In 2003, I taught at a thematic (Sports Science) academy that served a student population comprised of 100% highest of high-risk youth in San Diego County.  Our thematic academy was quite successful due in large part to our community-based partners.  They were instrumental in assisting us in providing the technology-based resources, which enabled us to focus on the “Science” aspect of sports; hence, allowing us to advance and sustain project-based learning designs, as well as promoting an overall school-site ethos of high expectations for student achievement.  Our average daily attendance rate exceeded 95%; and, more-importantly, our overall (academy-wide) success rate in terms of recidivism exceeded state-wide and national averages.

In summer of 2003, my mentor approached me with an idea:  she envisioned a 100% paperless and wireless school site for at-risk youth that would be housed in the new regional technology center being constructed by the San Diego County Office of Education; the overriding rationale being if we provided the highest of high-risk youth with cutting edge technology, project-based learning designs, and high expectations for learning outcomes, they would attain academic success at or exceeding rates of students in traditional school districts.

On one hand, with regards to our individual belief systems–even back then–we viewed technology as “the great equalizer” that would in essence level the playing field for our students as it relates to equitable access to educational resources, information, and opportunities that would help our students advance themselves academically and socially. On one hand, however, part of me thought my mentor had completely lost her mind as it related to the political implications of her proposal.  Nevertheless, in terms of the 21st Century relevance, and potential to provide powerful and meaningful learning experiences; indeed, we were venturing into uncharted waters–but truly exciting ones as well.

Making a long story short, by the time I left South Bay Technology Academy in fall of 2005, our students were dual enrolled:  in core subject-area classes in the morning; and, as advanced standing students (next door) at the local community college; furthermore, hard textbooks had been replaced with interactive CD/ROM versions; and, paper-based assignments were replaced by email documents and drop box.  Indeed, we had achieved a 100% paperless and wireless school–in 2005.  Eight years later, I still long to see paperless and wireless schools that use technology-based resources to engage students; unfortunately, it seems we are no closer to that ideal than we were back in 2005.

In 2009, in the process of turning around a low-achieving and under-performing high school in West Los Angeles, we implemented a technology-based program to help students prepare for the California High School Exit Exam (CAHSEE), which allowed them to access study materials through their smartphone:  that, plus an intrepid campaign we called, “15 minutes per Day” resulted in an increase in the school’s overall CAHSEE rate by nearly 15 percentage points.  Interestingly, we discovered that students were accessing their study materials via their smartphones while they walked to and from school, as well as while they traveled on the bus.  Hence, using 21st century technology-based resources, we engaged students in an intervention effort, which resulted in improving their learning outcomes.

Today’s generation of students are “digital kids”; meaning, they are “digital language learners”.  In most cases, we as educators are products of the 20th century; hence, we are “digital second language learners”.  Nevertheless, collective resistance and/or recalcitrance still permeates K12 public education teacher ranks in terms of using instructional technology, as a predominant resource, to engage the 21st Century learners in a manner that is meaningful and relevant; as we endeavor to enhance, enrich, and improve the learning experiences of students.

In terms of 21st Century teaching and learning, there is no greater, more-bewildering paradox; and, there is much reason to be concerned as it relates to the planning and implementation of Common Core State Standards (CCSS).  Sure, there are some individuals who are ready, willing, and who actively embrace technology as a resource to engage students in 21st Century learning experiences; and, indeed, their instructional designs are prime examples of the exponentially limitless power and potential of technology-based resources to engage students in a relevant and meaningful manner. Collectively speaking, however, we are not ready for the 21st Century designs entailed in CCSS, because educators in general are not equitably willing or prepared to harness the power of instructional technology in a coherent and competent manner; to promote and sustain powerful teaching designs to support meaningful learning experiences, which are relevant enough to actively engage today’s 21st Century digital kids.  Moreover, the technological “deficit” as it were, is the starting point for the courageous conversation regarding 21st Century teaching and learning; and, the conversation needs to “start” sooner rather than later.

Change the mindset(s) to change the outcome(s)…