Although, secondary instruction is still predominantly teacher centered and
content driven, without the administration having a grasp of the new literacy needed for
the 21st century, instructional alignment is hindered. In an article by Davis (2008) she
referred to this problem by quoting Scott McLeod, the founding director of the Center for
Advanced Study of Technology Leadership in Education, (CASTLE), and the coordinator
of the educational administration program at Iowa State University. He stated, “The
people who are in charge of facilitating schools’ transition to the digital global
economy—superintendents and principals—are typically the least knowledgeable about
the digital global economy. It’s scary” (p. 15). It has mostly been private organizations
that can offer schools resources and support in the implementation of 21st century skills,
leaving many public schools left to address this growing problem on their own.
Although, secondary instruction is still predominantly teacher centered andcontent driven, without the administration having a grasp of the new literacy needed forthe 21st century, instructional alignment is hindered. In an article by Davis (2008) shereferred to this problem by quoting Scott McLeod, the founding director of the Center forAdvanced Study of Technology Leadership in Education, (CASTLE), and the coordinatorof the educational administration program at Iowa State University. He stated, “Thepeople who are in charge of facilitating schools’ transition to the digital globaleconomy—superintendents and principals—are typically the least knowledgeable aboutthe digital global economy. It’s scary” (p. 15). It has mostly been private organizationsthat can offer schools resources and support in the implementation of 21st century skills,leaving many public schools left to address this growing problem on their own.
การแปล กรุณารอสักครู่..
![](//thimg.ilovetranslation.com/pic/loading_3.gif?v=b9814dd30c1d7c59_8619)