Technological knowledge as a stimulus for system change – The Journal

Technology and Education

Technological knowledge as a stimulus for system change

The K-12 education system must change. This statement has been made for centuries, and millions of teachers and billions of dollars have tried to change it. John Dewey, Jean Piaget, Maria Montessori, Simor Papert, Jonathan Cozel, and many others have spent their lives developing proven learning and learning models. National efforts such as “A Nation on Risk” (United States, 1983), technology innovation assistance (US Department of Education, 1995), and “No Child Left Behind” (United States, 2001) are just three examples of recent efforts. To systematically change schools. Why, then, do these efforts not make a difference? For the past century, “Is the K-12 education system in crisis?” Why do we read it every year?

This article (2021) argues that three things are different: not only can there be significant improvements in education, but they can also lead to systemic change in post-school systems as a whole. The text is then an indication of the need to create a global system of change, taking into account these new factors. This article offers five suggested solutions that can be applied to K-12 schools that can withstand both technology and systemic change.

In his book “Education in the Middle Ages”, Zachariah Stein (2019) explains what the current education system should look like and what is the key to overhauling systems beyond education.

“Schools that are busy ‘fixing’ the existing school system do not stop asking questions about who they are, who they serve, and what kind of civilization they will continue to have. As I was discussing, our civilization is in transition. Major changes are taking place across the planet – in the global system and in the biosphere – to re-engineer resources and rebalance values, the economy, and nature. This is an educational task today – an unimaginable design challenge to build an education system that will re-create civilization during the global transition. This challenge raises the question of the importance of education for human beings and the basic structure of education as a human endeavor.

This article is more than an improvement on the K-12 education system. It is about changing all the systems. We present a case study of how to meet the challenge described by Stein in “Rebuilding the Education System to Rebuild Civilization During the Transition.” We suggest that achieving this reconstruction is now possible for three reasons: urgency, technology and youth. We then argue that K-12 technology knowledge is the key stimulus to achieve systemic change. The article outlines five examples that will help you to rebuild your education system.

Technology reading, descriptive and systematic change

Before constructing the case as a key indicator of system change for K-12 technology, we need to clarify our interpretation of the three key terms in this article.

K – 12 Technology Literacy – What does it mean for a K-12 student to have technology knowledge? What should a high school student know after graduating from high school? Literacy is a constant goal in any field of study. As time goes on, more stories happen, more articles are written, more science is discovered, and so on. The current epidemic has shown that primary school students need to master remote learning applications and cloud-based environments, skills that were not previously necessary.

For the past 20 years, the International Association of Technology (ISTE) has developed a comprehensive ISTE standard (ISTE, 2016) that addresses technology knowledge. These standards divide technology reading into seven key categories.


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