Catching UP or Leading the Way
American Education in the Age of Globalization
by Yong Zhao
Chapter One: Recent Education Reform in the United States
 Education reform efforts in US during early years of 21st century were around the
beliefs that 1) excellence equals good test scores in math and reading, and 2)
standards- and test-based accountability is the tool to achieve such excellence.
Test Scores as Indicators: Math, reading, and science have become most valued
content of education.
 Foreign language is only other subject mentioned in some funding
appropriations because of the shortage of people who speak languages critical
to our national security and global competitiveness. No specific dollar amount
or actions are specified in previous education agenda from Bush administration.
Standards and Accountability:
 Each state had to have standards, tests that measured those standards, and
published reports about the achievement of those standards to the public.
Closing the Achievement Gap:
 2 gaps—one is racial within the US and the other is between the US and other
countries. We know there are disparities in achievement among the racial
groups.
 Plus, there is a gap in graduation rates with students of color having a higher
drop-out rate than white students. The gap among the US and other countries is
evidenced comments by such people as Bill Gates who believe that the
education system is “broken.”
Questioning the Achievement Gaps:
 Zhao questions these gaps.
 Will they really decide the future of American children?
 We need criteria. Can, for example, school performance truly be a predictor
of future success and an indicator of quality of education from a particular
school?
Gaps between majority and minority students:
 Need to look at gaps separately.
 Clearly if students drop out of school early, their chance of obtaining a highincome position in the future is slim, p. 13.
 However, David Berliner, researcher at Arizona State University wrote in 2006
that “NCLB is delaying the day when our country acknowledges that a
common characteristic is associated with the great majority of schools that
are most in need of improvement.” P. 14. That characteristic is poverty.
 Strong evidence shows that even a small reduction in family poverty
significantly improves school behavior and performance of students. US has
highest rate of child poverty among developed nations. P. 14.
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Schools in impoverished communities often have fewer resources than their
more affluent counterparts. Thus the so-called achievement gaps are a
result of the resource gaps, a problem that cannot be solved by simply
holding the schools and teachers more accountable and giving the children
more tests.
 Another explanation of the gaps –within tests themselves. Test bias—wellacknowledged phenomenon in education measurement business. Language
and situations on tests are more familiar to white, middle-class students.
 Robert Sternberg, psychologies, identified another more important bias.
Schools often focus on only one range of abilities and ignore others. His
“triarchic theory” states that there are conventional abilities (that schools test
and reward which are memory and analytical abilities) but there are 2 other
types—creative and practical. When students were chosen for an
experiment for high-creative and high-practical skills, the population of
students was more diverse. We alienate students of color and widen the gap
by not including these skills as valuable. The gaps could be addressed
through policies aimed at reducing poverty, recognizing a broad range of
talents and abilities in assessment and college admissions criteria, and
reconsideration of the value of different talents and knowledge. P. 16.
Gaps between US and other countries.
 Connection between students’ performance on international tests (e.g.
PISA) and their and their nations’ future economic well-being is at best
speculative. In fact, an empirical study that examines relationship
between countries’ performance on international tests and other
indicators of the countries’ well-being shows either a negative correlation
or no correlation between the two. P. 16. Baker, (2007) found “in short,
the higher a nation’s test score 40 years ago [on the First International
Mathematics Study in 1964], the worse its economic performance. This
finding goes against the recent reform and popular rhetoric that says
American education is in crisis. P. 17.
 If low test scores are not a problem does that mean Am. Education is not
in crisis? Definitely not. But the solution is not more math, science, and
reading; more testing; and more accountability as prescribed by NCLB. In
fact, NCLB could lead America into deeper crisis.
 What we need is a paradigm shift in thinking about education, both what
we should teach and how we should deliver it. P. 18
Chapter 2: From the Missile Gap to the Learning Gap: Myth, Fear, and the
Evolution of Accountability.
 Warning about American education is broken is not new. Let’s look at history.
Missile Gap
 Launch of Sputnik in 1957 caused panic about our missile gap and education
gap
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Missile gap was myth. P. 21. The created fear was a political strategy as
described in this case and others in professor Joanna Bourke’s book (2006)
Fear: A Cultural History.
NDEA: Beginning
 Launch of Sputnik led to National Defense Education Act (NDEA) which marked
the beginning of an increasing involvement of federal government in education.
Expanded talent pools in science, technology, engineering, mathematics and
foreign languages; resulted in new curricula.
 1963—Vocational Education Act
 1963-Higher Education Act
 1964—Elementary Secondary Education
 2002—No Child Left Behind
Nation at Risk: Threat from Japan, Korea, and Germany
 “Those who fail to learn the lessons of history are doomed to repeat them,”—
philosopher George Santayana, and history keeps repeating itself for American
education. P. 26
 “Nation at Risk” report in 1983—aroused fear—Stated that our “once
unchallenged preeminence in commerce, industry, science, and technological
innovation is being overtaken by competitors throughout the world.” P. 26.
 Another fear created that the “educational foundations of our society are
presently being eroded by a rising tide of mediocrity that threatens our very
future as a Nation and a people.” In p. 26
 The report did not result in any immediate legislation for education at federal
level. In fact, federal education budget was cut sharply. P. 28 But it resulted in
a path of greater federal control in a number of ways: 1) the commission’s
damning portrait of Am. Education continues to be enriched by further int’l
studies such as TIMSS and PISA and media reports; 2) the report helped make s
a smooth transition from Cold War to global economy as rationale for viewing
education as national security issue; 3) report planted seeds for how
government could penetrate more deeply into education; 4) paved way for
business people to become legitimate speakers on and advocates for education
concerns. Because report made education an economic issue, it was only right
to make educators hear business voices heard.
No Child Left Behind: Arrival of the Dictator in Education
 Media loved the idea because its consumers, the public loved the idea. Public
educ. Is one of largest investments Americans make, and it affects their future
on many levels. They naturally want to know how well their schools perform.
But the quality of education is an extremely complex phenomenon that cannot
be easily demonstrated or understood. What the public is familiar with are test
scores and grades. P. 32-33
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Being able to reduce the quality of education to some kind of score that allows
comparison across different states appeals to the public in a simplistic fashion.
It is misleading, but immensely popular. P. 33.
 Popularity of tests scores among the public provided a ready tool for a group of
governors who were concerned about educational issues in their states. Which
was expressed by Governor Lamar Alexander, chair of National Governors
Association (NGA0 at 1985 NGA meeting in Idaho. P. 33
 The governors’ efforts [over time] eventually developed into a national
movement. P. 34
 Charlottesville Summit of 1989 ushered in new era in American education, an
era of establishing national education standards.
 1994—Goals 200: Educate America Act.—set national goals to be achieved by
2000 in 8 areas.
 Most of the objectives were not accomplished but this justified the role of the
federal government in K-122 education through national education standards.
 1996—another education summit in Palisades, New York. No student and only
one or 2 teachers were invited. Professional educators and their organizations
were left out for the most part. Governors and business executives reiterated
their impatience with the abysmal state of American education. P. 37 Their
solution was standards and assessment.
 Directly connecting employment and business opportunities with academic
standards and student performance was certainly an effective strategy to
mobilize the public to take standards and assessment more seriously.
 1997-Clinton called for voluntary nation test program—failed.
 As of 2009, no mandated national standards [but NGA is now pushing common
state standards.]
 Through NCLB fed. Govt has told Americans that reading and math are the most
valued subject areas and are what schools should teach. States have decided
that math, science, English, and possibly social studies are of most worth if
Americans are to succeed in global economy, p. 38-9
 Schools have complied. After 5 years of NCLB, schools report cutting time –145
minutes per week or 30 minutes per day from social studies, science, art and
music, physical education, lunch or recess at elementary.
 Burgeoning high school reforms have 22 states requiring students to pass state
exit exam to receive hs diploma. State tests also constrain how teaching and
learning are conducted. More than 30% of teachers nationwide report they do
not use computers when teaching writing because state writing test is
handwritten (Russell & Abrams, 2004) p. 39.
Road to Educational Dictatorship
 Education clearly moving toward authoritarianism. Letting govt’ dictate what and
how students should learn and what schools should teach—fueled through fear
of threats from other countries.
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But like the missile gap, the learning gap is a myth founded on misinformation
and misperceptions. P. 40
Chapter 3: Why America Hasn’t Lost Yet: Strengths of American Education
 Even after a quarter century after A Nation at Risk the US remains one of the
most scientifically and technologically advanced nations--# 1 out of 131
countries on the 07-08 Global Competitiveness Index which measures “the
ability of countries to provide high levels of prosperity to their citizens.” (World
Economic Forum, 2007) p. 41.
 The core innovations that drove digital revolution were created in US; the leader
of computer and Internet industries are from US.
 Nearly 2/3 of the 200,000 patents issued in 02 went to Americans. (Florida,
2002) US accounts for 40$ of total world spending on R & D, receiving 38$ of
patents for new technology inventions issued in industrialized nations,
employing 70% of world’s Nobel Prize winners, and home to ¾ of world’s top 40
universities. (Galam & Hosek, 2008, pp. xv-xvi), p. 42
 How could a “nation at risk” accomplish this? Progress has been made on
standards and accountability and leadership and financial resources since
Nation report. However curriculum content, teacher quality, and time, has had
slow and little progress. P. 43
 We still have fewer hours per week on academic subjects and a shorter school
year than many other industrialized countries, according to a report in 08 from
US Secretary of Ed Margaret Spellings.
 Number of propositions as to why we are still excelling. Test scores do not
predict a nation’s success and persistent poor performance of American
students on international tests since the 1960s has not resulted in its
demise.
 What continues to be different about American education is the overall
philosophical approach to education, the aggregation of all activities outside
and inside the school, and how teachers and students treat one another. P. 45-6.
Talent Shows: Showcasing the Strengths of American Education.
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Talent show approach is a strength-all can try out. There is a celebration of
individual differences. It’s inclusive of all types, sends a strong message to the
community that children are all talented in different ways, talent show model
encourages initiative and responsibility, helps children be proud of strengths
rather than weaknesses.
Builds on Gardner’s idea of multiple intelligences.
Learn from honeybees—increased genetic diversity enhances a population’s
ability to adapt to a changing environment.
Richard Florida in his books documents increasing importance of creativity for
economic growth and suggests that tolerance is one of the three factors (plus
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technology and talent) that drive economic growth and innovation in today’s
society. P. 51.
Talent diversity encourages the fact that differing talents complement each
other. It also breeds innovation and encourages innovators. It also prepares
societies for change. P. 54
Major shifts in employment structure indicate dramatic changes in the need for
different kinds of talent. P.54
“Children are like Popcorn” Second Chances
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Mrs. Lippe, 1st grade teacher said that “children are like popcorn. They all pop,
some sooner and some later but in the end, they all pop.” P. 54 This viewpoint
is shared by teachers in the US. Therefore, American students are given many
“second chances” instead of being judged and sorted into different groups
based on performance at a very early age.
We have a system of “contest mobility” where students are assumed to be equal
and can participate in the same contest for upward mobility. There is also
“sponsored mobility” like in the British system where an individual’s admission
to the elite groups is sponsored by the existing elites. In sponsored systems
talents that are valued and hence suitable for promoting to elite social groups
are announced and encouraged early, whereas other talents are suppressed or
sorted into less desirable social groups. P. 55
Contest mobility likely to follow decentralized educational model. This system
gives hope to “late bloomers and a broad range of opportunities for individuals
to explore their interests. School is a place to experience and experiment with
different options. P. 56-57.
This also instills a “can-do” spirit, helps develop the American cultural ethos
embedded in American dream, that with hard work anything is possible.
An Imperfect System that Others seek to emulate.
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Alth90ugh riddled with problems, the strengths of American education are also
at least partially responsible for the poor performance of US students on int’l
tests.
Current education reformers in the US seem to have made a choice, albeit a
wrong one, in my [Yong Zhao’s] opinion. Reformers have chosen test scores in
a limited number of subject areas over diversity, individual inte5ersts, creativity,
and risk taking spirit that has helped sustain a strong economy and society in
the US.
NCLB has already led to a narrowing of curriculum, elimination or reduction of
time devoted to other activities and subjects that are not directly related to
improved test scores in math and reading, and teachers shifting their focus to
teach to the test.
China
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Changing the focus of education to eliminate entrance exams for middle school,
more local control, forbidding local governments from imposing admission rates
on school, reforming college entrance exams, expanding access to higher ed,
reforming school curriculum and diversifying textbooks.
New curriculum has as its goal fostering creativi5y, developing practical
abilities, and cultivating scientific and humanistic spirit as well as environmental
awareness.
South Korea
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Aims to cultivate creative, autonomous, and self-driven individuals
Ensuring expanded autonomy for the local community
Singapore
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Want students to have critical thinking skills and to develop a creative and
critical thinking culture within schools.
Reduce subject content
Revise assessment modes
Greater emphasis on processes instead of on outcomes
Japan
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Wants well rounded human beings
Have schools that help children develop their individuality and give diverse
choices.
Why are Asian countries abandoning education tradition that seems to have resulted in
high test scores: Because they know the damage that results from standardization and
high stakes testing, p. 63
Chapter 4: Why China Isn’t a Threat Yet: The Costs of High Scores
Premier Wen’s anxiety
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China’s economy remains labor intensive rather than knowledge intensive.
Growth largely fueled by vast and cheap labor instead of technology. P. 65.
Cheap labor does not generate large profits In fact thousands of factories have
closed since 2007.
China, despite its effort to insist that foreign companies transfer technology,
remains low on the value chain.
99% of Chinese companies did not apply for a single patent.
Most of patents granted to Chinese were in appearance and functional design,
not in category of invention.
Innovation comes from innovative people China has “a severe shortage of
outstanding talents in science and technology,” according to President Hu. P. 68
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America’s Glorification of China’s Educational system.
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China has had two decades of double-digit growth. Also it operates the world’
largest formal education system. Almost eliminated illiteracy among its 1.3
billion citizens.—
China graduates more engineers. But according to a report by National
Academies who said that 600,000 engineers graduated from institutions of
higher education. However, this was proven to be grossly exaggerated due to a
lack of understanding of how China defines engineers. But the number had
already been report in NY Times, Boston Globe and Chicago Tribune.
The film Two Million Minutes glorified the accomplishments of India and China.
Meaning of Good Education: Reconciling the Contradiction
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Premier Wen Jiabao’s concern over China’s shortage of ‘distinguished talents’
ion science and technology is valid; so are the praise and glorification of China’s
education achievement.
The US remains strong in science, technology which suggests that the system
has been able to produce the talent necessary to support the nation’s economy.
Such contradictions are mere reflections of our measures of the quality of
education.
If the quality of a system is associated with:%age of population having access to
schools, school completion rates at different levels, years of schooling, quality
of teachers and teaching, and students’ performance on what schools teach and
test (as indicated by grades and standardized test scores) then the US system
can be said to be on decline, and problem ridden whereas education in China
can be said to be making great progress. P 72.
The other measure of quality is the products of an education system. Difficult
to describe total package of knowledge, ability, attitudes, perspectives, moral
values, and ethical standards. Not always quantifiable, but it is more important
because it is more relevant to a person’s well-being and what that person can
contribute to society.
The bigger picture looks at a country’s economic development and what a
person can actually do in real life and work. In light of this, China’s educational
system contributes little or nothing t5o the economy. Multinational companies
in China are having a difficult time finding qualified candidates for their
positions (Farrell & Grant, 2005.) A global consulting firm McKinsey found that
fewer than 10 percent of Chinese college graduates would be suitable for work
in foreign companies. (Farrell & Grant, 2005_ A large proportion of college
graduates have not been able to find employment. P. 73
Quality of education measured by school-related factors such as test scores
does not predict the performance of school graduates in society. Why?
Goleman’s book on Emotional intelligence discusses the value. Einstein said, “”
Not everything that can be counted counts, and notes everything that counts
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can be counted.” What is valued in schools may hurt what is valuable in real life.
P. 73
The keju itself was not an education system but a political system, because of
its high stakes it determined what education was about in China for centuries. In
the 15th century China’s scientific innovations suddenly stopped. The keju was
certainly a major factor. P. 7
A century has passed since keju was officially ended but spirit lives on in the
body of the National College entrance Exam which has every element of the test
except for the content. It is required for virtually all government positions. A
college degree is essential not only for social mobility but also for geographical
mobility. P. 79 Attending college has been a primary way to earn the right to
change one’s legal residency otherwise you must reside where you are born. P.
79 College degree is also an indication of social status in China. Menial labor is
of low status.
High Scores but Low Ability
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Currently, there is a recognized problem in Chinese education gaofen dineng,
which means high scores but low ability—means that students core well on tests
but have few skills that are usable in society.
Puzzling Top 10 Phenomenon
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There is a phenomenon called the “Puzzling Top [10 Phenomenon” were there is
a national discussion about education: the students who ranked above 10 in
classes 9all students are ranked in classes) were not a successful in life was
those who ranked below.
What Happened to the Zhuanguyans?
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Zhuanguyan is the title granted to top performer on keju in ancient times. –
often selected by Emperor himself. Title continues today for those who score
highest on Nat’l College Entrance Exam in a province. They are instant
celebrities. However, a study from 197-1998 show that “the current career
situation of the studied zhuanguyans falls far below people’s expectations.
They are not leaders in their field, and most are unknown. P. 82
More English Speakers in China than in America
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Popular news media myth says that there are more English speakers in China
than in US. Students have to study English but “it is a stretch to say there are
English speakers. P. 83. The McKinsey report says that only about 10 percent
of candidates for positions at multinational companies are qualified; a major
reason is the lack of communicative proficiency in English. On the International
English Language Testing System, a qualifier for people who want to work in
companies where English is the language of communication, China ranked near
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the bottom in reading. In speaking, they ranked last among the 20 countries
with the most test takers.
Is the Center of the Earth Very Hot? Science Literacy
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Chinese students may test well in science but their science literacy remains low.
Those who may have graduated from the best engineering schools lacked the
required experience and ability despite their abundant book knowledge and
high test scores. In addition, they lacked a sense of commitment and passion
for their work. Creativity and the risk-taking spirit are also missing from the
Chinese workforce. P. 85
Education can Hurt—
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System is oriented toward achieving high test scores, not about learning.
Professors Sharon Nichols and David Berliner (2007) documented the potential
damage of high-stakes testing to public education in the US in their book
collateral Damage; l How high-stakes testing corrupts America’s public schools.)
Lost Lives
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“Suicide is the number-one killer of Chinese people between ages of 15 and 34.”
China Daily, 2007 Increased pressure to achieve high test scores and the
competition puts tremendous pressure on students
Fat Children: Declining Physical Condition
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With the pressure of testing, academics are the focus of students and families.
Physical activity is seen as a waste of time. According to a report, 83 percent of
interviewed students reported that they have less than 1` hour of physical
activity in school per day. The higher the grade, the less time is spent on
physical
In 2000 p.e. grades are no longer included and schools began to reduce time
devoted to physical activities.
Imprisoned Students: fraud and Crime in Testing
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Because of high stakes, gaokao test papers and answers are considered national
secretes and are governed by criminal laws. Cheating is considered a criminal
action. Yet students and their parents continue to engage is unethical and
criminal activities [to cheat] because the payoff is high. Chinese parents are
more concerned about whether their children can get into ago college than
whether they receive a good education. P. 90
How is Creativity Killed
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Another casualty of test-oriented education in China is creativity, one of the
most sought-after assets in the 21st century. The major players in Asia—Japan,
Korea, and China—cannot really compete with the US in the creativity and
innovation department. Modern development in these countries has relied
primarily on technology transfers from the US and European countries.
The creativity gap is a complex phenomenon. To be creative is to be different.
Cultures that allow tolerance of deviation from tradition and the norm resulted
in more creativity. This is not the culture in China. P. 92 Schools demand
conformity and obedience. The fact that American students spend less time in
school means they are less exposed to the creativity-killing machine—the
school. P. 93
Chinese teachers are praised for keeping order. Students are taught to think of
themselves as a group and not bring shame to the group. Such conformity does
not foster individual creativity.
American parents and educators define success more broadly [than test scores]
and strongly emphasize children’s individuality and the need to respect
[parent’s] wishes and abilities.
The curriculum is standardized and centralized in Asian schools which also
allows for little room for exploring individual interests and accommodating
different learning styles.
Creativity cannot be taught, but it can be stifled. The creativity gap between
Americans and Chinese exists not because American schools teach creativity
more or better than their Chinese counterparts. They just do not thwart
creativity as much as the Chinese.
Resistance to Change: Abysmal Results of Reforms
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77% of Chinese people are very or somewhat dissatisfied with education in
China. Only 4.1 is very or somewhat satisfied. [p. 96
Unless China drastically reforms the college admission system to expand the
criteria beyond tests scores on a few subjects, it is unlikely that any effort
ton8urture more creative talents and healthy children will bear fruit. P. 97
The Challenges, Part 1: Globalization
The Death of Distance
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The death of distance resulting from advances in transportation and
communication technologies has been a major driving force of globalization,
but it is not the only one. Political changes have also played a significant role.
Globalization is defined as increasing free movement of people, goods and
services, information, and money across national borders and physical
distances. That have traditionally limited their movement within political,
economic, and geographical boundaries.
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Fragmentation of Production: Outsourcing, Offshoring, and Job losses.
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Thanks to decreased cost of transportation and increased efficiency of
communication, a company can locate its designers, manufacturers, marketers,
and managers anywhere in the world and still have them all work together on
the same product seamless. Companies do not have to own all parts of
production cycle—outsourcing.
When outsourcing becomes global or offshore, jobs are sent to their countries—
called offshoring.
India has been primary recipient of jobs outsourced,
especially in information technology sector.
Free Movement of Goods: McDonald’s Starbucks and Cultural Clashes
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Starbucks had a coffee house inside Forbidden City and finally had to succumb
to pressure because China Central Television journalist accused Starbuck’s of
ruining China’s cultural heritage.
China also fought the “Christmas” storm by adding 3 major traditional festivals
to the calendar as a legal holiday to give adequate consideration to Chinese
tradition.
McDonald’s has been targeted worldwide as the epitome of western
encroachment.
Free Movement of People: Migration, Cheap Labor, and National Identity Crises
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Migration across borders is more common. Political changes have allowed more
migration e.g. fall of Berlin Wall.
Economic and technological developments have made migration more
accessible and more appealing.
Countries have attracted certain immigrants to fill necessary jobs.
Emigration is also an issue—Mexico has lost million to the US, China has seen
citizens move, India too.
“History has shown that immigration encourages prosperity, “ The Economist
Migration brings better life, brings new talents to a country, money flows to
home countries, rich countries get fresh workers.
However, it can cause negative consequences in prejudice, exploitation, and lack
of access to public services and civil rights. May be treated as second-class
citizens. Also some countries experience “brain drain.”
Challenges for Education
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As a social institution, education has been seen as local entity, funded by, and
supported by local communities. As the world becomes more global, the
education of its citizens is more about how we prepare students to be citizens
and workers in global workforce and economy.
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Many countries, China, India, and other developing countries have been working
hard at developing their education systems.
Students need “global competence.” P. 112
Students need a global view in their thinking. What happens in distant places
affects communities worldwide. Societal issues have worldwide ramifications.
We need to transform our thinking about education. It may still be locally
funded and controlled, but we must think globally in terms of what knowledge
and skills our children will need. P. 113
Chapter 6 The Challenges Part II: Technology
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The emergence of the virtual world is powerful—Second Life. There are virtual
economies, communities, cyber wars, online crimes, virtual schools, online
marketplaces. Schools by and large have been trying to ignore this as
innocuous entertainment but we cannot afford to do this.
Second Life is one of the real-life implementations of the metaverse imagined by
author Neal Stephenson in his 1992 novel Snow Crash. Second Life was
launched in 2003. It’s developed into a vast world with a population of more
than 15 million as of Step 11, 2008. Nearly half a million people logged on
during the previous 7 days and more than 1 million during the previous 60
days. Tal user-to-user transactions in June 1008 were valued at about $29
million.
You can take virtual tours of cities, museums buy the latest fashion. make
money and sell things to other people, enjoy live music, You can learn a new
language. ¾ of universities of UK are developing or using Second Life. P 118
Play Money: Gold Farming in the Synthetic World
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Some people play video games, collected points, and other valuables and then
sell the “points” to other players for real-world money. This is called being a
“gold farmer.”
“Massively Multiplayer Online Role-playing games “(MMORPG) is a genre of
computer games where a large number of players interact with one another in a
virtual world. Game is hosted by publisher and players interact from all over the
world. They become a fictional character and take control over many of that
character’s action.
Players can buy points from other players and not take the time to develop their
player’s skills. There are plenty of players who spend time earning the points
and selling them for real money.
Gold faming started in late 1980s when computer game players made cash
payments for items or to improve characters within ,multi-user dungeons.
Evolved from a hobby into a profession and from individual acts into a complex
organized industry.
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There are estimated 400,000-plus gold farmers in the world, mainly in China,
Mexico, Romania, and Russia. Generates about $500 million in annual revenue.
This life has begun to attract media and scholar attention. There are books
published about it.
eSports” Video Game Players go Pro
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In Korea, it is not called computer gaming-it’s called ‘e-Sports.” An estimated
18 million South Koreans more than 1/3 of the country’s 48 million people, play
video games online.” Writes Hua (2006) p. 122
The World Cyber Games was launched in 2000 and was held in 2007 with 700
players from 75 countries. The prizes totaled $448,000 more than double what
was offered in 2000. P. 133.
There are other international video gaming tournaments as well.
Invisible Attacks: Cyber Wars and Cyber Terrorism;
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On April 27, 2007, they cyberspace of Estonia was invaded. For the next 3
weeks rendered the Web sites inaccessible and caused significant damage to
computer-dependent Estonia. This was cyber warfare launched by Russia. If it
were established that Russia is behind the attacks, it would be the first known
case of one state targeting another by cyber-warfare” (Traynor, 1007) p. 123
Russia was accused again in 2008 for an attack against another Soviet state,
Georgia. Georgia moved some of its Web sites, including the site of the
president, to servers in other countries to avoid the attacks. It is uncertain
whether the Russian government organized the attacks. What is important is the
possible and real damage that was done. P. 123-4]
Cyber attacks are appealing means for governments, terrorists groups, and
individuals who wish to inflict damage on others because the cost is relatively
low and the damage can be significant.
Damages almost impossible to tally because they come in so many forms—
defamation, viruses, worms, etc. The trend is rising sharply. P. 125
Back Dorm Boys and the People Formerly Known as the Audience
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Much like stars have been made on American Idol because of the exposure,
internet exposure is even greater. Just think of UTube and the video of the
wedding couple who danced down the aisles.
People who were “formerly known as the audience,” Jay Rosen 2006 are now
those who are putting videos and information on the web. Anyone can be a
news reporter, a book author a videographer.
The power of information was shown with the effect of Twitter in precipitating
riots in Iran in 2009.
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Of the 457 million active internet users in the age bracket of 16-54, 100 million
reside in US. Globally 77% of them read blogs, and 45% have started writing
blogs.
More than 47 million American uploaded photos for sharing. 25.3 millions have
uploaded videos. YouTube recorded 2.5 billion video views in June 2006, and
more than 65,000 videos uploaded daily. P. 128.
Challenges for Education
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For education this is the tip of the iceberg.
The virtual world for example can be viewed as a foreign culture we must
interact with. P. 129 We cannot treat it the same. We are not sure of its full
effect on us yet.
Business, governments, academics, and media have been trying to interpret the
implications and respond to the challenges of this new world. But education
sector has not. P. 129.
Schools have used technology to conduct business as usual but they have not
changed radically. If the past is an indicator of the future, the examples of the
fist Web browser, Mosaic, Google, and Facebook have radically changed our
culture. The virtual world is becoming a significant source of jobs. Workers are
needed to continue to develop and improve metaverses such as Second Life; to
defend our economy and country against cyber warriors, hackers, and thieves;
to develop better video games, to manage huge databases; to deliver customer
services, and to deal with the legal and ethical issues brought about by the
virtual world. P. 130
The virtual world requires different skills and knowledge that we aren’t yet
teaching in schools.
There is also the issue of citizenry in the virtual world. 46% of all Americans get
their news about campaigns from the internet
35% of Americans watched online videos related to campaign and 10% used
social networking sites to engage in political activity.
74% of wired Obama supporters got political news and information online,
compared with 57% of online Clinton supporters.
The virtual world has become a major platform for socializing, shop
The rules of engagement, indicators of danger and abuse, tools we use and the
consequences of our actions are different from those in the physical world. p.
132
Chapter 7: What Knowledge is of Most Worth in the Global and Digital Economy?
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Useful knowledge changes as societies change. What used to be valuable can
become irrelevant today. E.g. physical strength, knowledge of Latin or Greek
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Garage Sales and eBay: How Globalization and Technology Redefine the Value of
Knowledge
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Both garage sales and eBay help people recycle unused goods. Ebay however,
enlarges the audience, enlarges the numbers of items, and makes price
comparison more real. Increases probability of turning one person’s trash into
treasures. Three, makes it more likely to find unique or weird tastes or needs.
Madonna and Soccer: more Customers, more value
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Globalization—the death of distance—has done the same thing with human
talent by enlarging markets and increasing value of some previously “worthless”
talents in a smaller community. Madonna, Miley Cyrus, etc are examples of how
their talents are given exposure. Yaoi Ming, the Chinese basketball players is
another person whose 7foot 6 inch body is fun to watch and the exposure
makes him much more well-known. Po. 137
Soccer is another example. World Cup erases geographical distances and allows
people to watch worldwide.
An expanded market means more value for the same products. An invention
that used to be consumed in one country can now be sold globally. American
made movies are purchased more in foreign countries than in US.
Programmers and Toy Makers: Price Matters
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Ebay allows for price comparison. The worldwide web allows for price
comparison for cheap labor as well. Hence, cheap labor is responsible for job
losses and factory closures
Yet Toyota has been expanding operations in the US because of the availability
of highly skilled workers.
Lego and Playmobil decided to keep their toy factories at home because they did
not trust that China would produce the same high quality.
Japanese ‘Toilet Cleaners and American English teachers
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The information explosion has allowed people with usual talents in their own
community to be marketable in another. The ability to speak English is
marketable in Japan or Korea. The ability to be a Ping-Pong coach trained in
China is then recruited in other countries. P. 140
The Long Tail Phenomenon: Nothing is too strange to be useful
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Local businesses can only shelve so many items and remain profitable. Yet
online with wider audiences, almost every product can find a market===long tail
phenomenon.
Can be true in human talent too. What may be silly locally, may resonate around
the world and hit a market.
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Digital Cameras Versus Cardboard Signs: New Skills in the Digital Age
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Selling on ebay requires different skills than setting up an effective garage sale.
Different skills are needed in this world. p. 142
Powersellers and the Rise of Self-Employment: The Changing Landscape of Jobs
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Technology creates new jobs too. E.g. Ebay has professional sellers called
“powersellers.”
We have seen a growth of individual entrepreneurs who may not work for a big
corporation but now have direct access to their end clients. Writers can publish
their own books, independent photographers can sell photos on Flickr.com, etc.
Technology industries-Web portals, internet service providers, and electronic
shopping –account for 3 of six of the categories of fastest-growing industries. P.
144
eBay-Certified Consultants: New Professions
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eBay-certified consultant—train eBay users and have to pass a course to be
called this.
“Search engine optimization consultants”—help people set up businesses to
attract more visits to Web sites
Second Life-growth of individuals and companies who design virtual objects for
others.
Translators and interpreters—in high demand because they can bridge language
and cultural gaps.
What Knowledge is of Most Worth? Defining Valuable Knowledge for the Future
21st Century Skills
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Partnership for 21st Century Skills has outlined what they believe to be
necessary—Core Subjects, Learning and Innovation Skills, Information, Media,
and Technology Skills, Life and Career Skills, p. 146
Academic achievement is the context in which 21st century skills can be
developed although there was no specific discussion about what constitutes
academic achievement. P. 147
European Effort
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European discussion focuses around competences not competencies. They
derived 8 competences: a. communication in mother tongue, communication in
foreign languages, mathematical competence and basic competences in science
and technology, digital competence, learning to learn, social and civic
competences, sense of initiative and entrepreneurship, cultural awareness and
expression. P. 148
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Whole New Mine: R-Directed Skills
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Pink’s book Whole New Mind very relevant. Talks about L-directed thinking and
R-directed thinking. L—sequential, literal, functional, etc. R—simultaneous,
metaphorical, aesthetic, et.
Pink believes R skills are more important than L-directed.
Pink distills 6 new essential “high-concept, high-touch senses.—design, story,
symphony, empathy, play and meaning
Core Assumptions
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1—We must cultivate skills and knowledge that are not available at a cheaper
price in other countries or that cannot be rendered useless by machines.
2—Creativity, interpreted as both ability and passion to make new things and
adapt to new situations, is essential.
3—New skills and knowledge are needed for living in the global world and the
virtual world, including global competencies such as fo4reign languages, global
awareness, and multicultural literacy
4-Cognitive skills such as problem solving and critical thinking are more
important than memorization of knowledge.
5—Emotional intelligence is important.
Issue of Feasibility
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The debate continues about which is more potent—nature or nurture. Both are
important. We all have different talents. Even if we study, study, study, most of
us will never be a Mozart of Michael Phelps. We learn differently and we must
accent and honor our strengths, p. 153-4
The Answer: Your Child’s Strength
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Although there is a corset of skills and content that children need, we cannot
agree on the degree to which each should be mastered. P. 155
Therefore, schools should offer a comprehensive, balanced curriculum that
included opportunities for students to explore and develop both R-directed
thinking and L-directed thinking….p. 155
Because of our changing society, it calls “for a school culture that respects and
cultivates expertise in a diversity of talents and skills and a curriculum that
enables individuals to pursue their strengths. P. 156
Tolerance and Diversification: Education with A Global Mindset
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So what should skills teach? In the increasingly globalized world, what is
needed is a diversity of talents rather than individuals with the same
competencies.
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A truly global mindset about education suggests that we seriously examine our
traditions and identify our strengths in relation to others—not only other
countries, but also other communities in our own society. This requires us to
move away from not only adopting international standards but also
national standards and testing. [underlining and bolding mine] An
international uniform curriculum or national curriculum can only serve to
destroy local traditions and strengths.
 Our children will become more mobile globally—their talents globally traded.
 A truly global mindset about education further suggests that developed nations
must take responsibility for deliberately cultivating new talents because they are
endowed with more resources. They must not fall back to compete with
developing nations in the same domains, for both their own sake and the
benefit of the world.
 Finally, a truly global mindset about education suggest that tolerance for
multiple perspectives, different talents, and a respect for diversity are key to a
brighter future for all.
 As we enter a new era of human history, we cannot be certain of what specific
talents, knowledge, and skills will be of value, and globalization has expanded
the market; therefore,
we must accept the idea that all talents, all individuals are worthwhile.
Education is thus intended to help every child realize his or her potential. Every
child counts!
Chapter 8: Global Competence and Digital Competence
Costs of Global Incompetence
 Only 25% of Americans had a passport in 2006. P. 161
 “Compared to their counterparts from universities in other parts of the world, US
students are ‘strong technically’ but ‘shortchanged’ in cross-cultural experience
and ‘linguistically deprived’” (CED, 2006, p. 6) in Zhao p. 162
 The future of the US economy depends on its capacity to interact with other
economies in the world. Nearly 60T of the growth in earnings of US businesses
came from overseas in 2004; one in five US manufacturing jobs is already tied to
exports. P. 162
 American companies lose an estimated $2 billion a year due to inadequate
cross-cultural guidance for their employees in multicultural situations. E.g.
Windows 95 2was banned by India because its time zone map put the region of
Kashmir outside the boundaries of India (CED, 20906 in Zhao.)
 National security is a critical challenge facing all Americans. It requires
diplomacy, cross-cultural communications, intelligence, and, more important, a
positive image across the world. A nation is truly secure when it does not have
enemies. P. 163
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An America-centric philosophy and a lack of understanding of other cultures and
the global world are among the chief reasons for our unilateralism and
perceived arrogance when dealing with other peoples. P.164
The negligence of American schools in teaching foreign languages and cultures
has had a more direct effect on America’s national security. ‘The Sept 11th
intelligence failures provide considerable evidence of our shortage of expertise
in Arabic and Asian languages and cultures, (CED Committee for Economic
Development, 2006, p. 9 in Zhao, p. 163.
Understanding of other cultures is important in current war against terrorism
and is vital to the continued prosperity of the US. P. 164
Defining Global Competence
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3 dimensions to global competence: affective dimension, active dimension, and
academic. Affective, also called ethical, IS “”A positive disposition towards cultural
differences and a framework of global values to engage difference.” Action also called
skill =”ability to speak, understand, and think” in a foreign language. Academic=deep
knowledge and understanding of world history, geography, the global dimensions of
topics such as health, climate, and economics, and the process of globalization itself:
(Reimers, 2009 in Zhao, p. 166)
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Consistent across all definitions is the issue of “others.”
Two Grasshoppers on the Same String: Global Interdependence
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Chinese describe situations of mutual dependence with the saying” We are two
grasshoppers tied to the same string. I cannot escape; neither can you.” This is
the state of affairs of the world-HIV/AIDS, global warming, Therefore, it is
crucial to know the implications of economic and inequities around the world
Climate Change and Bird Flu
 These problems are global in nature and can only be solved globally. But it
requires everyone to understand the nature of global problems. P. 170-1
“Us” and “Them”: Human Conflicts and Peace
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Wars and other smaller-scale conflicts among human beings are perhaps the
most costly, self-destructive human activities in the world. Conflicts often start
by …drawing a distinct line between us and them. P. 171 Although it is natural
to sort, and to find others like ourselves, when we don’t know about “the
others”, this lack of knowledge and understanding feeds the powerful feeling of
fear, which has been used to start wars and war-associated activities, such as
building up a threatening military arsenal.
Globalization has potential to both increase likelihood and scale of destructive
conflicts and help reduce the possibility of conflicts.
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On the one hand globalization intensifies competition for resources, engenders
a sense of invasion by other countries through goods and migrants, and
resulted in dissatisfaction because of increased income disparities, exploitation,
and destruction of local resources and cultural traditions, (Galthun, 2002:
Stiglitz, 2006 in Zhao, p. 172)
Advanced technologies have made conflicts more violent, more destructive than
ever before. However economic integration binds people and makes their
interests more interdependent as described in Friedman’s Lexus and the Olive
Tree.
We need citizens who can lead global efforts to reduce distrust and fear among
different people. We need a new mindset that transcends traditional racial,
religious, political, and other boundaries that have heretofore divided us into
“us” and “them.”
Understanding Others: Foreign Languages and Cross-Cultural Competency
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An effective way to develop a global mindset is to understand others as human
beings. P. 173
Cross-cultural competency first and foremost includes a deep understanding
and appreciation of different cultures. P. 173
True understanding of other cultures requires one to “penetrate below the
surface” of other cultures (Dewey, 1983, p. 263, in Zhao, p. 174)—needs to
reach “the inner spirit and real life of a people”
Proficiency in foreign languages is an essential component of cross-cultural
competency.
Defining Digital Competence
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A wide array of skills that will ensure that our children can have the attitude,
understanding, skills, and perspectives that enable them to lead virtual
communities, to manage virtual relationships, to defend our nation in
cyberspace, to re-create the virtual world, and to direct the development of the
virtual world for the betterment of mankind.
Competencies are also the set of abilities and skills that will prove to have a
comparative advantage in the global economy. Our students and schools are
much better equipped with the facilities, devices, and infrastructure to help our
students develop digital competence than those in the developing countries. P.
180
Chapter 9 Catching Up or Keeping the Lead: The Future of American Education
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To meet the challenges of the ne3 era, American education needs to be more
American, instead of more like education in other countries.
The traditional strengths of Am. Educ—respect for individual talents and
differences, a broad curriculum oriented to educating the whole child, and a
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decentralized system that embraces diversity-should be expanded, not
abandoned.
American ed. is not perfect and needs major changes. But the changes should
be orient to the future instead of the past or present. P. 182
Zhao suggests including expanding the definition of success, personalizing
education and viewing schools as global enterprises. P. 182
Expanding Definition of Success: Input-Oriented Accountability
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China in 2008 allowed universities to set their own entrance criteria instead of
having an established limit. This was a landmark change from their centuries
old practice. P. 182 This move exemplifies China’s efforts to reform its
education system by expanding the definition of success from test scores to a
more comprehensive collection of abilities and talents in arts, music, critical
thinking, social activities, and sports. The overarching goal is to prepare its
citizens better for a global world.
We have narrowed the definition in the States because of NCLB and we need to
re-expand it. To go beyond reading, math, and science.
We also need to change how we measure success. Standardized tests are not
broad enough. We need more than outcome measures.
In fact, they are misleading and wrong to use students’ performance on tests to
judge the degree of a school’s success. A more just and useful way to judge the
quality of schools is to assess the quality of input and hold schools accountable
for providing the best educational environment for all students. P.184
We need to hold schools accountable for ensuring that all students have the
same high-quality educational opportunities such as:
o Physical environment: Does the school provide a safe, clean, and
inspiring physical environ?
o Facilities: Does the school provide adequate facilities to support learning
and develop. Of diverse talents?
o Teachers: Does the school have a staff that is highly qualified and
motivated to help students learn?
o Curriculum: Does the school implement a broad and rigorous curriculum
relevant to all students?
o Leadership: Does the school have strong leadership that inspires teachers
and students to achieve their best?
o Innovation: Does the school encourage and support teacher innovation?
o Opportunities to be different: Does the school make arrangement s to
enable students who have different talents to pursue them?
Personalizing Education: A Path to Talent Diversification
 Personalized learning recognizes that every child has different talents and
different needs, and educational institutions and educators should be
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responsive to individual children instead of treating them like a factory
product.
This philosophy takes an opposite view to that embodied in US education
reform which tries to standardize education in pursuit of educational
excellence. P. 186
Personalized learning is a promising way to prepare citizens for the 21st century
and an effective approach to helping students develop the skills and knowledge
needed for the future.
David Hargreaves, ass, dir of Specialist Schools and Academies Trust (and coauthor with Michael Fullan on many books) lists nine gateways to personalized
learning: 1. Curriculum; 2, advice and guidance; 3. Assessment for learning; 4,
learning to learn; 5. School org and design; 6, workforce development; 7. new
technology; 8 mentoring ; 9 student voice.
Hargreaves strongly advocates formative assessment.
Schools need to be redesigned so that they no longer are organized around
age cohorts, classes, and classroom. Instead, schools should be organized
around the learning needs of students. [bolding mine} p. 187
Viewing Schools as Global Enterprises: The Road to Preparing Global Citizens
 We should view schools as global enterprises where they compete with other
students around the globe.
 We would be challenged to reconsider the curriculum, what talents to focus on,
and what abilities and knowledge really count in a global context. We can no
longer just think locally. P. 190
 Such a proposal would prepare leaders for globalization. Its goal is to prepare
individuals who are truly bilingual and bicultural, who can comfortably and
competently cross cultural boundaries, who can live successfully in any
different culture, and who can work with individuals from any cultural
background comfortably.
 Global enterprises look for resources, natural and human, globally. If a school
wants to offer a certain course or needs certain activities, it should look
bey9ond the school.
 Virtual schools and courses have become increasingly sophisticated and
effective. P. 191
 Barring political and financial limits, a school can offer as many foreign
languages as its students desire by taking advantage of technology. The same
is true for other courses as well. P. 191
 Australian schools are already enrolling international students by charging
tuition and fees. P. 192
Teaching Global Competencies: What Schools can do
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People need a global perspective—a deep understanding of the
interconnectedness and interdependence of all human begins; a set of global skills
and global attitudes
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Foreign languages need to have the same emphasis and support of math,
reading, and science.
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Would require a change in school mission, expected learning outcomes,
curriculum arrangement, prof. dev for staff, working and communicating with
community, and creative use of resources. P. 193
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Finding globally minded and competent teachers Is crucial. P. 194
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Michigan State University has added global educators theme to its teacher ed.
program.
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Could internationalize the curriculum
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Could globalize student experiences.
Preparing for the Virtual World: Technology and Digital Competencies
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Technology is an important tool for students to develop digital competencies, to
be creative in art and music, to develop social skills in virtual worlds, and to stay
engaged with school.
We should stop blocking MySpace etc. We need to change policies about
students’; use of technology to use their own devices for learning, given
opportunities to learn how to use technology across the curriculum, for handing
in assignments, communicating with friends and teachers, developing
multimedia products, and designing video games p. 197
Schools should offer courses and other learning opportunities to help students
acquire digital competencies.
American education is at a crossroads—we can destroy our strengths to catch
up with others on tests scores or else can build on our strengths to lead in
innovation and creativity. P. 198
The faith in high standards as a solution is misplaced. P. 202 to respond to a
report by NGA, CCSSO, Achieve in 2008)
Education is not (only) a preparation for life; it is (also) life itself. To paraphrase
John Dewey. P. 203
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