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A Shared Vision for Technology in the STEM Program at McIntosh High School
Larry Singleton
ITEC 7410
Summer 2015
Kathryn Shields, Ed.S
Keywords: STEM, technological, global environment, soft skills, and student centered
A Shared Vision for Technology in the STEM Program at McIntosh High School
Vision Statement
A diverse population of students in the STEM (Science, Technology, Engineering
and Math) Program at McIntosh High School will develop the technological skills needed
to be capable of living and working effectively, responsibly and productively in a global
environment.
The italicized portion of this vision statement is taken directly from the Fayette
County Board of Education Strategic Plan (Fayette County Board of Education, 2015)
Rationale
This vision is specifically focused on the students in McIntoshs STEM Program
and the development of technological skills. The diversity of students in the program is
also important because of the traditional underrepresentation of females in STEM careers.
Both of those changes to the County Vision are needed to narrow the focus to the needs
of students in the STEM Program teaching/learning environment at McIntosh. The
overall scope of the County Vision sets a high bar for what the program strives to
accomplish for the future of those students.
Without delving deeply into the visions three adverbs, that narrow the scope of
living and working, consider the overall domain of their collective reference.
Effectiveness, responsibility and productivity fit into a domain that is commonly referred
to as soft skills. Many employers in the global environment of business and industry
today are searching for job applicants who have the interpersonal skills, enthusiasm and
motivation that lead to success in careers. (Shultz, 2012) This rationale seems contrary to
the traditional notion that student success is defined by performance in math, science and
language hard skills. In fact, the Strategic Plan of Fayette County is centered on student
achievement measured by test scores and does not have any Strategic Priorities focused
on those soft skills described in the vision. This STEM Program vision is aimed at
bringing those important skills into focus and guiding the strategies of a technology plan
aimed at the fulfillment of such a vision.
Our STEM Program will be grouping students into cohorts that represent a small
portion of our total student body. Those cohorts will potentially share many classes over
the course of their secondary education. BusinessDictionary.com defines soft skills using
other terms such as Communicating, conflict management, human relations, making
presentations, negotiating, team building and other such ability, defined in terms of
expected outcomes and not as a specific method or technique such as statistical analysis.
(Web Finance, Inc., 2015) Many of these skill-sets leverage technology in our global
environment and that is where our STEM Program should focus; on the development of
soft skills in a technological environment. Soft skills training that is embedded into hard
skills courses is effective, and can be an efficient way to realize achievement gains in
both types of skills. (Schultz, 2008) Programs that enhance soft skills have
an important place in an effective portfolio of public policies.
(Heckman & Kautz, 2012) This shared vision will guide the policies and
practices that shape and prepare the STEM students at McIntosh to be
capable of living and working effectively, responsibly and productively in a technological
global environment.
Diversity Considerations
McIntosh High School is located in an affluent suburb of Atlanta and only a small
percentage of our students are economically disadvantaged. Nevertheless, it is important
that this group be represented in the initial cohort of students enrolled in the program.
Teachers must be sensitive to the technology gap that could potentially affect the
performance of those low SES (socioeconomic status). We must acknowledge that the
gap, with respect to internet access and computer hardware, has been significantly
reduced over the course of many years and government programs aimed at bridging that
gap. Over 82% of American homes with school-age children have broadband access.
(Pew Research Center, 2015) That aspect of the gap will likely continue to close over the
course of time and with increasing affordability of the hardware and service costs. A goal
of providing Chromebooks to all students will certainly bridge the hardware portion of
that gap, and efforts to ensure that every student has broadband access at home should be
addressed with parents on an individual basis to find a suitable solution. Our STEM
Program focus will be on the structure of a teaching/learning environment that compels
all students, of any SES, to actively engage in homework that requires connectivity.
The traditional underrepresentation of females in secondary STEM courses and
STEM careers is also an issue we intend to address. A strategy of pursuing continual
and intentional efforts to make certain the doors are as wide open for female students as
for male students (Creighton, 2003, p. 14) will guide our efforts in this respect.
Stakeholder Roles
We have a unique opportunity with our Strategic Plan to break out of the
traditional strategies focused on student achievement and shift the focus of our efforts to
the greater vision of equipping students with soft skills along with knowledge. That shift
References
Confrey, J., Sabelli, N., & Sheingold, k. (2002). A Framework fo Quality in
Educational Technology Programs. Educational Technology,
Abstract.
Creighton, T. B. (2003). The Principal as Technology Leader. Thousand
Oaks, CA: Corwin Press, Inc. A Sage Publications Company.
Fayette County Board of Education. (2015, June). Fayette Vision 20/20.
Retrieved from FCBOE:
https://eboard.eboardsolutions.com/StrategicPlan/PlanDetail.aspx
?S=4067&PID=2160
Heckman, J. J., & Kautz, T. D. (2012). Hard Evidence on Soft Skills.
Cambridge, MA: National Bureau of Economic Research.
Retrieved from http://www.nber.org/papers/w18121
Pew Research Center. (2015, April 20). The numbers behind the
broadband 'homework gap'. Retrieved from PewResearchCenter:
http://www.pewresearch.org/fact-tank/2015/04/20/the-numbersbehind-the-broadband-homework-gap/
Schultz, B. (2008). The Importance of Soft Skills: Education beyond
Academic Knowledge. Journal of Language & Communications,
Abstract.
Shultz, N. (2012, September 19). Hard unemployment truths about
'soft' skills. Retrieved from American Enterprise Institute:
https://www.aei.org/publication/hard-unemployment-truthsabout-soft-skills/
Web Finance, Inc. (2015). Soft Skill. Retrieved from
BusinessDictionary.com:
http://www.businessdictionary.com/definition/soft-skill.html
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AppendixA
Survey Results
6-26-2015
Here are the initial participation results from Administration and STEM
Team members who received the survey. A decision to survey other
stakeholders, as shown below, with this or a different instrument is an
option we should collectively consider as we work toward forming our
Vision Statement for the program.
The following questions assume that students have Internet access for
working on assignments after school; either at home or some other
community facility with the available connectivity. You do not have to
respond to every question; it's OK to skip ahead!
Please answer the following questions with short bullet
point types of responses.
Digital Tools: What is your vision for computers provided to STEM students?
Digital Skills: How would you characterize the computer skills that students in our
STEM program should be expected to master?
Inventor, robotic programming
Proficient research, composition, and data collection skills
I do not have a specific target. I think they should be able to master
skills to the level expected in a relevant activity.
Students are expected to already have mastered Word, Excel and
Google Docs
Google Apps; MS Word, Excel and PowerPoint; Cloud Storage
Far beyond basic skills, learn how to communicate via the computer
using email and social media, spreadsheets
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Diversity: Provide a brief vision statement of how the STEM Program should
address student diversity.
Nontraditional students should be encouraged to join the stem
program
Students with diverse backgrounds, but similar interests, can work
collaboratively to master STEM content and produce STEM outcomes
that promote equity and access.
I do feel the program will have to actively "recruit" some students who
grew up in homes that did not have college educated parents. Many
students such as that just don't know of all the opportunities that are
out there for them
I believe the MHS STEM Program should attempt to target a
proportional balance in both gender and race.
I don't think student diversity should be a factor in the first year or so.
Students are selected into the program based on their potential (if
possible to assess?) to succeed, not on past achievement
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