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EDUCATIONAL REFORM PROPOSALS Page 3
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Skill & Content-Based Reform in Traditional Classrooms No doubt, constructivism is not for everybody. If a student thinks convergently, is not naturally creative, or a self-discover, or independent-minded, then the formal teacher-directed mode of instruction may still be the best learning environment for them. However, in order for these students to remain competitive in the new world order of technology—in addition to competing with any charter schools established in their district—educational reform is still imperative. The Skill and Content-Based Reform is one model
that can be used as a successful building block for comprehensive reform
in traditional schools (CSRM, 1998, p. 121). This model focuses on
improving particular skills or subject areas, such as reading,
mathematics, and science. Though lacking the breadth of impact as
entire-school reform paragons, this model provides a strong lever
for broad-based reform. Pragmatically, the greatest hope for
this model’s improvement in education lies in extensive and effective
utilization of computer, networking, and other technologies in support of
a broad program of systemic and curricular reform (Report to the
President, 1997, p. 5). Technology plays a significant role in Skill and Content-Based Reform models. Children with access to computers and having trained teachers can learn faster and learn better. |
Continued from left column In some cases, scores on standardized tests of basic skills for children taught with computers rose by 10 to 15 percent compared to the scores of those taught using conventional instruction. With computers, students can learn at their own pace and practice as much as they need to. Children master basic skills in 30 percent less time than normally would have been the case (Technological Literacy). Knowledge (however best obtained) is still the most important economic resource, vital for the competitiveness of individuals, enterprises, and nations. The technological wave is making possible major changes in the way education is produced and delivered (Knight, 1996, p. 2). At the heart of this change is the Internet—a key tool to be used in Skill and Content-Based Reform models. For the post-compulsory students, access to a global classroom may enlarge their information awareness. Within this framework, such behaviorist strategies as competency-based curricula, generic and specific competencies, specified levels of achievement and national qualification frameworks make a different kind of logic from the normal one of analyzing changes within paradigms (Campbell, 1997, p. 2). Since traditional classrooms are already firmly grounded in America, they provide the greatest access and quickest opportunities for educational reform revisions. Combining technology with tested and improved formal teaching models is an ideal proposal that will greatly aid convergent thinking students in their quest for higher academic standards. |
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