K12 Digest – February 2024 – Visionary Leaders Reshaping K-12 Education in 2024

JANUARY GLOBAL EDITION SPECIAL

INDIAN FEBRUARY EDITION 2024

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FEATURING INSIDE Chantelle George Founder and CEO, Chantelle George Consulting Matthew Piercy Global Educator, Hawaii Preparatory Academy Micah Shippee, PhD Director of Education Technology Consulting and Solutions, Samsung

FEATURING INSIDE Michael E. Spencer CEO and Founder, Global Expansion Strategies Dr. Sharon Torrence Jones Founder & CEO, the dot. Consulting & Dottie Rose Foundation

EXECUTIVE DIRECTOR AND HEAD OF SCHOOL, AESA PREP ACADEMY

REINVENTING EDUCATION: ONE SCHOOL, ONE STUDENT AT A TIME K12 Digest February 2024

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February 2024

Managing Editor Sarath Shyam

Vol - 5 Issue - 2

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Consultant Editors Dr. John Andrews Naomi Wilson Emma James Stanly Lui Andrew Scott Joseph Alex Art & Design Charlie Jameson Sales & Marketing Jennifer Anderson Monica Davis Alice Smith Anna Elza Enquiry

FEBRUARY 2024

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MANAGING EDITOR’S NOTE

Embracing the Heart of Education: Leadership

H

ave you ever stopped to think about what truly sets apart an exceptional school from the rest? Well, it’s not just about fancy buildings or cutting-edge technology (although those can be pretty cool too!). Nope, the real secret sauce lies in something much more profound: leadership.

Think about it. The best schools are the ones with leaders who are like the conductors of a symphony, bringing together all the different parts to create something truly beautiful. They’re the ones who set the tone, inspire greatness, and champion the success of every single student.

In this special edition of K12 Digest Magazine, we’re diving headfirst into the world of school leadership. We’re exploring the diverse roles that leaders play, from the visionary principals who shape the school’s direction to the dedicated teachers who lead by example in their classrooms every day.

And speaking of inspiring leaders, let me introduce you to someone truly remarkable: Barbara A. Garza. Now, Barbara isn’t your average education bigwig. Nope, she’s a true trailblazer in every sense of the word. As the mastermind behind AESA Preparatory Academy and the driving force behind the AESA International School System, she’s redefining what it means to be a leader in education.

But here’s what really sets Barbara apart: her unwavering commitment to making a difference. Sure, she’s racked up plenty of awards along the way (like the prestigious Governor of Texas Teaching Award), but what truly sets her apart is her passion for creating positive change. Take her Partners in PE program, for example. It’s a shining example of her belief in the power of inclusivity, giving students with special needs the chance to shine and feel like they truly belong.

So, grab your favorite mug of coffee, cozy up in your favorite spot, and join us as we celebrate the real superheroes of education: the leaders who are shaping the future, one student at a time.

Enjoy Reading.

Sarath Shyam

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10 COVER STORY

CONTENTS

BARBARA A. GARZA E XE C U TIVE D IR E C TO R A N D HE A D O F S C HOOL, A ES A P R E P AC A D E M Y

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ADMIN PERSPECTIVE

48 SKILLS AND KNOWLEDGE IN THE 4TH INDUSTRIAL REVOLUTION: A FOCUS ON AI IN EDUCATION Micah Shippee, PhD, Director of Education Technology Consulting and Solutions at Samsung

ACADEMIC VIEWS

34 HOW TO NAVIGATE PARENTING FOR GREATER BALANCE AND INDEPENDENCE Matthew Piercy, Global Educator, Hawaii Preparatory Academy & Author

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CONTENTS

INDUSTRY PERSPECTIVE

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EQUITY CHALLENGES IN THE COLLEGE DECISION PROCESS FOR STUDENTS OF COLOR IN UNDERSERVED COMMUNITIES

GOING GLOBAL: WHY INTERNATIONAL MARKETS ARE KEY AS FEDERAL AND VC EDTECH FUNDING SHRINKS

HARMONIZING LITERACY AND STEAM: ELEVATING STUDENT MASTERY THROUGH AN INTEGRATED APPROACH

Michael E. Spencer, CEO and Founder, Global Expansion Strategies

Dr. Sharon Torrence Jones, Founder & CEO, the dot. Consulting & Dottie Rose Foundation

Chantelle George, Founder and CEO of Chantelle George Consulting

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Amazing Opportunity for Teachers and School Leaders to enhance their knowledge through FREE Teachers Academy masterclasses from international education experts !!!

For more details and registration www.teachersacademy.com

Higher EducationK12 Digest Digest November 2021 February 2024

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COVER STORY

BARBARA A. GARZA EXECUTIVE DIREC TOR AND HEAD OF SCHOOL, AESA PREP AC ADEMY

REINVENTING EDUCATION: ONE SCHOOL, ONE STUDENT AT A TIME

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arbara A. Garza is an award-winning education industry veteran with an inherent and longstanding passion for education.

She is currently the Executive Director and Head of School for the AESA Preparatory Academy and serves as the Executive Director of the AESA International School System. She is a recipient of the Governor of Texas Teaching Award and another for creating a program for students with special needs called Partners in PE. Throughout the four decades of her glorious career, Barbara’s transformative leadership, resilience, and innovative vision have set a new standard for educational excellence. Her principled decision-making, coupled with a vision for reinventing education, has not only elevated AESA Prep Academy but serves as an inspiration for educational leaders across the globe. Barbara is the epitome of hard work, passion, and perseverance.

Early Childhood Experiences that Helped Shape a Career in Education Barbara’s love for learning and wanting to become an educator was fostered early in life. Her experiences growing up and into her later years, surrounded by a family of educators: her dad, a professor at the University of Texas; her grandmother, a one-room schoolhouse teacher; and her uncle, a maths teacher who taught at high-risk schools, truly shaped her educational path. Their

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Barbara started her career in public education and, over a span of many years, held various teaching, coaching, and administrative positions in public schools and private college prep schools, as well as creating an online school used for homeschooling and blended learning

passion for education and dedication to student success inspired and motivated her to pursue a career in education.

While walking down memory lane, Barbara shares, “As I grew in my educational career, it became clearer how much I was inspired by their experiences. It helped me to firmly plant my feet on the side of wanting to do something with my life that I felt could make a difference in a student’s life and to effect change in the exciting education process for the better.”

Transitioning From the Role of a Teacher to an Education Administrator Barbara started her career in public education and, over a span of many years, held various teaching, coaching, and administrative positions in public schools and private college prep schools, as well as creating an online school used for homeschooling and blended learning. Being exposed to the experiences of the educators in her extended family and her own gave her the unique opportunity to see just about every style of education. However, there were things that she liked and did not care for in all three.

“I wanted to take the best parts of each, mix in a healthy dose of my philosophy, and create my own school.

That meant quitting my stable job as an academic dean and starting from scratch,” shares Barbara. Talk about taking a leap of faith! The idea was just the beginning. She needed to

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find trained teachers and families who would be willing to become a part of a brand-new school—a school that was both unproven and untested. One night, Barbara and her husband brainstormed over the idea, and it didn’t take them long to say “Yes.” This ‘Yes’ became the key to AESA Prep Academy’s success.

The Inception Story of AESA Prep Academy AESA Prep Academy is a brainchild of Barbara, who envisioned an educational environment where students are not constantly juggling school, training, and homework but rather enjoying a balanced life where education,

AESA Prep Academy is a brainchild of Barbara, who envisioned an educational environment where students are not constantly juggling school, training, and homework but rather enjoying a balanced life where education, personal interests, and family time coexist harmoniously

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personal interests, and family time coexist harmoniously. Recognizing that this needs to be extended beyond her family, Barbara established AESA Prep Academy (originally abbreviated as Academic Excellence for the Student-Athlete) in 2009 to support other local tennis families seeking a similar balance. The school’s flagship campus was situated outside of vibrant Austin, Texas, starting with just four students, including Barbara’s sons, and soon became a beacon for junior tennis players seeking high-quality education tailored to their athletic commitments.

Nevertheless, AESA Prep Academy’s journey took a remarkable turn in 2012. The school’s reputation for rigorous academics, experienced and dynamic teachers, and a positive and uplifting culture began attracting an array of diverse students. These were academically focused students, drawn not by athletic programs but by the quality and ethos of the school’s

education. This influx led to a diversification of AESA’s student body, primarily comprising scholars, athletes, and artists and a re-evaluation of its mission. The school’s name was modified to ‘Academic Excellence for the Scholar, Athlete, and Artist,’ a change that accurately mirrored its diverse and talented student community.

Afterward, Barbara’s husband came fully onboard to AESA Prep Academy, and together, they built the AESA International School System, which presently houses AESA Prep Academy of Barcelona, AESA Prep International (the online school), and Windsor School Bahamas.

What makes AESA Prep Academy a Notch Above the Rest?

Unlike the traditional one-size-fits-all teaching approach, AESA Prep Academy works with each student individually to create an academic program to accommodate their unique needs.

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Unlike the traditional one-size-fits-all teaching approach, AESA Prep Academy works with each student individually to create an academic program to accommodate their unique needs

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The school’s ‘Small-by-Design’ philosophy allows every student to have meaningful learning experiences, friendships, and community.

Moreover, AESA’s curriculum is Cognia accredited (formerly AdvancEd & SACS) based on National Standards, the PSAT, the SAT and the ACT. In addition, AESA is NCAA-approved to ensure students’ eligibility with Division I, II, and III colleges and universities.

Furthermore, AESA Prep Academy’s students distinguish themselves academically by taking dual credit courses through its partnership with the University of Texas and UC Berkeley. AESA’s dual credit program gives its students a chance to experience universitylevel coursework, prove competency to college admissions, and get a head start in the pursuit of graduating college. Besides, AESA understands a quality SAT/ACT score is critical to attending a top-level university, and that’s why it provides SAT/ACT Prep courses, purely designed to help prepare its students to earn a great score.

‘Small by Design’ Philosophy A pivotal reason why AESA Prep Academy students are so successful is because AESA is a small school. Every school year, AESA has a student body population of 130 students. This smallness is part of its philosophy, is by design, and allows the school to do things other public and private schools simply cannot.

“With the ‘Small-by-Design’ philosophy, our teachers can challenge the advanced students and provide remediation for the students that need extra help, all within the same learning environment,” shares Barbara.

Students sit together at a round table with their teacher, and in combination with the AESA teaching philosophy, students are

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strongly compelled to be engaged and actively learn. In addition, AESA Prep Academy strives to make each person feel important by listening to them. The school also crosses the board’s work to alleviate the stress inherently built into many educational systems.

Personalized Academic Plans At AESA Prep Academy, the foundation of its individualized academic plans is a deep understanding of each student’s unique needs, learning styles, and aspirations.

The AESA teachers achieve this through initial assessments, regular one-onone meetings, and continuous feedback from teachers, students, and parents.

Additionally, AESA Prep Academy offers a flexible curriculum that can be adapted to suit individual student needs. Whether it’s accelerating in a subject area where a student shows particular strength or providing additional support in areas of challenge, AESA’s curriculum is designed to be malleable.

Likewise, AESA’s individualized plans balance academic rigor with students’ extracurricular interests. This balance allows students to excel academically while having the time and energy to engage in sports, arts, or other passions, contributing to their overall personal development. AESA’s skilled educators, trained in delivering personalized education, continuously monitor each student’s progress and adjust their academic plans as needed. Emphasis on life skills and personal development is significantly given.

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As a result, AESA’s individualized academic plans are not just about academic customization; they are about nurturing each student’s entire educational journey. By understanding each student’s unique needs, offering a flexible curriculum, maintaining small class sizes, and focusing on personal development and life skills, the school ensures that its personalized approach benefits students academically and personally, preparing them for college and the wider world.

At AESA Prep Academy, the foundation of its individualized academic plans is a deep understanding of each student’s unique needs, learning styles, and aspirations

Community Service: A Multifaceted Endeavor Community service at AESA Prep Academy is a multifaceted endeavor. By integrating community service into its curriculum, fostering local partnerships, encouraging student leadership, and focusing on personal development, AESA ensures its students are academically prepared and ready to contribute positively to society.

For this, AESA Prep Academy has established robust partnerships with various local nonprofits and community groups, offering diverse service opportunities that align with its students’ interests. Students are encouraged to lead and manage their service projects, fostering a sense of responsibility and honing leadership skills. Through workshops and guest lectures, the school educates its students about social issues and the impact of their contributions. “We celebrate those who show exceptional commitment, inspiring their peers and reinforcing a culture of service,” asserts Barbara. Altogether, students learn invaluable life skills like empathy and teamwork, shaping them into well-rounded, socially responsible individuals.

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By integrating community service into its curriculum, fostering local partnerships, encouraging student leadership, and focusing on personal development, AESA ensures its students are academically prepared and ready to contribute positively to society

Helping Others is an Important Character-Building Skill Barbara established the McNeil High School, a public high school in Round Rock, Texas, which became one of the largest volunteer groups for the district. She started this notable community to impart good character education to AESA students and teach them how helping others can positively impact the world and contribute to the greater good.

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To begin with, Barbara rounded up students from the football team, other athletics, ROTC, and the fine arts program students, ensuring the group had some of the most fun and charismatic students. “I learned from this experience that you have to have your inclusive student leaders onboard to successfully get something like this started. You also have to be enthusiastic and inspiring for it to take off,” shares Barbara.

The McNeil Spirit Blazers went on to help

their school and the local community in many ways, like helping an elderly woman fix up the outside of her home. A humble yet rewarding experience!

Staying at the Forefront of Technology & Innovation At AESA Prep Academy, Barbara and her team continuously adapt and innovate to meet the evolving needs of education. Referring to AESA

as ‘The Future of Education,’ they emphasize personalized learning experiences, allowing their students to balance academic pursuits with their extracurricular passions. Moreover, integrating advanced technologies and datadriven approaches in curriculum design and teaching methodologies ensures that AESA Prep Academy remains at the forefront of educational innovation. Apart from this, the school also prioritizes the professional development of its

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educators, ensuring they are equipped with the latest knowledge and tools.

“Engaging with our community for feedback and focusing on the holistic well-being of our students are also key aspects of our approach,” states Barbara. By doing so, AESA prepares its students for academic success and a future where adaptability, creativity, and resilience are paramount.

Student Success Stories Over the years, there have been numerous instances where parents have approached Barbara and expressed their gratitude towards AESA Prep Academy and how it has completely

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changed their children’s lives. In one instance, AESA had a student who was exceptionally gifted in mathematics but struggled with language arts. In a traditional classroom setting, this student became increasingly disengaged, feeling unchallenged in math and overwhelmed in English. However, through AESA’s individualized approach, the teachers accelerated the student’s math curriculum, allowing him to take advanced courses while providing targeted support in language arts. The student won a regional mathematics competition and showed remarkable improvement in language arts, demonstrating the effectiveness of a personalized learning approach.

In another instance, AESA had a studentathlete who, due to training and travel for competitions, found it challenging to keep up with a conventional school schedule. The AESA’s individualized approach allowed for a flexible schedule where students could complete their coursework at a pace that suited their athletic commitments. This student went on to play for the University of Southern California.

These are just a few examples illustrating how AESA’s individualized approach to education has significantly impacted students’ academic journey, catering to their unique needs and helping them reach their full potential.

Taking Cues from Personal Coaching Experiences As a coach and a teacher, Barbara has always given importance to keeping her interactions with her players and their parents positive and uplifting. It taught her how to deal with adversity and how to successfully guide parents

and students as they deal with the emotions that competition and training evoke in everyone.

Therefore, building and maintaining this positive and uplifting culture has been one of the most essential tenets of the AESA Prep Academy schools. Likewise, as an administrator, she has transferred that experience into the everyday culture at the AESA Prep Academy schools.

Barbara explains, “When I created AESA, I felt it was very important to address the individual needs of the athlete and fine arts students alongside the student who is just a scholar. This is part of our culture.”

Transforming Challenges into Growth Opportunities As the Executive Director and Head of the School, one of Barbara’s primary challenges is keeping pace with the rapid changes in the educational landscape, especially with the advancements in technology and shifts in educational best practices. Similarly, maintaining the balance

At AESA Prep Academy, Barbara and her team continuously adapt and innovate to meet the evolving needs of education

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between offering individualized attention, managing a growing student body, and ensuring that AESA is a welcoming and inclusive environment for a diverse student body becomes challenging. Apart from these, balancing the financial aspects, recruiting and retaining high-quality educators, and building strong relationships with the local community, including parents, local businesses, and educational partners, is also a complex and tedious process.

However, Barbara regards these challenges as an opportunity for the growth and development of the institution. “These challenges have pushed us to innovate, adapt, and strengthen our commitment to providing an exceptional educational experience,” says Barbara. “They have been instrumental in shaping AESA into a dynamic, inclusive, and forward-thinking educational institution.”

Significant Career Milestones For Barbara, the most important achievements are those of her students. “A child reaching their goals and seeing their dreams come true is why we have AESA,” humbly asserts Barbara.

Over and beyond that, the success of AESA Prep Academy of Austin, AESA Prep Academy of Barcelona, and AESA Prep International (the online school) have brought great joy to Barabara. Almost 5 years ago,

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Under Barbara’s leadership, the school plans to deepen its commitment to personalized learning, refining its approaches to ensure that every student’s educational journey is tailored to their unique needs, interests, and aspirations

together with her husband, Barabra started their school system, AESA International School System and added another school that wanted to be part of their Cognia/AdvancEd Accreditation, Windsor School Bahamas, which has been another feather in the cap.

Roadmap to the Future Going forward, AESA aims to remain at the cutting edge of educational innovation.

Under Barbara’s leadership, the school plans to deepen its commitment to personalized learning, refining its approaches to ensure that every student’s educational journey is tailored to their unique needs, interests, and aspirations. AESA also envisions expanding its local and global community engagement, including building partnerships with educational institutions, industries, and community organizations. While academic excellence remains a priority, AESA also plans

to focus more on the holistic development of students. From sustainable campus practices to incorporating environmental education into the curriculum, AESA aims to cultivate an ethos of responsibility towards planet Earth among students.

Furthermore, AESA aspires to become more accessible and inclusive, ensuring students from diverse backgrounds benefit from its educational offerings. AESA aims to contribute to educational thought leadership, sharing insights and best practices through conferences, publications, and collaborations with academic bodies. Strategically, AESA looks towards sustainable growth, potentially including expanding the school’s physical campus or adding new programs and facilities.

“Our vision involves equipping AESA students with the skills and knowledge to navigate the 21st-century digital world effectively,” concludes Barbara.

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INDUSTRY PERSPECTIVE

Equity Challenges in the Colle ge De cision Pro cess for Students of Color in Underser ve d Communities Chantelle George, Founder and CEO of Chantelle George Consulting

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n today’s society, access to higher education is often seen as a pathway to success and upward mobility. However, there remains a significant gap in college attainment for students of color, particularly those from underserved communities.

Compared to the racial/ethnic gaps in the percentage of 25- to 29-yearolds who completed at least high school in 2022, the gaps in postsecondary degree attainment were generally larger. According to the National Center for Education Statistics, the percentage of those who attained any postsecondary degree (i.e., associate’s or higher) was at least 22 percentage points higher for those who were Asian (78 percent) than those of any other racial/ethnic group. In addition, the percentage was at least 20 percentage points higher for those who were White (56 percent) than for those who were Pacific Islander

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Chantelle George is the founder/principal consultant of CG Consulting, a Black, female-owned firm that supports entities focused on postsecondary equity. CG Consulting has partnered with 20+ organizations across ten states and 100,000+ students. Chantelle holds a B.S. degree from Louisiana State University and a master’s degree from the University of Houston. She is currently pursuing her PhD at Louisiana State University in Higher Education. Chantelle is the Board President of College Beyond, a non-profit that addresses the equity gap between students of color and affluent students. Chantelle is a member of Alpha Kappa Alpha and LSU Young Alumni Advisory Council and serves on the National CocaCola and Dell Scholars Programs selections committees.

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Colleges and universities should actively reach out to underserved communities, providing information sessions, workshops, and resources to educate students and their families about the college decision process

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(36 percent), Black (36 percent), Hispanic (34 percent), and American Indian/Alaska Native (19 percent). The percentage who attained any postsecondary degree was more than 10 percentage points higher in 2022 for those who were two or more races (48 percent) than for those who were Black (36 percent) and Hispanic (34 percent) (NCES, 2023). This gap not only perpetuates existing inequities but also hinders these individuals’ potential for social and economic advancement. In this article, we will delve into the factors contributing to this gap and explore potential solutions to address this pressing issue. By understanding the root causes and implementing targeted interventions, we can work towards a more equitable and inclusive educational system that empowers all students to achieve their postsecondary goals.

To begin the conversation around attainment, we should start with the college decision-making process. The college decision process is a critical milestone in a student’s life, shaping their future opportunities and career prospects. However, this process is not equitable for all students, particularly those from low-income backgrounds.

This article aims to explore the equity challenges faced by low-income students compared to their high-income counterparts in the college decision process. We will examine the barriers related to access to college knowledge, college cost, the role of high school counselors, the family’s role, and pre-college programs. Additionally, we will provide solutions and recommendations to address these challenges, along with highlighting key exemplars in the field.

Access to College Knowledge Students from low-income communities often lack access to crucial information and resources

regarding college admissions. This knowledge gap can significantly hinder their ability to make informed decisions. Some key challenges include ● Limited exposure to college culture and resources: Low-income students may not have access to college fairs, campus visits, or collegepreparatory programs, which are essential for understanding the college application process. ● Insufficient guidance and mentorship: Many low-income students lack guidance from knowledgeable mentors who can provide advice on college selection, application strategies, and financial aid opportunities.

To address these challenges, it is crucial to implement the following solutions: ● Increase outreach efforts Colleges and universities should actively reach out to underserved communities, providing information sessions, workshops, and resources to educate students and their families about the college decision process. ● Expand community-based organization (CBOs) partnerships Establish or partner with community-based organizations that focus on college access and success. Many of these programs have service models that include mentorship, peer support scholarships, and help navigating the college transition process.

The College Advising Corps is an exemplary organization that places recent college graduates as full-time advisors in underserved high schools. These advisors provide personalized guidance to lowincome students, helping them navigate the college decision process successfully.

Other exemplars include OneGoal, Upward Bound, Braven, AVID, College Beyond, and BottomLine.

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College Cost The high cost of college education is a significant barrier for students from low-income communities. Financial constraints often limit their options and force them to make decisions based on affordability rather than fit or quality.

Key challenges include: ● Tuition and fees: Low-income students may struggle to afford the high tuition and fees associated with college education, leading to limited choices and potential exclusion from prestigious institutions. ● Hidden costs: Additional expenses such as textbooks, housing, transportation, and meal plans can further burden low-income students, making college affordability a significant concern.

To address the cost barrier, the following solutions can be implemented ● Increase financial aid opportunities: Colleges and universities should expand needbased scholarships, grants, and work-study programs to make higher education more accessible for low-income students. ● Raise awareness about financial aid options: Schools, community organizations, and colleges should actively educate students and families about available financial aid resources, including federal and state grants, scholarships, and loan forgiveness programs.

The Posse Foundation is an exemplary organization that identifies talented, lowincome students and provides them with full-tuition scholarships to partner colleges and universities. This initiative significantly reduces the financial burden for these students, enabling them to pursue higher education without excessive debt.

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High School Counseling Practices High school counselors play a crucial role in guiding students through the college decision process. However, students from low-income communities often face challenges related to counselor availability and resources.

Key challenges include: ● High student-to-counselor ratios: According to the American School Counselor Association (2019a), the average student-tocounselor ratio is 464:1. We know that many states are well about this average leaving many students with minimal advising throughout the year for postsecondary readiness. Many high schools have limited resources, resulting in high student-to-counselor ratios. This makes it difficult for counselors to provide individualized attention and support to low-income students. ● Lack of college knowledge and resources: Some counselors may have limited knowledge about college admissions, financial aid, and scholarship opportunities, which can hinder their ability to effectively guide these students.

Also, college and career readiness training is minimal in most of the counselor graduate programs.

To address the challenges related to high school counselors, the following solutions can be implemented: ● Reduce student-to-counselor ratios: ○ Schools should allocate resources to hire additional counselors, ensuring that each student receives personalized guidance throughout the college decision process. ● Professional development for counselors: ○ Schools should provide ongoing professional development opportunities for counselors to enhance their knowledge and

Colleges and universities should expand needbased scholarships, grants, and workstudy programs to make higher education more accessible for lowincome students

understanding of college admissions, financial aid, and scholarship opportunities. ○ Encourage counselors to join professional organizations such as the American School Counselor Association (ASCA) or the National Association of College Admission Counseling (NACAC).

College Possible program trains and places recent college graduates as college coaches in high schools with limited resources. These coaches provide one-on-one support to students, helping them navigate the college decision process effectively.

Family Role The family’s role in the college decision process is crucial, but students from underserved communities often face unique challenges in this regard. Key challenges include: ● Lack of parental college experience: ○ Many students from low socioeconomic backgrounds are the first in their families to pursue higher education, resulting in limited guidance and support from parents who may be unfamiliar with the college application process. ● Financial constraints and responsibilities ○ Students from low-income communities may face pressure to contribute to family finances, making it challenging to prioritize college education.

To address the challenges related to the family’s role, the following solutions can be implemented: ● Parent education programs: Schools and community organizations should offer workshops and resources to educate parents about the college decision process, financial aid options, and the long-term benefits of higher education.

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Schools should allocate resources to hire additional counselors, ensuring that each student receives personalized guidance throughout the college decision process

● Financial support programs: Scholarships and grants specifically targeted at low-income students can alleviate the financial burden on families, allowing students to focus on their education.

Conclusion The college decision process should be equitable for all students, regardless of their socioeconomic background. By addressing the equity challenges related to access to college knowledge, cost, the role of high school counselors, the family’s role, and pre-college programs, we can create a more inclusive and fair system. Implementing solutions such as increasing outreach efforts, expanding financial aid opportunities, improving counselor support, educating parents, and expanding communitybased organizations can help bridge the equity gap. Exemplars like OneGoal, College Advising

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Corps, the Posse Foundation, Bottom Line, College Possible, and Upward Bound program serve as inspiring examples of organizations and initiatives that are actively working towards addressing these equity challenges.

By learning from these exemplars and implementing their successful strategies, we can make significant progress in creating a more equitable college decision process for students from low-income communities. It is important to recognize that addressing equity challenges in the college decision process requires a collaborative effort from various stakeholders, including educational institutions, policymakers, community organizations, and families. By working together, we can ensure that all students, regardless of their socioeconomic background, have equal opportunities to pursue higher education and achieve their full potential.

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ACADEMIC VIEWS

How to Navigate Parenting for Greater Balance and Independence Matthew Piercy, Global Educator, Hawaii Preparatory Academy & Author

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024 is the perfect time for the “helicopter” to land. Consider the following two dialogues.

Teacher: Your child’s grades have shown a notable improvement.

Parent: Of course, we’ve been studying a lot at home. or, Doctor: “So, what are his symptoms?”

Parent: “Well, we had diarrhea and an upset tummy.”

Helicopter parenting or excessive sheltering, is when a child is deprived of the opportunity to independently explore and form their own experiences. This is not a new phenomenon. In effect, helicopter parenting has morphed for some parents into snowplow parenting. Snowplow parents attempt to remove every obstacle so their child never experiences discomfort or even faces a challenge. Both parenting styles continue to

Understanding parenting styles might help us understand how to implement effective strategies that foster independence in children

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Matthew Piercy teaches two courses for Global Online Academy and is also a grade 12 teacher at Hawaii Preparatory Academy. His experiences in the classroom include every grade from 3rd to 12th. He also enjoyed a stint as an instructional coach. Matthew has worked in international and boarding schools for over twenty years. Thailand, Tunisia, Ecuador, Hungary, Hawaii, along with the states of Colorado and Georgia all at some point were called “home.” Matthew also enjoys leading summer expeditions for National Geographic, to destinations like Iceland and Cambodia. A diverse pathway in life has led to Matthew’s passion for global mindedness and he constantly is searching for ways to enhance learning, meaning, and transference.

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gain traction. Addressing such parenting with actionable strategies can nurture independence and inspire hope.

Parenting Puzzle: Balancing Mental Health Challenges and Overparenting As mental health challenges rise, especially post-COVID-19, the World Health Organization shared in a report that there is a 25% increase in global depression and anxiety. With increasing economic uncertainty, inequalities have been exacerbated. Parents grapple on shifting soils, in a world in which current institutions have done little to protect our children and their futures. Think governmental responses the world over in adequately responding to climate change! Professor Elizabeth Cripps imparts in her new book Parenting on Earth, “When it comes to

The first step is for parents to realize how their overinvolvement is actually like stealing from their child

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protecting our children … the buck stops with us.” Thus, continued societal change continues to bear witness to cultural norms of parenting, especially for the privileged middle and upper classes. Parents singularly focused on not just removing obstacles but creating a clear path for their child’s journey. A tell-tale sign often is in the language parents use, adopting the pronoun “we,” similar to the opening dialogue between a parent and a doctor or teacher.

In a Psychology Today article titled, “Does Overparenting Contribute to Loneliness and Anxiety in Gen Z?, the author shares how “Chengfei Jiao and colleagues (2023) published a recent study that found overparenting to be a risk factor for emerging adults’ well-being.”

This is sensical because the more a parent takes control, the less independence a child has the opportunity to realize. A child may also be left feeling as if everything is out of their control, and yet they are responsible for both themself and their parent. Stress is a likely result even though all well-intentioned parents might want is for their child to avoid failure. Technology, often labeled as ‘the longest umbilical cord,’ fuels overparenting. Real-time grading systems allow constant monitoring.One student recently reported, “My mom recently even texted me during class when my teacher noted how I forgot a book for class”. Some parents are even participating in their child’s job interview. TePing Chen chronicled this in a Wall Street Journal article she authored called, Helicopter Parents Show Up in the Workplace.

Understanding parenting styles might help us understand how to implement effective strategies that foster independence in children. Moving forward, we explore

actionable approaches to encourage selfreliance while addressing the challenges posed by overinvolvement.

Practical Strategies for Independence The first step is for parents to realize how their overinvolvement is actually like stealing from their child. Recently in a cafe I just wanted to sip my coffee and catch up on work. However, I felt compelled to intervene when I overheard a father read out the ChatGPT results for a speech his son was going to be delivering.

The vocabulary was not that of a teenager and the son called his father on this. “Hardly does that sound like me, Dad!” The two seemingly had a positive relationship because the son then unhesitatingly reminded his father, “Just let me do it. Remember how you said you would back off after you created my LinkedIn profile?” Such overinvolvement is likely to stifle the child’s ability to learn, think, and grow on their own. Further, building one’s inner confidence by not acting independently may be jeopardized. A few signs that you as a parent may be overstepping your bounds might be: ● Completing your child’s homework ● Excessively monitoring grades ● Intervening when there is a possible conflict with your child’s teachers, coaches, or even friends ● Overscheduling your child ● Restricting independence by refusing to allow your child to make decisions or solve problems on their own ● Filling out your child’s college application forms, writing the application essays, and imposing an undue influence on which university to attend

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A few strategies for parents: ● Wait for your child to seek help before getting involved ● Guide children towards choices but let them decide what direction to take ● Let your child fail. Low-stakes failures are positive and with reflection can result in growth. It also leads to greater confidence and resilience ● “Recognize who owns the problem because different skills are required. If the parent is upset about something the child has or has not done, the parent owns the problem” (David J Bredehoft Ph.D.)

In the last few years, we have seen a shift from VUCA (volatility, uncertainty, complexity, and ambiguity) to BANI (brittle, anxious, non-linear, and incomprehensible)

Shaping Students’ Skills and Success in Education For decades, educators have held parental involvement as a cornerstone. Research supports such relationships as pivotal in positively shaping students’ outcomes. Of principal importance is the role of collaboration. To provide balanced and comprehensive support between home and

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school requires a unified strategy. One where there is agreement that ultimately the child should remain in the “driver’s seat”. Life skills, or what often is referred to as durable skills (ie. critical thinking, communication skills, and adaptability), must also be emphasized.

These skills in tandem with opportunities for transferring learning to real-world applications

must be valued by schools and families alike.

This requires a shift from grades alone and empowers students with practical knowledge beyond academics. In doing so, students become better equipped for the challenges of the real world. For example, a mobile beehive project students presented at COP28. Additionally, a strategy for schools to employ is to build robust extracurricular activity programs. These promote autonomy and allow students to explore diverse interests and take ownership of their passions.

Cultivating Hope and Trust (ADD: student, not teacher or parent-driven learning) In the last few years, we have seen a shift from VUCA (volatility, uncertainty, complexity, and ambiguity) to BANI (brittle, anxious, non-linear, and incomprehensible). The latter is focused upon a future of facing chaos. Whether VUCA

or BANI, hope and trust are both imperatives.

Hope for the world our children’s children will inherit. And trust in our ability to create this.

Though a few years old, Rebecca and Kimberly Yeung’s weather balloon project will never go out of date. Nor will their insatiable appetite for learning and positively identifying with the possible being probably. The Yeung sisters also exemplify the benefits of independence, left with the space to explore and form their own experiences.

Another example of student driven, not parent or teacher driven, is Global Online Academy’s (GOA) semester culminating in the Catalyst Exhibition of Learning. The venue “offers students the opportunity to explore, create, and display a self-directed project connected to their coursework content,” writes Natalie Broderick, Senior Learning Design Coach. GOA is an international consortium of

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Effective parenting involves offering guidance and support but also provides children the space to learn from their own experiences, fostering independence and self-reliance

schools representing six continents and more than 30 countries around the world. Nearly 600 students participated in the most recent Catalyst Exhibition. Their learning inspires hope. A carefully designed process incorporates crafting a compelling question, carefully researching, and creatively presenting to raise awareness and or enact positive change.

Such examples of purposeful learning are rational for trust in the coming generation.

Parents Receive Clearance to Land 2023 likely will be remembered as the year generative AI began its inexorable march toward redefining how we live and work, what does 2024 hold? Human Intelligence (HI) certainly will always be of importance. Inherent in

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this intelligence is relationships. Children’s relationships with parents will continue to be critical. Effective parenting involves offering guidance and support but also provides children the space to learn from their own experiences, fostering independence and self-reliance.

Balance will be the key to 2024. Achieving a balance between involvement and autonomy empowers children to develop crucial decisionmaking skills and self-assurance.

The life control tower calls out: “Parents, prepare for landing”.

“Approach Landing Zone”.

“Adjust Altitude and Speed”.

“Land Safely”.

“Follow Ground Instructions”.

You got this!

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INDUSTRY PERSPECTIVE

Going Global: Why International Markets are Key a s Fe deral and VC Edte ch Funding Shrinks Michael E. Spencer, CEO and Founder, Global Expansion Strategies

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irst came a historic amount of money. Now comes a series of daunting challenges. It was the biggest single federal investment ever in primary and secondary education: school districts across the US have been allocated an estimated $190bn in federal COVID-19 relief funding over the past three years. In that time I’ve seen schools make tremendous progress towards hybrid and blended learning: that money has supported an astonishing range of initiatives, including wifi hotspots in schools and on school buses, Chromebooks and other hardware purchases, tutoring, social-emotional learning, and summer programs. But those extra dollars have created long-term financial challenges and soon, school districts must adjust to a new reality: the last of the money needs to be spent, and fast.

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Michael E. Spencer is the CEO / Founder of Global Expansion Strategies, a global growth, advisory, and investment firm working with education companies to expand globally. Michael Spencer is an education executive with more than 30 years of global C-level leadership, management, operational, business development, and investment experience in the K-12 marketplace. Michael Spencer has been a founder, co-founder, investor, and board member for numerous EdTech companies. All achieved 100%+ growth year-over-year, received multiple awards for innovation, and led to A and B rounds of funding as well as successful exits.

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Next year, K12 district leaders are facing a funding cliff that will bring an unprecedented shock to the US education industry. Few schools are fully prepared – especially as the need for recovery from pandemic learning loss shows no signs of letting up – and it’s clear that publishers and education technology companies aren’t grasping the full reality of what’s to come either.

It’s a transformed edtech landscape An estimated 1.6bn students worldwide transitioned to remote learning during the pandemic. Three years on, the emergency pivot may be over but there’s no going back. The rapid adoption of advanced technologies in classrooms has revolutionised the way students learn, and teachers teach. Blended and hybrid learning is here to stay. And since 2020, many school districts have been spending a lot – and spending it fast – to acquire the necessary technology to enable this. In the 2022-23 academic year alone, US school districts used an average of 2,591 different edtech tools (up from just 895 before the pandemic). So, while the money is drying up, the subscriptions will continue. If budgets revert back to the norm, it’s a bleak picture: ordinarily, districts spend about $154.69 per student on digital curriculum.

The most dire predictions go beyond federal funding. For the first time in decades, enrollment in K12 public schools is declining and since the majority of state and federal education funding (about 55% of all K12 funding) is determined by enrollment, shrinking student counts means shrinking budgets. All this coupled with inflationary pressures looks likely to culminate in major budget slashes.

To make matters worse, venture investment in edtech plummeted last year. Long term the

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market looks steady, but that won’t help edtech companies in the short-to-medium term who risk simply running out of money before they can make a transformative impact on learners.

So how can edtech providers prove their value and make a difference in this tricky climate?

Impact is not enough For a start, vendors should be prepared to make the case for why their product is worth keeping.

In a recent survey, 68% of school district leaders said that they would review all products and services purchased with stimulus dollars once the money stops. Having data to hand that shows the value of what you’re doing for students will go some way – but in my experience, at a time when not only budgets but the very structure of education is in flux, extolling the features of your product and better student outcomes just won’t cut it.

There’s no doubt that selling to educational institutions is extremely challenging. Schools in the US exist within an ever-changing kaleidoscope of federal, state, and local policies and requirements. Decision-making is very fragmented, which makes for a complex procurement process, and in my experience, the more people involved in a decision the higher the chance that one will be unwilling to leap into working with a new company or technology.

US public schools have a yearly budget cycle, which means companies can spend 12, 18, or even 24 months nailing down one contract without any guarantee the money will still be there at the end.

Education businesses take time to build, so companies need to be able to tap reliable revenue streams while they grow and refine the pedagogy of their products. I call this the

intersection of “academics” and “economics”.

For many early- to mid-stage education companies, an additional, more efficient path to revenue is adding an international strategy.

Diversifying revenue streams In my work with edtech companies, I see tremendous opportunities outside the US for hybrid and blended learning approaches.

Expanding into international markets while you’re trying to establish your company may sound daunting, but it’s often a simpler and faster way to generate scalable, sustainable recurring revenue growth. Companies looking to pursue an international strategy just need to understand what to do – often, it doesn’t take a lot of heavy lifting.

Exploring international markets doesn’t require a shift in mission, values, or approach. Students globally all face the same challenges – and a high percentage of the challenges of implementing

technology in schools internationally can be overcome by implementing in blended/hybrid learning models. All that’s required to succeed in the international market is a strategic channel partner or school operator who knows how local schools work and what they need to maximise your impact, to do your due diligence, and to ensure solutions are presented in a manner that the local market needs.

Less restricted budgets: International private schools are less price-sensitive than public schools, and parents are focused on providing the best education – and educational tools – regardless of cost.

Flexible academic calendars: Going international not only provides new places to sell but new times to sell. While some countries follow the same academic calendar as the US and start in August/September, others start

Education businesses take time to build, so companies need to be able to tap reliable revenue streams while they grow and refine the pedagogy of their products

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In the international space, decision-making is usually led by a small team, which gives edtech providers a better chance to establish a relationship and offer a comprehensive vision of what you can offer

school in February or March. Spreading the “selling season” out creates new revenue spikes.

Streamlined decision-making: In the international space, decision-making is usually led by a small team, which gives edtech providers a better chance to establish a relationship and offer a comprehensive vision of what you can offer.

The opportunities are huge. Historically, the US has been the biggest edtech market, followed by Europe. But in a post-pandemic era, schools around the world are turning to hybrid and blended learning. The Asia Pacific region is growing fastest, at a CAGR of 19% to 2030. China now makes up more than 60%

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of all edtech investment, while investment in Indian edtech has grown almost 4x since 2018. Edtech investment in Latin America has grown 6x since 2020; the region has just under half a billion people demanding innovation in literacy, numeracy, and functional skills.

MENA, meanwhile, stands at $2.2b, growing to $5.5b by 2028.

Pursuing an international strategy in this context doesn’t need to delay domestic goals; instead, it’s an opportunity to bring in significant scalable revenue months or even years earlier than focusing on a domestic strategy alone – and thus to give edtech providers the platform to thrive and make a difference to learners worldwide.

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ADMIN PERSPECTIVE

Skills and Knowledge in the 4th Industrial Revolution: A Focus on AI in Education Micah Shippee, PhD, Director of Education Technology Consulting and Solutions at Samsung

Dr. Micah Shippee is the Director of Education Technology Consulting and Solutions at Samsung. Micah and his team design, develop and deliver learning solutions to inspire and empower educators and learners. The team strives to amplify the meaningful work in education by supporting the adoption of Samsung innovation. Micah operates at the intersection of practice and research as a veteran consultant and professor specializing in planned change and innovation, learning theory, project management, and organizational behavior. His efforts focus on the adoption and deployment of new technological innovations in organizations. As an educator, author, consultant, and keynote speaker, he focuses on the adoption of innovation through the development of cultures that embrace change. Micah is the author of WanderlustEDU: An Educator’s Guide to Innovation, Change, and Adventure and co-author of Reality Bytes: Innovative Learning Using Augmented and Virtual Reality.

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rtificial Intelligence (AI) is here to stay. The promise of streamlined workflows, a shorter workweek, and overall convenience in our daily lives has solidified AI’s place in our world.

AI is the fruit of the 4th Industrial Revolution (4IR) characterized by the convergence of digital, biological, and physical technologies, creating new opportunities and challenges for businesses, society, and education.

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AI can be a valuable tool for educators, helping scale good practice and effectively reach more students. While AI can be used to automate tasks, provide personalized feedback, and create immersive learning experiences, our conversation must remain centered on our students’ needs.

Educators strive to codify the necessary skills from the future world their students will find themselves in and to backward design curriculum (knowledge) to scale their instruction. The effort

While AI can be used to automate tasks, provide personalized feedback, and create immersive learning experiences, our conversation must remain centered on our students’ needs

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of educators to prepare our students for their future is the critical focus of education and has always been their North Star.

While our teaching and learning environments are changing, our motivation to prepare students for a successful future remains steadfast

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Moving Beyond the 4C’s - 4IR Skills Acquisition Since 2004, the “Four Cs”: Critical Thinking, Communication, Collaboration, and Creativity and Innovation, became a lauded guide for preparing students for the future. Needless to say, our society has changed dramatically since then, now 20 years later we must revisit our understanding of what our students need for the next 20 years and beyond.

One way of framing our reflection is through the context of the Industrial Revolution era. These eras strive to organize the historical processes of change from an agrarian and handicraft economy to one dominated by industry and machine manufacturing and beyond. The changes innovations have brought to us have introduced novel ways of working and living and fundamentally transformed our society. We can define these eras as:

Era

Century

Realization

First

18th Century

Mechanization: Steam, Water, Mechanica production equipment

Second

19th Century

Mass Production: Division of Labor, Electricity, Mass Production, Assembly Line

Third

20th Century

Automation: Electronics, Computers, Automated Production

Fourth

21st Century

IoT and AI: Cyber-physical systems

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One of the most significant impacts of 4IR is the rise of AI, which is already being used in a variety of ways, from automating tasks to powering self-driving cars. As AI continues to develop, it will have an even greater impact on our lives and work. How then do we begin to reframe our thinking about education?

While our teaching and learning environments are changing, our motivation to prepare students for a successful future remains steadfast. Our perspective on the skills and knowledge required for success will become more clear as we struggle through necessary iterations of our thinking.

What are the skills of the future workplace?

As discussed, we often talk about future-ready skills as related to the 4C’s, yet the 4IR skill demand requires an unpacking and reframing of these skills to appear more focused on: Upskilling: becoming an expert in changing with new demands is a critical skill for our future.

Intuitive Decision Making: retaining the human-ness in decision-making as a form of auditing AI output.

Rational Decision Making: when leveraging AI support in decision-making, we must be prepared to ask: Does that data really lead to that conclusion logically? Is this how we humans operate?

Collaborative Innovation: Peer to Peer as well as Human to AI. Our capacity to work with other human beings to solve problems and understand every diverse perspective is critical.

Further, it is critical that our learners are prepared to collaborate with AI and future innovation.

Societal Systems: While an AI might direct us to a more effective and efficient societal

structure (from an algorithmic perspective) we must pause and leverage both the intuitive and rational decision-making that is uniquely human, to assess whether these recommendations are truly what is best for our society asking: Is this how people really want to live? Have we retained our sense of community? Belongingness… a trait not computationally logical.

Strategically teaching these skills in the absence of a meaningful curriculum will serve fruitless.

Knowledge, as framed by the curriculum, must increasingly be more globalized in its objectives and less hyper-focused on regional needs. The very nature of an educational curriculum is to serve as a dynamic, iterative cultural artifact.

Historically, educational curricular shifts have gone from Socratic dialogue to expert-apprentice programs, to humanities enrichment, to STEM focus, each with varying degrees of equitable access. Gaps in equity have led to economicdriven curricular designs (ex. STEM/STEAM).

With ever-increasing access to learning, we must refocus our curricular priorities to address the needs of our global society. With this in mind, we need a globalized curriculum that is culturally responsive and iterative in nature seeking the good of humanity over governmental initiatives.

Next, we focus on the instructional practice, or pedagogy, of knowledge acquisition for educators powered by AI. Instruction - Assessment in 4IR Knowledge Acquisition The growth of AI tools is both challenging the processes by which we engage our students and providing opportunities to effectively and efficiently scale well-established instructional practices (pedagogy). Instructional assessment processes, that is, how we measure skill and

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knowledge acquisition, have always been a central component of education. Traditionally, educators have worked to balance summative assessment and formative assessment.

The goal of summative assessment is to evaluate student learning at the end of instruction, often leveraging pre-existing benchmarks. This is an end-product, rather than a process-focused, area of assessment.

What does this matter for AI? One example that illustrates AI’s relevance is if the summative assessment in a class is a take-home essay, can an educator truly trust who, or what is doing the work? When responses were copied/pasted off of a website educators learned how to flag the work but AI tools are increasingly unique responses that are challenging to identify for authenticity.

The exciting contribution AI brings to assessment is in the formative assessment realm. Here the goal is to monitor ongoing student learning and to provide meaningful feedback. It is difficult for an individual educator to give this type of ongoing feedback consistently for large groups of students. AI can be a powerful tool to personalize learning for students with rapid, in-the-moment feedback to nurture their comprehension during their learning process.

Instruction - Scaling Effective Practice in 4IR Knowledge Acquisition AI, like all technology, is an amplifier, in an educational setting, AI amplifies both good practice and strategies that need improvement. The Apprenticeship Model, at its core, is arguably the most natural, effective form of teaching and learning, and

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has remained amongst modern humankind’s greatest scalability challenges. We have filled auditoriums with eager learners, designed self-paced courses, and explored countless feedback systems, all to replicate the painfully obvious: a human touch in learning is incredibly powerful but horribly unscalable.

Here an expert works individually with a learner to model, guide, provide feedback, challenge, and validate the learner’s progress.

Although apprenticeships can differ widely from one context to another, they typically have some or all of the following features: MODELING - the educator carries out the task, simultaneously thinking aloud about the process, while the learner observes and listens.

COACHING - as the learner performs the task, the educator gives frequent suggestions, hints, and feedback.

SCAFFOLDING - the educator provides various forms of support for the learner, perhaps by simplifying the task, breaking it into smaller and more manageable components, or providing less complicated equipment.

ARTICULATION - the learner explains what they are doing and why, allowing the educator to examine the learner’s knowledge, reasoning, and problem-solving strategies.

REFLECTION - the educator asks the learner to compare their performance with that of experts, or perhaps with an ideal model of how the task should be done.

INCREASING COMPLEXITY AND DIVERSITY OF TASKS - as the learner gains greater proficiency, the educator presents more complex, challenging, and varied tasks to complete.

The growth of AI tools is both challenging the processes by which we engage our students and providing opportunities to effectively and efficiently scale well-established instructional practices (pedagogy)

EXPLORATION - the educator encourages the learner to frame questions and problems on their own, and in doing so to expand and refine acquired skills.

While this tried and true method of learning is effective in a 1:1 scenario, it has historically proven a challenge to scale to a larger student audience. AI has the potential to make the apprenticeship model a highly effective pedagogical practice. The ai-apprenticeship model finds the educator MODELING a task for their students (while explaining their thought process) and then directing their students to a self-guided, AI-powered, series of tasks which are responsively enabled to appropriately challenge the learner to achieve expertise (COACHING, SCAFFOLDING, ARTICULATION, REFLECTION, and INCREASING COMPLEXITY AND DIVERSITY OF TASKS). The educator has been enabled to work 1:1 with students requiring support beyond what the AI is offering. Finally, with developments in AI students now have a new set of tools that they can use to produce AI generative products, via question prompts, that represent their content-area expertise (EXPLORATION). The entire time an authentic discourse is imperative to humanize the process with front-of-classroom check-ins and studentled summary dialogue.

Conclusion We are hearing of innovative educators modeling AI applications through transparent examples with their students, identifying the pros and cons of the technology as it exists today. The modeling approach, where the educator speaks openly about how they use AI, and even explain their reservations, is a life-skill

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We are hearing of innovative educators modeling AI applications through transparent examples with their students, identifying the pros and cons of the technology as it exists today

lesson on having grit, or agency, to persevere in overcoming a new challenge. By demonstrating a level of stick-to-it-tiveness that we all need in life, educators are using AI as a use case that has provided opportunities for their students to have clear access to the skill of agency in action.

Change is uncomfortable and sometimes scary but change whether forced (ex. COVID

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teaching) or by choice, has the potential to guide us to make the world a better place for our children. The conversation about knowledge and skill development is never settled, nor should it be. AI and 4IR have positioned us to iterate, continually ask questions about the status quo, and challenge ourselves to prepare our learners for a successful future.

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INDUSTRY PERSPECTIVE

Harmonizing Literacy and ST EAM: Elevating Student Ma ster y Through an Inte grate d Approach Dr. Sharon Torrence Jones, Founder & CEO, the dot. Consulting & Dottie Rose Foundation

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eading, Writing, and Arithmetic are still the three major pillars of education.

However, over the past two decades, our world has changed rapidly and these three pillars, while still important, now share the spotlight with other important disciplines, STEAM. In recent years, technology has become essential to our daily lives and our contribution to the global economy and STEAM has quickly become a fourth pillar of education. STEAM integrates the core three pillars to apply, innovate, and create new ideas and technology that drive the next generation.

While STEAM and literacy skills are often viewed as two separate educational priorities, the disciplines actually go hand in hand. Literacy skills are vital to understanding STEM concepts and will lead to success across all disciplines.

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Dr. Sharon Jones, Ed. D. is the founder and CEO of the dot Consulting and the Dottie Rose Foundation, where she creates, innovates, and implements cutting-edge technology focused on new-age education. She has found her passion in education and has served as a computer science expert for the past 20 years, bridging the gap between our everyday actions and the application of technology. Dr. Jones is a highly sought-after and national award-winning Computer Science expert. She also serves as a member of the National Small Business Leadership Council, where she represents North Carolina and is a co-founder of Carolina Women in Tech. She was also named one of the 100 Women to KNOW in 2023 by JP Morgan for her work and impact on creating a pipeline for women in tech. When not running the technology world, Dr. Jones spends her time with her husband Ricky, and two sons, Ethan and Dylan.

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When a discussion of integrating literacy with STEAM begins, the first question raised by educators centers around limited educational resources and whether it is right to invest our limited education resources in teaching critical reading skills or in STEAM. But it is not either or because the components of literacy skills— reading, writing, speaking, vocabulary, are at the core of all STEAM activities. Literacy is one subject that binds all the others together.

STEAM is guided by inquiry and is focused on application, creation, and evaluation and uses literacy as the foundation for application.

Literacy is a part of every subject: math, arts, music, history, geography, or science. Literacy is an action with common components that are embedded into how we consume and share information and encompass a range of abilities

related to reading, writing, speaking, listening, visual, and digital literacy which are essential for effective communication and understanding information. If we can write a sentence in a written literacy language, then we can write a line of code for a computer to understand.

Thinking of literacy and STEM as an integrated approach instead of a separate entity offers a multifaceted framework that not only enhances academic proficiency but also cultivates holistic skills essential for students in the 21st century. A learning experience that integrates multiple subjects when studying a theme helps learners to make strong connections, which in turn strengthens the learning experience for the child. STEAM activities provide a fabulous vehicle for integrated and elevated learning.

By intertwining and not separating literacy with STEAM, students gain a deeper understanding of how language skills are applied in real-world scenarios

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Here are elements of support for the integration of literacy and STEAM for elevating student mastery: 1. Contextual Relevance: By intertwining and not separating literacy with STEAM, students gain a deeper understanding of how language skills are applied in real-world scenarios. Reading and writing become tools for expressing scientific hypotheses, crafting engineering designs, and articulating mathematical concepts, providing a context that enhances comprehension. Being able to see the relevance of what they are learning 2. Problem Solving: One aspect of 21stcentury learning is the ability to work through a problem or obstacle. The integration of literacy and STEAM cultivates problem-solving skills as students engage in analytical reading and writing, apply mathematical reasoning, and employ creative problem-solving strategies.

This multifaceted approach equips them to tackle complex challenges with a well-rounded skill set.

3. Project-Based Learning: An integrated literacy and STEAM approach lends itself seamlessly to project-based learning. Students embark on interdisciplinary projects that require research, collaboration, and effective communication. Whether constructing a model, coding a program, or presenting findings, literacy skills play a pivotal role in the success of projects or assignments.

4. Multimodal Expression: Literacy extends beyond traditional text to include various modes of expression. As our modes of communication

continue to evolve with technology, it is imperative our students understand how to communicate across platforms. In STEAM fields, students communicate through diagrams, code, visualizations, and presentations. This integration allows for a diverse range of literacy skills development, fostering effective communication in multiple formats. This can be done by video, audio recording, a coded presentation, a visual graph, etc.

5. Real-World Applications: Integrating literacy with STEAM emphasizes the practical application of academic knowledge. Students not only comprehend complex concepts but also learn to articulate their understanding effectively and are able to apply with relevance.

This prepares them for future careers where the ability to communicate across disciplines is a valuable asset.

Learning happens through the accumulation of knowledge, collaboration of knowledge between people and organizations, changes in self-perception as new knowledge and skills are acquired through application, and other people’s changing perceptions of the learner. Applying to the why creates the acquisition of knowledge.

Understanding that literacy is an integral part of preparing students to thrive in the future workforce and society.

So as an educator, how do you integrate?

Start small with quick wins!

STEAM Literacy Bits: Reading: Ask students to find the music lyrics of their favorite artist

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Provide 5 minutes.

Then ask students to highlight patterns in vocabulary Ask students to read through local recipes or advertisements Provide 5 minutes.

Then ask students to highlight patterns in vocabulary While reading fiction or nonfiction, point out STEAM vocabulary words like: ‘pattern’, ‘imagine’, ‘gear’, ‘motor’, ‘circuit’, ‘invented’, ‘experiment’, ‘persistence’, ‘count’, ‘compare’, ‘tally’, ‘pixel’, ‘discovery’, ‘’, Another important nonfiction reading strategy is the ability to learn from the text features on the page while also integrating STEM is to point out: ■ diagrams ■ charts ■ tables ■ graphs ■ timelines and explain how to read them.

Writing: Have students write a message to their favorite actor, musician, athlete, friend, etc.

Must only be 140 words. (Restricting word count prompts students to Listening: Have students listen to their favorite song or jingle and as they are listening have them note whether they know all of the words.

Record that data, yes or no.

Then, have students write down the chorus of the song or jingle Then ask students to find the lyrics on Google and see if they were correct!

Visual: Read aloud a short story, poem, piece of nonfiction, historical fiction, etc, and as students to draw their thoughts.

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Speaking: Integrate a Speak, Listen, Draw Activity.

Ask students to: 1.Pair students up.

2.Student A gets an image card to describe to Student B. (An image card could have shapes, a drawing, or photo image) 3.Student B draws what Student A describes.

4.Students compare the images to see how well they communicated.

Continued Integration: Ignite Imagination by giving students a bag of materials from the classroom and asking them to create. Provide 10 minutes for students to create.

The creation could be related to a book, contentbased, or on a cultural event. Through hands-on learning, students will communicate, read, write, and present all core elements of literacy. (ex.

Build a bridge, Build something that floats, Build a new lunchbox) STEAM and Literacy are two sides of the same coin. They supplement and complement each other when educators plan learning experiences using creative and innovative teaching-learning methods. Definitely, literacy and Steam do not have to be on opposite sides of the education fence but can be well integrated to provide meaningful and engaging learning experiences.

Harmonizing literacy and STEAM creates a holistic educational experience that transcends traditional boundaries. An integrated approach not only prepares students with a diverse skill set but also instills a love for learning by showcasing the interconnectedness of knowledge across disciplines. As we strive to cultivate well-rounded, forward-thinking individuals, the marriage of literacy and STEAM stands as a beacon for educational excellence.

K12 Digest February 2024

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K12 Digest February 2024