Leonardo's Apprentice

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The Day the Universe Changed

 
To be, or not to be –that is the question:
 Whether ’tis nobler in  the mind to suffer The slings and arrows of  outrageous fortune,  Or to take arms 
 against a sea of  troubles,  And by opposing end them.”
                                                                      Macbeth, Shakespeare
Interesting enough when a change occurs it is not the change that causes attention, but the future results because of that change.  Back on March 18, 1997, the science and technology committee, assembled by President Clinton, finished their 80 page report (Becker, H.J. et al., 1997) called, “Report to the President on the Use of Technology to Strengthen K-12 Education in the United States.” The report carefully outlined all the issues and problems that would face educators to implement any technology program(s) into their schools. So, I am not sure if it was news pressclintonure or political agenda, but after the report was made public, President Clinton in 1998, increased resources for educational technology by over 3,000 Percent, including training over 600,000 new teachers to use technology effectively in the classroom. The training was at best at the level of ‘computer literacy.’ The edict was given with no instructions on how to implement technology based programs into the classroom, or by what weight success would be measured. Interesting enough, no one seemed to read the last sentence of the report, which read, “The Panel does not, however, recommend that the deployment of technology within America’s schools be deferred pending the completion of such research.”
With no weights or objectives given to educators from the government other than ‘make it happen,’ the conditions were now set for the Bush Administration on how to find and develop accountability.
In 2002, President George W. Bush signed the No Child Left Behind Act, and Standardized testing became the benchmark panacea for all Federal programs including STEM. Since then, many of the online STEM software companies have  developed either their  own benchmarks for STEM or have developed their software programs under NCLB policies. In either case, after 20 years and billions of dollars spent on implementing technology into the classroom arena, the United States report card from PISA² is still showing average readers, and below average test scores in mathematics and the sciences. Back to Hamlet “…or not to be that is the question.”
Therefore, do we answer the question of “to be” by having our children, our future, suffer the slings and arrows of a political agenda that has had twenty years to prove itself, and hasn’t; or, do we now face the reality of blunders and mismanagement and oppose it by developing new entrepreneur solutions ?   The apprentice of Leonardo seeks to develop alternative solutions.  Acta non verba!
References
Becker, H. J., Shaw, D. E., Bransford, J. D., Davidson, J., Hawkins, J., Malcom, S., … Young, J. (1997, March). Report to the President on the use of technology to strengthen K-12 education in the United States [Scholarly project]. In Technreporttopresident. Retrieved July 10, 2013, from http://tacticalthinkers.com/technology/Teacher %20Resources/technreporttopresident.html
² Programme for International Student Assessment (PISA) http://www.oecd-ilibrary.org/education/pisa_19963777

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