More or Less? What's the Rush?

It doesn't have to be a battle.

Technology has drastically reshaped the educational and political landscapes.  Those who have proper tools, resources, and knowledge about how to use it, are granted access to information that can fundamentally augment the quality of their future life experiences.   Those who lack the tools to discover and utilize the newest innovations (frequently racial and ethnic minorities, and those from a lower socioeconomic background) find themselves chronically disadvantaged and misinformed, while those with proper information gain autonomy through technology.   As educators, teachers and administrators must prevent these technological advances from furthering the digital divide between the haves and have-nots to create true education in all communities.

MORE! What about training for parents?

In Bridging the Digital Divide by Increasing Computer and Cancer Literacy, two community technology centers were developed in affiliation with Head Start in primarily Latino and African American communities to help equip parents and families to live in a technologically informed society.  By introducing parents to the computer, internet, and other tools as an incentive (they were offered refurbished computers or cash for completing the program), bilingual setting, the school helped improve community perceptions of technology while also raising cancer awareness.  The low-income community was eager to learn, and the study pointed out the efficacy of offering free, non-traditional, one-day courses to families, through data that shows the positive impact was still being observed three months after the course

Similar to this study, educators can participate in creating a socially-just world by inviting parents and relatives to short workshops that explore not only the computer at large, but the specific technological tools that their students are expected to know and use.  Familiarization with how these tools operate and what they can be used for will create a lasting impact on families by empowering them to engage in their children’s schooling.  For example, an elementary teacher who plans to use an iPad app or online game to help kids learn about different food groups could demonstrate those apps to parents in their native language when possible, so that they can encourage their kids to revisit the website from elsewhere.   Furthermore, utilizing technology community courses, newsletters, blogs, etc, to introduce parents to the tools their kids will be using, can effectively address other concerns, for example, health and wellness, while helping the community build a valuable skill set for future employment and participation in the rapidly-increasing technological culture.  Teachers and administrators who initiate parent involvement in their children’s learning by offering services and skills that the community already desires and needs will help to bridge the digital gap and create a fairer, stronger future generation of leaders and thinkers. By doing so, such educators demonstrate that they have the skills, passion, and innovative spirit to tackle broad challenges technology introduces by utilizing technology as a means of education instead of separation.  We have seen this helpful model at Cristo Rey as my students have given several parent workshops on how to use the iPad and access resources needed for important information regarding their child(children).

LESS? What about training for teachers?

The article, Secondary Students' Resistance Toward Incorporating Computer Technology into Mathematics Learning, addresses students' and teachers' feedback in regards to technology being used efficiently in the classroom. Several concerns are addressed to focus on the appropriate use of technology. The research addresses student's perspectives ranging from age 12-17. The decision to utilize technology for math learning was mainly selected because of the reduction in education costs; not for an enhancement in learning that is reflected by test scores. Another area of digital divide, reduction of resources where technology is seen as a way to save money in a potentially negative way. When this research was completed no justification was required for the use of technology in the classroom.

Students were being used as "guinea pigs" while unprepared teachers select computer based programs without testing the programs or becoming familiar with their possible educational benefits. The teachers were not clearly trained on the program, nor the effective implementation of the program with their students.  The students were asked a series of questions related to technology in the classroom. According to their responses, the pen-and-paper method is still viewed as a reliable step-by-step process. Other students viewed spreadsheets, computer programs, and computers as added frustration or stress to the learning process. The students were also concerned with the school maintaining proper updates to avoid computer delays and security issues. 

This raises the overall issue of: we want to train parents about the technology being used at schools. What happens if the teachers are not properly trained or if the use of technology is not effective for the students? In this realm of technology integration, LESS is MORE. Meaning, schools must properly train teachers first, then the process lends itself to: enhancement of learning through the balance of technology tools with students, AND effective integration and training parents. 

Taking the time to for training occurs is of highest importance. Even if that means, slowly infusing technology into the school. There's no rush, technology is here to stay!

SPECIAL THANKS TO: my graduate students Rachel Beil and Aesha Griffin for sharing their thoughts and evidence of research in this blog.

A few questions to think about:  

1. How could you incorporate a community technological outreach similar to the one mentioned here to combat those issues and shrink the gap between groups? 
2. Wiould it be more beneficial for teachers who are less experienced with technology to avoid the usage of technology in the classroom a majority of the time, or implement technology in the classroom regardless of their lack of skills, experience, and knowledge?
3. Should students have the option to reject the use of technology if they are capable of learning more efficiently without the help of technology?

   

 References 

Bridging the digital divide by increasing computer and cancer literacy: community technology centers for head-start parents and families.  by P. Salovey, et al. - ‎2009

Secondary students' resistance toward incorporating computer technology into mathematics learning

by S. M.D'Souza & L. N. Wood

Does Size Matter? e-Books and Comprehension

We know kids, teens, and young adults are motivated by their new techy devices. Everyone seems to be discussing the revolution of the e-book and how it is going to take over schools. Currently, e-books are up 43% in sales. Schools are quickly jumping on the e-book bandwagon in efforts to motivate their students to read and to be cost effective.

The big question, regarding reading, is always "did you comprehend what you read?" Who wants to read something and not remember it? What's the point in that? Even if you solely read for enjoyment, don't you want think about it later?


One of my students, Callie Imel, shared some insight from an article she read for my course last week:

 The article,  Effects of Ebook Readers and Tablet Computers on Reading Comprehension,  discusses whether text presentation format affects participant reading comprehension or not. I chose this article because I am interested in the effects of different technology tools on reading comprehension. It seems that iPads are being used in classrooms more often now, and I was wondering if they actually had an effect on students’ comprehension, or if it was just a fun way for students to read. In the research, the text presentations used were e-book readers and iPads. The researchers had participants either read using paper text, an e-book, or an iPad. After reading the article, participants were to answer a set of questions testing their comprehension. The results showed that the technology had no effect on reading comprehension. However, participants showed interest in using the iPad when reading because it was easy and accessible. 

When choosing when to use technology, such as iPad, in the classroom, teachers must consider the significant difference it makes in the students’ learning. Teachers may see that there is an interest is using iPad, so students may be more engaged in their reading when they are allowed to use the technology; however, it has no effect on their actual comprehension. One positive point from this article is that it proves that students are interested in using iPad, so they may be more engaged in the activity. By reading stories on the iPad, students are able to highlight certain sections of the text and navigate through the story easily. The iPad also provides games that the students may use to help them with the lesson, although it may not directly have an effect on comprehension; students are still focusing on the text more than with paper text. 

I read a recent study yesterday which showed the e-book format did not significantly increase comprehension, enjoyment, or engagement among a group of third graders.  The data clearly indicated that children prefer to have a choice of reading material and that the format was not as central to reading engagement as a connection with the story’s characters and setting. A second outcome of this same study suggested offering a wide variety of reading choices and the opportunity to select books did impact reading engagement. We know that increasing reading engagement can ultimately increase comprehension. So, would this mean that in the end e-books can increase comprehension, simply because they can offer more choices for readers?

Not so fast, there are actually more studies coming out which confirm that reading text digitally can possibly inhibit reading comprehension.  Here are some of the reasons researchers are concerned about digital reading:

1. Size of screen: the bigger the screen the more they can remember.
2. Distraction on the device: we all have been victim of being distracted by our digital devices
3. Remembering vs knowing: it's been found that readers express more knowledge when reading printed text.
4. Eye concerns: glare, pixilation and flickers can tire eyes (20/20/20 rule)
5. Ergonomics: the science of fitting the work environment to the worker in efforts to reduce physical strain and increase productivity

Despite concerns, the 21st century learners are demanding and expecting technology enhanced lessons. Let me share some thoughts from another graduate student in my course. He makes some great points about how we do need to stay current with the research and using technology. Andy Boland writes:  

As a future high school English teacher, it is my job to figure out what my students are reading, and if it is contributing to their growth. As technology continues to develop, it is my job as a teacher to continue to grow with it. Printed books are beginning to be move removed from the classroom and removed for more electronic devices. Some of these devices include, Nooks, Kindles, and iPad. These devices are much more cost efficient, and allow the student to have many pieces of literature and informational text at their fingertips.  Students crave for the chance to use technology in the classroom, and in a content area where there are not as many opportunities I see using e-readers as a great opportunity. There are so many tools and functions to these devices that they can help those who struggle with reading are who reluctant readers. One of theses applications that can help would be the iPad application, Fastr Pro. This application helps improve students reading by flashing the text at varying speed to help improve students’ reading skills. The student can set the text to go at their speed and they can increase once they feel more comfortable I feel like this only one of many tools, that these electronic devices can offer. When I was testing out the application, I was surprised to see how much faster I was reading, and how much more I comprehended. The text did not seem overwhelming when it was just flashing one word at a time. 


 I think that English teachers may be resistant to this technology because their passion for printed books. This kind of application is something that I will use in my classroom, and encourage other teachers in my building to use as well. I think that English teachers should see the strides that e-books and tablets are having on children and their reading. They need to recognize that students are moving away from reading print, and one way to make literature connect more to them is to have it presented to them on a mode they are more comfortable and enthusiastic about using. 


Bottom line:  the way our kids are learning and reading is changing. Does that mean we change the way we teach reading? Perhaps size does matter, we won't know unless we keep measuring how our learners are growing.


Special thanks to my RU graduate students: CALLIE IMEL and ANDY BOLAND for sharing their thoughts!
   

                 

e-Books: Enhancing or Distracting?

 Until recently, there has not been too much research done on the efficacy of e-books in terms of comprehension and decoding skills, probably due to its quick rise in popularity. Because new technologies develop and change so quickly, it is difficult for researchers to keep track of its usefulness and its potential applications in the education world. This difficulty is a great reason teachers need to stay current and educate themselves on technologies that could dramatically increase their students' learning. In addition, teachers should learn from the eagerness with which students seek out and grasp new technologies. The engaging features of these new technologies can promote the kind of classroom that approaches change with a positive growth mindset. With knowledge of how effective new technologies are and a positive attitude about their integration, teachers can implement them into their classrooms knowing how to utilize them in a way that promotes the most student growth. 

Bridget Kapp, graduate student in my course "ED 6030: Technology in the Classroom" shares:

As a first grade teacher, realizing the importance of studying new technologies made me choose this article, "The Effects of Electronic Books on Pre-Kindergarten-to-Grade 5 Students' Literacy and Language Outcomes: A Research Synthesis," on the efficacy of e-books on literacy for elementary school students. Tricia Zucker, Amelia Moody and Michael McKenna, of various universities in the United States, attempted to synthesize the information already available to shed some light on how effective e-books are for students. The article identifies several potential benefits for early readers who use e-books in the classroom, including word recognition due to highlighting features, decoding skills from pronunciation help, comprehension skills due to on-demand vocabulary definition, and superior processing due to connections among visual and audio components ( Zucker, T. A., Moody, A. K., & McKenna, M. C., 2009).   

Essentially, the article concludes that e-books are more effective in supporting comprehension skills when 

• they include hotspots and animations that enhance the story. 
• e-books that include an overwhelming amount of animations and hotspots, can simply be distracting for students. 
• Thinking Reader ,  lines up certain comprehension strategies with your students' profiles, particularly struggling or special needs students, so that their instruction is targeted.  
• Careful planning and searching can ensure that the e-books children use are enhancing their reading experience instead of diminishing it.

As educators we have a responsibility to integrate technology into the curriculum in order to prepare our students for the future.  By integrating the use of iPads or other digital texts into the classroom, teachers can expand upon their teaching of literacy learning by supporting individual readers’ text comprehension and potentially engaging struggling readers. “iPads may help teachers meet traditional print-based literacy goals while also providing students with opportunities to respond to texts in individual and unique ways” (Hutchinson, Beschorner & Schmidt-Crawford,16). When properly implemented, the use of iPads in the classroom can aid and reinforce the teaching of such skills as independent reading, sequencing, visualization, retelling, cause and effect and the main idea.  

Kristen Baker, also a graduate student in my ED 6030 shares: 

Popplet is an iPad application that can be used to sequence events, retell facts, and brainstorm ideas (www.popplet.com).  I created an example of a Popplet that third grade students might create in order to recall facts after reading an article about oarfish.   Students could simply discuss out loud or write down the facts that they learned.  However, by allowing them to do the same task on the iPad and then sharing their creation with the class, the learning experience is enhanced, students likely will be more engaged, which will result in them retaining the information they have learned. I could take this activity a step further by having the students use Doddle Buddy, an iPad application that has a drawing and doodling tool, and ask them draw a picture of an oarfish using the information they have learned.  

 The possibilities of using the iPad in the literacy classroom are endless.  However, it is crucial for teachers to be sure that they are supporting learning and enhancing the learning experience and not just adding extra work.  As teachers, it is also paramount that we educate ourselves in the field of technology so that we continually acquire new knowledge and skills.  By promoting and demonstrating the use of technology in our classroom, we model lifelong learning to our students. 


Questions for Class Discussion:

1. Think of a pre-reading or reading response activity that can be done with paper and pencil.  What is another way that activity could be done using an iPad?  How might this change how the students respond? 
2. Can you think of any other potential benefits of e-books that the article did not mention?
3. Find a free e-book on your iPad (using iBooks, search "interactive children's books"), and read through it. Pay attention to its animations and hotspots. Do these features support reader decoding and comprehension, or do they distract from the book's main idea and message?

 References 

Doodlebuddy. (2012) Pinger, Inc. (Version 1.1.2) (mobileapplicationsoftware). Retrieved from http://iTunes.apple.com. 

Hutchison, A., Beschorner, B. & Schmidt-Crawford, D.(2012). Exploring The Use of the iPad for Literacy Learning.   The Reading Teacher,  66, 15-23. doi:10.1002/TRTR.01090. 

Zucker, T. A., Moody, A. K., & McKenna, M. C. (2009). The Effects of Electronic Books on Pre-Kindergarten-to-Grade 5 Students' Literacy and Language Outcomes: A Research Synthesis.   Journal Of Educational Computing Research  ,   40  (1), 47-87. 
www.popplet.com

SPECIAL THANKS to Kristen and Bridget for being guest writers on my blog!

Nerd Alert: Why We All Are Geeks

"Be nice to nerds. Chances are you'll end up working for one," Bill Gates once famously said. Gone are the days when nerds are stereotyped as someone incredibly intelligent, fashionably challenged and social inept. Now, we live in a society where everyone is fascinated by technology and googling information faster than you can look up the word "dweeb" in your Webster's Dictionary.  You don't even have to speak Klingon or understand the key terms of quantum physics to be considered a nerd anymore.

Still not convinced? Maybe you are worried that being a nerd opens the door to ridicule or a negative image. I do cringe sometimes when I hear kids talk about being techy as dorky.  I definitely have been called a geek before because of my career interests. However,  I tend to think of being a nerd in a positive way. 

One of my favorite definitions of a nerd: 

An 'individual', i.e. a person,  who does not conform to society's beliefs that all people should follow trends and do what their peers do. Often highly intelligent but socially rejected because of their obsession with a given subject, usually computers. 

Why are we all nerds? We all love our technology, we are a society who honestly loves to learn more about things we are interested in. We enjoy gaming. We are curious, we seek out ways to grow and also enjoy sharing what we already know. We've learned that having opinions which may not be popular expresses individuality and we are passing that onto our kids and/or supporting our friends. 

Perhaps acknowledging a nerd you are familiar with will prove my point. Here's a list of 10 famous nerds (in no particular order and a wide variety), which I guarantee you will find cool.

• Ross from Friends-paleontologist who dated Rachel!
• Mary Katherine Gallagher from SNL-what a Superstar!
• Data from The Goonies-he made a belt that shot a suction cup and without him Mouth would still be in Pirate's Cove with Sloth.
• Bill Gates-enough said.
• Tina Fey-smart, funny, chic geek
• Steve Jobs-where would we all be without an Apple product?
• Mark Zuckerberg-invented social media.
• Napoleon Dynamite-huge nerd, wildly entertaining who inspired us to Vote for Pedro.
• Dwight from The Office--most annoying guy as a co-worker, but funniest guy to watch on TV.
• Clark Kent- a shy reporter with the geeky glasses who just happens to be Superman.

Embrace your inner geekness and pay it forward as we progress through this 21st century of digital learning. Keep inquiring more about others who may or may not be like you, you'll end up learning more about yourself. Being technology savy and digitally determined will increase your chances of being successful. Accepting those who are different and being who you are takes an incredible amount of confidence.  

So, put your glasses on. You may see that nerds are the new heroes.

Give Me a Break: Digital Detox

This week is Fall Break at Rockhurst University. A time for students and faculty to take some time away from campus, academics (and even each other)!  Many campus departments are closed and Midterm grades are reported the day before RU Fall Break even begins. Senior Clare Pickel, explained she likes to take a break from studies and her phone and hang out with friends and family.

Unless...you are addicted to your digital device.  Students may or may not go home, with no classes they are most likely to engage in texting and social media to keep in touch if they are out of town. If in town, some say they watch movies, game and/or check their social media apps to see what everyone is doing. There were a few that shared they will veg out and spend some time outdoors if weather permits.

Are any going to completely unplug?  Probably not.

Unplug. What really does that mean? Why is unplugging important and why should we take advantage to do so? I actually tried to unplug yesterday: Left my phone at home when I ran errands, went running without my iTunes fav playlist (which is huge because I rely on my boys The Samples, Beastie Boys and Deadmau5 to get me through those rugged workouts), then turned my phone off completely from dinner through bedtime. I am happy to report, I survived! I actually enjoyed the Trolley Trail scene, cleared my head a little, and felt relaxed with my friends and family. 

Unplugging is a term, defined by the Urban Dictionary as, "To be separated from the borg-like creation of being constantly connected through digital communication tools." It is so significant that there is a National Day of Unplugging which started four years ago. There is even a pledge you can sign to unplug for 24 hours on March 7-8.  Why? according to the website,

 "We increasingly miss out on the important moments of our lives as we pass the hours with our noses buried in our iPhones and BlackBerry’s, chronicling our every move through Facebook and Twitter and shielding ourselves from the outside world with the bubble of “silence” that our earphones create." 

“The technology is rewiring our brains,” said Dr.Nora Volkow, director of the National Institute of Drug Abuse and one of the world’s leading brain scientists. She and other researchers compare the lure of digital stimulation less to that of drugs and alcohol than to food and sex, which are essential but counterproductive in excess.

A recent study, "Always Connected", shared these staggering statistics after surveying almost 7,500 iPhone and Android users 18-44 years old on which activities they use their phone the most:

Here are some more stats Forbes shared:

• 50 percent of Americans prefer to communicate digitally rather than in person (Pew)
• 81 person browse the Internet, 77 percent use search, 68 percent use an app, and 48 percent watch videos on their smartphone (Google)
• 72 percent use their smartphones while consuming other media, and one-third are on their smartphones while watching TV (Google)
• 93 percent of smartphone owners use their smartphones while at home (Google)

We know we need to unplug, and why, so how?

Here are some tips to help you take a break and digital detox:

• Obsessed with Instagram or Candy Crush? Delete the app from your phone before you leave, and don’t reinstall it until after you get back. Having to take the one extra step of re-installing the app will likely prevent you from doing it.
• Read a REAL book. Yes...Paper. (remember what that is?)  Did you know that reading a book or article from your phone decreases your chances of comprehension, according to Jakob Nielsen, a digital visibility expert at Nielsen Norman Group "The bigger the screen, the more people can remember and the smaller, the less they can remember,” he says. “The most dramatic example is reading from mobile phones. [You] lose almost all context."
• Put down your phone and walk away, for a set amount of time and go somewhere without it. This may require some anti-anxiety remedy, but I promise you will feel liberated.
• Start a revolution. What to be a trend setter, make a statement, or how about be a role model for someone around you? Who's in charge-you or your phone?
• Remember that hobby or favorite pastime you use to have or haven't had time to engage in lately? If you spend the same amount of time on that special interest of yours instead of checking email, playing that addicting app or checking that constant social media outlet, I bet you would be able to bring back that 'me' time.
• Ask a friend for help, that's what friends are for! You don't have to have an intervention, but create a buddy system. This could help  keep you unplugged so you can focus on sharing those good times you want to have with those you enjoy being around the most.

So, unplug...you won't get shocked.

I'm Going to Kansas City...Kansas City Here I Come

I thought the image would get your attention, but this blog is not about the Chiefs.  I know, a little misleading, but we are 6-0! GO CHIEFS!

Now onto other important information you should know about this amazing city.

Here are 5 ways technology has improved our lives in KC. So next time you are irritated because you cannot connect wifi on some random area in the City of Fountains, you can refer to this blog. Also, this a great list to remember when boasting or recruiting talent to our midwestern gold mine.

I like Letterman, so we'll count down from 5...(Top 10 list is too long for this blog, sorry).


5. Wifi Access
Our digital domain has many options for free wifi access. See where all these hot spots are close to you.

4. We Share Our Stuff
Why buy when you can borrow for a very small fee or free? Click to find out more through the variety of examples around town with easy access to information and services digitally.

• Office space/Cowork Waldo-no leasing agreements or overhead. Just BYOD
• Bikes/B.Cycle-free youself from your vehicle.
• Instruments/Rent My Instrument-bring out that musician in you.
• e-Books from the KC library-download straight to your device.

3. App Development
Rarewire (mentioned in a previous blog) is just one example of a our local app development companies. Other developers are around and creating apps which are changing lives across the country. A few apps generated right here in KC are: TapTeach Baseball, LavaCat,  Boulevard Brewing Company and be on the lookout for a new one being launched soon: EDmatch. There is a local group which meets regularly for networking and increasing your knowledge about app development. The Kansas City Mobile App Developers Group meets the last Thursday of every month. App development in our area is certainly on the rise!
 
2. iPads and Tablets in our schools
From Grandview to the Northland down to the city and out south, our Kansas City Metro Area is exposing our young minds to 21st century learning. The digital divide may be an issue for many, but schools such as Cristo Rey High School (who has a population of close to 90% of their students on free or reduced lunch) have found ways to bypass that issue. All students, grades 9-12, received an iPad the last two years with 24/7 access for educational purposes. Their retention of student enrollment has increased, standardized tests have improved and positive improvements in the areas of parent communication and involvement have been observed. I presented an iPad parent workshop two weeks ago at Cristo Rey and the cafeteria was filled with parents eager to learn more about the iPad and how to support their children to be successful in school. Technology can bring us together in many ways.

1. Drum Roll, please...Google Fiber
Hopefully you have an incredible appreciation to what this means to our close knit community. It's GOOGLE FIBER. Author Boyd Cohen states, “As the first city in the world to adopt Google Fiber Internet, Kansas City is now on the bleeding edge of the next frontier of ultra-high-speed access.” We now are considered a Smart City. KC citizens should feel more intelligent just from that term, right?  A smart city is considered a  developed urban area that creates sustainable economic development and high quality of life by excelling in multiple key areas; economy, mobility, environment, people, living, and government. Excelling in these key areas can be done so through strong human capital, social capital, and/or ICT infrastructure. Google FIber is offering us an Internet connection speed 100 times faster than today's average broadband. Instant downloads. Crystal clear high definition TV. Endless possibilities.

As you can see, there are many other reasons to come to Kansas City, other than the undefeated Chiefs.


Enjoy the famous song by Fats Domino: "Kansas City".







Other Resources:
http://www.fastcoexist.com/1680298/pivoting-to-create-a-smart-city
 http://www.businessdictionary.com/definition/smart-city.html
http://www.geniusstuff.com/blog/list/5-ways-technology-make-life-easier/

Skills to Pay the Bills? Addressing the Skills Gap

We all realize there is a rhyme and reason to everything. I'm not just talking about the Beastie Boys song, "Skills to Pay the Bills," although it does have a great beat. I'm addressing the skills gap. What is the skills gap? We have heard of the achievement gap and the digital divide, are they related?

In an article from the New York Times today, it gave some startling statistics from a recent study: "The United States ranked near the middle in literacy and near the bottom in skill with numbers and technology. In number skills, just 9 percent of Americans scored in the top two of five proficiency levels, compared with a 23-country average of 12 percent, and 19 percent in Finland, Japan and Sweden."

The skills gap is not the only gap out there. Here are some new gaps to be aware of. Each possessing their own definition and issue to the work force.

Skills Gap:  the divide between the skills employers want to find in a ready workforce and the know-how that unemployed workers have to offer from previous jobs and education.
Generation Gap: Those that are nearing retirement who lack the skills for the 21st century workplace.
Soft Skills Gap:  Workers (mainly those unemployed) who are challenged in these areas: Work Habits, Communication Skills, Workplace Effectiveness, Business Etiquette, Creativity and Collaboration

The manufacturing arena seems to be hit the hardest with the skills gap epidemic. In a recent research, University of Michigan economists have predicted the manufacturing sector in the county will add more than 4,000 jobs by 2015.

No reason to play the blame game, we are past that point. Blaming school systems and teachers for allegedly the lack of preparation needed for our current job market is not going to fix the problem at hand. In my opinion, we need to focus on improving the skill levels of the unemployed, or soon to unemployed by;  offering direct training solutions to those who need jobs as we strive to make technical and manufacturing careers more attractive as we explain how imperative they are to our whole economy.

We must develop training programs which cater to recent high school graduates and help them increase their skill levels for the specific job needed. I spoke with Ted Parker, Partner at Centriq Training,  who is doing just that here in Kansas City. This is what he had to share:

A skills gap exists because the education system today is not aligned with our rapidly changing economy. But what’s worse is that these institutions don’t seem to understand that.  Almost three-fourths of education providers believe they prepare their students for entry level jobs while less than fifty percent of employers and students believe it.  (McKinsey Survey Sept 2012.)

Academia has been too slow to respond to the effects of technology in relation to job skills.  As a result, education providers that can more quickly adapt to business needs are starting to appear. At Centriq Training, we work closely with area I.T. departments to continually modify our programs. By training on current technologies, we are able to place over 90% of our students in I.T. jobs.  

Educational institutions continue to look at technology as a tool rather than a subject. It needs to be both. Technology should be a core part of any curriculum. It’s just as important as math and English in preparing students to succeed in today’s world.

Another expert on this topic, Bob Jacobi, Executive Director, Labor-Management Council of Greater Kansas City said:

While unemployment and underemployment plague millions we have many jobs begging to be filled that can provide a middle-class living and satisfying if hard work. At the Labor-Management Council, we see our member employers and unions in construction, manufacturing and utilities looking hard for workers with math, physical dexterity and teamwork skills. Demographics are opening up positions and the demand for such workers will grow. Our economy is being limited because we haven't generated enough workers with the interest and skills to fill these jobs. If we can develop the needed workforce, we can help rebuild the middle class and grow our companies.
We need skilled manufacturers to build the materials and systems which make our world run. Every piece of equipment we use has a part which needs to be correctly assembled to work. There's a process and detailed method to everything around us. From your hobbies to traveling, every "thing" has it's place in this world.

As far as fixing the problem at hand through education, let's inspire kids to learn and be excited about the areas of science, technology, math and engineering. Let them explore, be creative, talk through their problems as they try to solve them. Supporting teachers and curriculum changes to enlighten kids on more discovery instead of standards testing is a constant challenge. In the end, it is the collaborative effect of our society constantly addressing this issue and finding solutions so hard working citizens can pay their bills with the skills they are very capable of possessing.

To learn more about what Chicago is doing, listen to Marie Trzupek Lynch, President and CEO, Skills for Chicagoland's Future.