This chapter makes the case that by knowing what the desired result is required of a K-16 education for learners to participate in gainful employment, we can deliver appropriate instruction and learning in the elementary grades, which will also foster growth towards the goal of economic independence and citizenship participation. Discussion includes building district and stakeholder partnerships on multiple levels which support residencies and digital learning skills among principals, teachers, and learners. The chapter asks questions, such as: What are the similarities and differences between the digital instruction experience and the classroom instruction experience? What needs to change and what needs to remain the same across all forms of instruction? How do educators and stakeholders ensure that 'human resilience' skills are still supported alongside 'digital resilience' skills? What is student agency?
TopWhat Is The Desired Result Of A K-16 Education In 2021?
‘The foundation of every state is the education of its youth’- Diogenes (c. 404-323 BCE). On the outside of the Boston Public Library, built in 1895, are these words etched in stone: ‘The commonwealth requires the education of the people as the safeguard of order and liberty’. Arthur Camins, director of the Center for Innovation in Engineering and Science Education at the Stevens Institute of Technology asks the question: “Should young people become educated to get prepared to enter the workforce, or should the purpose of education be focused more on social, academic, cultural and intellectual development so that students can grow up to be engaged citizens?” Camins answers his own question this way: ‘It doesn’t have to be either-or. Education should prepare young people for life, work and citizenship.” (2015).
Jiminez states in Ensuring Every Student’s Readiness for College, Career and Civic life, ‘when students are prepared across a broad range of knowledge, skills, and abilities, they not only get better jobs, but they also engage more actively as citizens—especially in activities such as voting and community participation—which leads to greater voice and influence in society’ (2021).
Changing Landscape of Education
“Today, resiliency is about people, then processes, and then systems.” (Suer, 2021). The landscape of elementary education has changed this last year. School administrations and teachers need to ask the question: What can we do to make sure all learners can learn, participate, and do their best work from wherever they are situated? How can we educators make sure learners are comfortable learning within a digital environment?
On the individual learner level, how do we elicit vital data about digital understanding and awareness from the youngest learners, those in 1st through 3rd grades? Can they even articulate what works for them and what areas they are struggling in? On the community level, how can stakeholders assist education systems in ensuring an equitable learning system for all?
Social Skills and Physical Development
“Considering the ICT system alone as the main factor shaping e-resilience in education will be necessary, yet not sufficient to under-stand educational system difficulties.” (van de Laar, 2021). Providing content virtually to students can be done without a great deal of training, however the
satisfaction felt by both teachers and students in the instructional and learning process of the in- school classroom is far more difficult to reconstruct.
“While this digital learning works relatively well for cognitive knowledge and skills, other skills such as physical or handcraft skills, (e.g. music, theatre class, or gym), developed
outside of books are quickly dropped from the curriculum. Social skills, developed while playing or collaborating and building social connection, are largely lost. These are essential skills that deserve attention because they are more difficult to deliver virtually.” (van de Laar, M., 2021)