Survival of the Fittest in Education and Technology: How fit is the U.S.?

Noelle Bisinger Spring 2010

Fundamentals of Curriculum Development

Survival of the Fittest in Education and Technology: How fit is the U.S.?

As adults we have become accustomed to being quickly outdated by rapidly changing technology. It is not uncommon to be bypassed in the technological world by I-phone-using, Wii-playing, instant-messaging youth. It’s almost impossible to believe though, that despite the way our nation’s young people have mastered cellphones, computers, video games, and other technologies, we are falling further and further beyond our international competitors in the areas of technological awareness, knowledge-base, and skills required for future job markets. “The U.S. is, ironically, kind of leading this movement of talking about the importance of 21st-century skills, but in terms of the classroom, we’re behind some of our competitors,” says Ronald E. Anderson, a researcher at the University of Minnesota-Twin Cities and co-editor of the 2009 edition of Cross-National Policy and Practices in Technology Education (edweek.org).

A transition from an industrial-based economy to a service-providing economy has made factory-based careers in the U.S. almost obsolete. This change, driven by innovation, information, and advanced technology has dramatically influenced opportunities for employment over time. The gap between lower skilled positions and those requiring levels of higher education is now wider than ever before. “For the first time in the history of America, you can not have low skills and get a high paying job,” said Willa Spicer, New Jersey Deputy Commissioner in 2008. Maintaining the United States’ position at the top of the global market is also threatened by a growing global workforce, competing for American jobs at significantly cheaper rates than U.S. workers. U.S. employees in the current workforce have fallen victim to such changes directly, with little capacity to prevent their jobs from being relocated across the world. But what is being done to prepare the future workforce of America for the fiercely competitive global market they will soon enter? Researchers argue, simply not enough.

Some researchers insist that if we continue be ignorant of international progress and our current status in the world market, we will easily be left behind. “In fact, some countries are already way ahead of the United States, experts say. “Singapore, for example, has long taught technology skills in its schools. South Korea has teacher and student standards that shape all technology education efforts,” says Daniel Light, a senior scientist at the Center for Children & Technology at the New York City-based Education Development Center” (edweek.org).

Foreign competitors have already begun to narrow the gap between the U.S. and themselves in teaching technology skills, mastering educational standards, and creating successfully lucrative employees in the global job market. According to the 2008 Organization for Economic Co-operation and Development (OECD) Education at a Glance report, the U.S. ranks 17^th out of 23 countries in High School graduation rate. Another alarming statistic reveals that “every 26 seconds, one American high school student drops out of school.” On the 2006 Program for International Student Assessment (PISA), the average mathematics literacy score in the United States was lower than the average score in 23 of the other 29 OECD countries. In science literacy, the average score of that same group was lower than the average score in 16 of the other 29 OECD countries (OECD, 2008).

Many states have added technology skills into the curriculum since the No Child Left Behind Act (NCLB) set the goal of having all students technology-literate by 8th grade. NCLB, however, required states to figure out how to achieve the goal themselves. About half the states set their own requirements, which are largely based on recommendations provided by national organizations. The bottom line is that American students are not getting consistent and applicable instruction that can prepare them for the future. Schools are failing to engage kids in technology systems as creative or productive tools.

Fierce international competition will continue to change the world market and impact the standing of the United States’ economy. For the U.S. to stay at the top of the global market, we are forced to compete, adapt, and move forward. Global competition can provide challenges, but also reap benefits. In the educational system, global competition compels us to be accountable for student outcomes, to employ new and effective teaching methodologies, and to emphasize innovation and creativity. There are indeed a few challenges to implementing new technology education systems in the U.S. As with any other initiative, planning and investing are crucial to a program’s success. Poor nations are out performing the U.S. on assessment measures, however, so financial investments may not be as grand as one might assume. The challenges of global competition do not outweigh the potential benefits.