Windham High School Technology

It is critical that Windham High School provides a 21st learning environment that integrates today's digital tools into all curriculum, accommodates a mobile lifestyle, adapts to individual learning styles and encourages collaboration and teamwork.

This webpage has been developed to provide the Windham community with information regarding 21st Century skills and learning and ubiquitous computing (1 to 1). In order to engage, motivate, and educate students, it is necessary to align our methods of teaching with students' methods of learning today. 21st Century skills must be be an integral part of all instruction and learning and students must have the tools to excel. Please take the time to read the following resources and learn about this exciting endeavor.

Click here to view the powerpoint presentation made to the Windham School Board on 10/21/08 on 21st Century Learning and the Proposed One-to-One Learning Program for Windham High School.

Supporting Research and Documentation

The Partnership for 21st Century Skills - http://www.21stcenturyskills.org

Results That Matter: 21st Century Skills and High School Reform

High schools need a relentless focus on the results that matter for student success in the 21st century according to The Partnership for 21st Century Skills (the Partnership). The Partnership issued a new national report, “Results That Matter: 21st Century Skills and High School Reform,” outlining a compelling framework for 21st century learning that focuses on the results that matter for today’s high school graduates.

The report is available to download here.
For a complete overview of the "Principles for Connecting High School Reform and 21st Century Skills" click here.

The report presents three fundamental ideas about high schools that are not yet widely perceived:

There are results that matter for high school graduates in the 21st century — and these results are different from and go beyond traditional metrics. Even if every student in the country satisfied traditional metrics, they still would remain woefully under-prepared for 21st century success beyond high school.
Improving high schools requires the nation to redefine “rigor” to encompass not just mastery of core academic subjects, but also mastery of 21st century skills and content. Rigor must reflect all the results that matter for all high school graduates today. Today’s graduates need to be critical thinkers, problem solvers and effective communicators who are proficient in both core subjects and new, 21st century content and skills. These 21st century skills include learning and thinking skills, information and communications technology literacy skills, and life skills. Twenty-first century skills are in demand for all students, no matter what their future plans — and they will have an enormous impact on students’ prospects.
The results that matter — 21st century skills integrated with core academic subjects — should be the “design outcomes” for creating high schools that prepare students for success in the 21st century. Only by setting clear goals that incorporate 21st century skills can high schools truly prepare students to succeed in postsecondary education, workplaces and community life.

The report also outlines the following opportunities for working collaboratively with high school reform advocates to improve high schools:

A Vision for 21st Century Learning: These elements are the “signature mark” of the Partnership because it is a vision for learning in the 21st century that highlights: core subjects, 21st century content, life skills, thinking, learning and innovation skills and 21st century assessments.
A Set of Principles: A set of principles which are critical to high school redesign. Highlights include advocates working together, preparing students with 21st century knowledge and skills; students demonstrating achievement of 21st century knowledge and skills; high school designs strategically integrating 21st century knowledge, skills and assessments; understanding that professional development of 21st century skills is critical for success and advocates should partner with the business community and community-based organizations.
Next Steps for Actions: A set of recommendations are provided at the federal, state and school district and local leader level in the areas of leadership, assessment, professional development and infrastructure

Are They Really Ready to Work? (PDF) - Employers’ Perspectives on the Basic Knowledge and Applied Skills
of New Entrants to the 21st Century U.S. Workforce

Young people need a range of skills, both basic academic skills as well as the ability to apply these skills and knowledge in the workplace. The survey results indicate that far too many young people are inadequately prepared to be successful in the workplace. At the high school level, well over one-half of new entrants are deficiently prepared in the most important skills— Oral and Written Communications, Professionalism/Work Ethic, and Critical Thinking/Problem Solving. College graduates are better prepared, with lower levels of deficiency on the most important skills, but too few are excelling. Only about one-quarter of four-year college graduates are perceived to be excellent in many of the most important skills, and more than one-quarter of four-year college graduates are perceived to be deficiently prepared in Written Communications.

All of us must do our part to ensure that our students are well prepared for the workforce demands of the 21st century. The education and business communities must agree that applied skills integrated with core academic subjects are the “design specs” for creating an educational system that will prepare our high school and college graduates to succeed in the modern workplace and community life. These skills are in demand for all students, regardless of their future plans, and will have an enormous impact on our
students’ ability to compete.