For example, he said, teachers can use online robotics simulations to help explain algebraic concepts and introduce students to physics.

“This is about a paradigm shift,” Mr. Jenkins said. “These are skills that can be integrated across the curriculum.”

Considering Trade-Offs

As part of its digital-learning initiative, the MacArthur Foundation has given grants to 18 organizations, some of which had received previous support from the foundation for their work on digital learning.

See Also
Read the accompanying story,
“Grants for R&D.”

See also a related story,

The foundation has also set up a Web site to house the project, and next year it will publish six books, online and in print, on innovative uses of digital learning and its relationship to such issues as civic engagement, identity, race, and ethnicity.

“Just as the printing press … changed how knowledge works, we have hypothesized that these new digital media will have the same effect,” said Connie Yowell, the director of education grantmaking for the MacArthur Foundation. “It’s critical that we understand [digital media’s] benefits and its unintended consequences. There are implications for both of those for schools.”

The unintended consequences, she said, could include less physical play and less time to think and explore offline.

“What may be lost?” said Ms. Yowell. “Does something happen to daydreaming? Creativity?”

The LARGER FUTURE PICTURE of Education!


Published: November 15, 2006

Democratic Majority to Put Education Policy on Agenda

College Affordability Tops List; Key Members Back NCLB Renewal

The leaders of the incoming Democratic-controlled Congress say they will make college affordability their top education policy priority, while also working to reauthorize the No Child Left Behind Act, a goal they share with President Bush.

Rep. Nancy Pelosi of California, the presumptive next speaker of the House, said last week that Democrats will honor their campaign promise to curtail the costs of higher education by lowering student-loan interest rates and by expanding tax deductions for college tuition.

Democrats won at least 231 of the 435 seats in the House in the Nov. 7 midterm elections, with 10 seats still undecided late last week. The party also won a 51-49 majority in the Senate, counting two Independents who have promised to caucus with the Democrats.

Meanwhile, President Bush cited the No Child Left Behind law as the kind of bipartisan issue he and Democrats could work together on once the current minority party takes formal control of the two chambers in January. Rep. George Miller, D-Calif., who most likely will become the chairman of the House education committee, said in an interview that he would like to have NCLB hearings soon after the 110th Congress convenes.

Yet education policy experts and former congressional aides predict the new Congress will struggle to accomplish both the Democrats’ higher education agenda and the politically difficult task of reauthorizing the NCLB law, which covers most federal K-12 programs.

“It will be an uphill battle, given the logistical demands of the transition and the political demands on the Democratic leadership agenda, which will focus on higher education first and foremost,” said Michael Dannenberg, the education policy director for the New America Foundation, a Washington think tank. Mr. Dannenberg worked for Democrats on the Senate education committee when Congress approved the almost 5-year-old education law by large majorities.

The prospects for the reauthorization might also be determined by a group of at least 40 incoming freshman Democrats, many of whom ran campaigns in which they criticized the law that President Bush made one of his top priorities when he took office in 2001. The legislation, which revamped the now four-decade-old Elementary and Secondary Education Act, requires schools and districts to meet annual student-achievement targets, among other mandates.

“Somebody who is newly elected … will have heard more complaints than praise for No Child Left Behind,” said Jack Jennings, the president of the Center for Education Policy, a Washington-based research and advocacy group, and a former longtime aide to House Democrats. “They will want to voice the criticism they’ve heard.”

Rep. Miller, a staunch supporter of the NCLB law’s requirements holding schools accountable for student performance, said he believes that, in general, the law has as many supporters as detractors.

“I think the fact of the matter is that there’s a lot of critics of the bill,” he said in an interview the day after the elections. “But there’s a lot of supporters of the legislation, in terms of we have an obligation to provide a first-class learning opportunity to poor and minority children in this country.”

During the campaign, House Democrats outlined a six-point platform that included promising to raise the minimum wage, to protect Social Security benefits and workers’ pensions, and to accelerate turning over governing and security responsibilities in Iraq to that country’s government.

Different Lens

The only education item included in the pre-Election Day platform was to lower the cost of attending college. The 31-page book outlining the Democrats’ plans said the party would cut student-loan interest rates in half, simplify federal tax breaks for college tuition into a $3,000 tax credit, and raise the maximum Pell Grant award to $5,100, up from $4,050 now.

Beyond that, Democrats who will play a significant role in federal education policy said last week they would work toward reauthorizing the No Child Left Behind law on schedule next year.

Rep. Miller, who was one of the architects of the law, said he would like to begin the NCLB hearings while pursuing the college-affordability agenda.

Supporters of Chris Murphy, a Democrat who defeated Rep. Nancy L. Johnson of Connecticut, celebrate on election night.
—George Ruhe/AP

Another Democrat who helped craft the law, Sen. Edward M. Kennedy of Massachusetts, has also said he would push for its reauthorization. Mr. Kennedy chaired the Senate education committee when the Democrats led that chamber before 1995, and once again when the balance tipped in their favor in May 2001 and until Republicans resumed control in January 2003.

Although the Democratic majorities in Congress may significantly change the debate over certain federal economic, budget, and national-security policies, the change in control is less likely to result in dramatic changes to the NCLB law and other K-12 policies, congressional aides and observers say.

If the Republicans had retained control, the debate over the reauthorization would more likely have focused on questions such as how widely to expand school choice requirements for schools failing to make adequate yearly progress, or AYP, under the law.

The Democrats, however, are more likely to look for interventions to help struggling schools improve, and to provide money to help the states improve their testing for AYP purposes.

At the same time, Rep. Miller and Sen. Kennedy have been steadfast supporters of the testing-and-accountability requirements that President Bush considers essential to the law’s goal of raising all students to academic proficiency by 2014. ("Political Shift Could Temper NCLB Resolve," Sept. 27, 2006.)

The return of Democratic control to Congress will not produce a “sea change” in K-12 policy debates, in contrast to the impact of Republicans’ capture of the House and the Senate in the 1994 midterm elections, argued Jeanne Allen, the president of the Center for Education Reform, a Washington group that advocates charter schools and other forms of school choice.

Minn. Teacher Elected

After their 1994 election victory, Republicans set out to dramatically scale back the federal government’s role in K-12 policy by closing the Department of Education and slashing the financing of many of its programs, including Title I and others that are now at the heart of the No Child Left Behind law. Those proposals, however, never became reality because President Clinton and congressional Democrats resisted them.

“This will be a change of lens,” Ms. Allen said of the Democratic takeover. “The modest change in philosophy is not going to make a major difference.”

But the new Democrats could complicate the NCLB renewal.

While Rep. Miller and Sen. Kennedy, both liberals, joined with President Bush in championing the law and support its central tenets, Democratic lawmakers coming to Washington for the first time are unlikely to have the same commitment to the law or any pride of authorship in it.

Most of the new Democratic freshmen, in fact, have significant reservations about the way it is affecting schools, according to their campaign Web sites.

Tim Walz, a Minnesota high school teacher, won election to Congress as a Democrat. His campaign Web site criticized the No Child Left Behind Act as "an uneven bureaucratic nightmare" that "harms the students and schools who need it most."
—Jason DeCrow/AP

Tim Walz, a high school teacher elected to the House from a southern Minnesota district, wrote on his site that the law is an “uneven, bureaucratic nightmare” that “harms the students and schools who need it most.”

Paul Hodes a Democrat elected from New Hampshire, promises on his Web site “to fix and fund, or to repeal, the No Child Left Behind Act.”

Such criticisms of the law will create political pressure to amend it, Rep. Lynn Woolsey, D-Calif., said in an interview.

“As long as we let that discontent broil and bubble, we’re missing what works with” the law, she said. “If we put [the reauthorization] off too long, we’ll be throwing the baby out with the bath water. We need to fix what’s not working.”

Although Rep. Woolsey is the senior Democrat on the House Education Reform Subcommittee in the current Congress, she apparently won’t become the chairwoman of the subcommittee, which oversees K-12 education issues, when the Democrats take charge.

Rep. Dale E. Kildee, D-Mich., said at a banquet attended by education advocates last week that he would use his seniority over Ms. Woolsey to claim the panel’s chairmanship. Mr. Kildee was the chairman of the subcommittee that spearheaded the 1994 reauthorization of the ESEA.

Republican Helpers

At a White Hosue press conference the day after the elections, President Bush said he would work with Democratic leaders to produce bipartisan legislation, citing the No Child Left Behind Act as a product of the parties’ collaboration in his first term.

Key House Republicans are likely to throw their support behind the renewal, including current Majority Leader John A. Boehner of Ohio; Rep. Howard P. “Buck” McKeon of California, who chairs the education committee; and Rep. Michael N. Castle of Delaware, the chairman of the Education Reform Subcommittee.

But Mr. Bush may not be able to count on conservatives in his own party next year.

Conservatives who voted for the law in the president’s first term are not as likely to be as supportive in the current political environment. Many of them voted for the law to support their party’s new president and are less likely to do so as the president nears the end of his final term.

One thing the law has going for it, said Mr. Dannenberg of the New America Foundation, is a core group of powerful lawmakers and Bush administration officials squarely behind it.

“I wouldn’t put anything past the political skills of Senator Kennedy, Representative Miller, Secretary [of Education Margaret] Spellings, and the president,” Mr. Dannenberg said. “They are among the best in Washington at the art of closing a deal.”