Tag Archives: job skills

Are you a technologically literate teacher?

blog post title against collage of technology graphics

Could you, for example, walk into the office of a typical small business somewhere in America — a construction company, for example, or an independently-owned convenience store with fewer than 10 workers — and begin work immediately doing routine work, such as answering the phone and taking messages, using the office computer for recording receipts and disbursements, and faxing documents to state agencies?

Naturally, you’ll say you’d need some training. That’s undoubtedly true.

What’s also true, however, is that small business people expect college-educated people to know or be able to pick up very quickly skills that people with a high school education do every day.

I believe that being able to pick up new skills quickly is going to be the most sought-after attribute of 21st century workers.

The last time I tried to hire an editorial assistant for my publishing business, I asked people who’d lived in this community all their lives for suggestions. An ex-teacher was highly recommended.

She was interested in the work and the pay until I told her we use Open Office rather than Microsoft products because that’s what my customers use.

That was a deal breaker.

“I’d have to go take a course to learn how to use it,” she said.

The woman might have been a wonderful teacher, but she didn’t have the technology skills for an entry-level job in a small business.

If you have to go take a training course in a software program before you can use it, you can’t handle an entry-level job in a small business.

Folks, one word processing program is pretty much like another.

And if your skills are up to the challenge of the entry-level work in 2017, can you honestly say you’re able to prepare your students for today’s workplace, let alone tomorrow’s?

Related reading:

Work Experience as Education

The Collaboration Model for Entry Level Jobs

Dear Applicant: The reason you weren’t hired.

 

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Filed under Educational technology, Lifelong learning

Required knowledge for 2037

What can we be sure students will need to know 20 years from now?

I’ve been working at revamping content from my “you can teach writing” website begun in 2008 — a date that seems like an eternity ago — I’ve been taking a hard look at what from that bygone time is still valid.

Obviously anything that has passed its sell-buy date in 2017 has to be scrapped.

I’ve deleted the “current events” references and the rotted links: Information expires.

Now what?

How do I decide what to keep?

Skills are more durable than information, so I’m starting by looking at them.
What skills will students need 20 years from now?

I’ve started making a list of what I’m pretty sure students will need to be able to do on their own without the benefit of a teacher/supervisor 20 years from now:

That seems to me to be a reasonable method of determining what of my 2008 website content (which, truth to tell, was the accumulation of 40 years of experience as a writer, editor, and writing teacher) is durable.

In 2037 students will need to be able to:

Here’s in the order in which I thought of them are my ideas of what students will certainly be required to do in 2037.

I invite you to share your reactions in the comments section.

  • learn by reading
  • write to communicate
  • communicate by speaking
  • learn from listening
  • learn by observing
  • formulate useful questions
  • translate information from one communication medium into another
  • read and write a language other than their native tongue (language here can include computer code)
  • communicate via images
  • curate content
  • control machines
  • collaborate to achieve goals
  • get along with people unlike themselves
  • learn without a live teacher present
  • adjust their behavior in response to their learning
  • identify problems
  • formulate solutions to problems in ways that are testable
  • distinguish between causation and correlation
  • find people able and willing to share their expertise
  • distinguish between essential and non-essential activities
  • distinguish between what people need and what they want
  • manage their time well

Help me out.

What have I missed that everyone will need to do? Math skills for sure, but which?
What are essential skills in the social sciences? in the fine arts?
What’s on the list that is dubious?

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Filed under Lifelong learning, Workforce readiness

18 years of compliance training

I inadvertently stumbled into a Twitter discussion about school activities, such as most homework assignments, that seem to exist for no other reason than, “We’ve always done it that way.”

Here’s an extract:

The conversation suggested that requiring compliance by students is bad.

I don’t think complying with such things as instructions to print one’s name on a document infringe on civil liberties or turn students into automatons: It might be regarded as a simple courtesy.

By the same token, I don’t think complying with school rules has much of an effect on students’ “real lives” outside school.

In fact, as I said, my observations of students in work settings has led me to think the fact that something is required in kindergarten or high school or college is likely to lead students to assume they can safely ignore it elsewhere.

I’ve written several posts over the years about my observations of ex-students’ behaviors outside classrooms when they attempt to enter the workforce. Taken together,  they may suggest it’s not compliance or the lack thereof  that’s a problem.

I’ve pasted the leads of three of them below with links to the entire posts.


Top writing requirement: Read the directions

Teaching students to adapt their writing to the situation never was easy, but is is becoming increasingly difficult. Within a few minutes’ time, we expect students to turn from texting friends to writing research reports to blogging—and to meet the different requirements of each of those situations.

One of the ways we can help students learn to navigate between writing situations is teach them that when directions are provided, they should read and follow those directions, regardless of what they’ve been taught was the appropriate thing to do. Read more of this post.

Work experience as education

Do you want to know how to prepare your students for an entry-level job? The best way to learn what students need to know is to do different entry-level jobs yourself.

Unless you already know somebody at the business, you’ll have to fill out a job application, just as your students will unless they, too, get their jobs through networking or nepotism. Completing a job application requires what the Common Core State Standards refer to as reading informational text. Read more of this post.

Dear applicant: The reason you weren’t hired

Since April,  I’ve been advertising unsuccessfully for two part-time, virtual workers in my educational publishing business. The responses have been mainly from highly schooled individuals who:

  • Don’t know how to write an email,
  • Either don’t read or don’t follow directions, and
  • Don’t have a clue what skills are needed for the 21st century office.

I sent respondents boilerplate “thank you for your interest” replies, but mentally wrote letters I wished I dared send. Read more of this post.

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Filed under Language & literacy

Can Your Students Work in THIS Century?

I’ve ranted several times on this blog about the need for teachers to keep up with the kinds of skills students need for jobs other than middle management at Fortune  500  companies (as executive assistant to Marissa Mayer, for example) or in the food service industry (waitstaff or dishwasher).

After a conversation with someone who is discovering how poorly prepared local honor students are for working in today’s economy, I dug out a response I wrote to someone who inquired about working with me. I’ve used this response repeatedly because I’ve discovered the typical applicant for a job with me has no idea what working online means.

Tell me what you could do for my business. Things to consider:

  • What’s your experience working online? Can you work independently with no one else in the room? Are you comfortable in a job that is done almost entirely online? Can you work with people you have never met, making sure they are informed about the work you are doing, what needs to be done, what you need help with?
  • What’s your level of technical expertise? Can you tell/show someone in Australia how to unzip a file? If you get a phone call from someone in Kentucky, can you talk them through buying and downloading an ebook? If I told you to view the source of a web page could you do it?
  • What are your favorite software/online programs for creating online surveys? online newsletters? website creation? photo editing? blogging? online calendars? screen capture, creating diagrams/illustrations? creating charts?
  • What’s your experience with social media? Are you on LinkedIn? Twitter? What blogging platforms are you comfortable using? Familiar with Hootsuite?
  • My vendors and I use OpenOffice, Zoho Mail. Would using them present any problems for you?
  • Do you have any experience with HTML coding? with CSS?
  • Are you a good reader? Can you spot errors in grammar, spelling, punctuation, formatting?
  • What are your business skills (financial records, HR, marketing, research, etc.)?

By the time they graduate high school, every student should be able to give some specific examples of their skills in each of those areas.  Some of those tasks are required learning for students as young as sixth grade in New York State, where I live.

If you are a teacher, administrator, education policy maker, or community leader and you are not competent in some subset of each of those areas, you are one of the roadblocks keeping students from being college and career ready.

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Filed under Public schools