Anyone who knows me understands that I have a high regard for education.

So much so that I’m that one who showers my friends’ children with such gifts as books and craft sets designed to challenge and inspire creativity. I know they don’t have that “wow” factor among all the shiny toys on the big day. But most of the time, I eventually get ositive feedback.

My father, the elementary school principal, instilled that appreciation early on. Ever the educator, he gave me writing assignments to improve my sloppy penmanship. Each summer of my childhood, he also brought home workbooks designed to supplement the coming year’s curriculum. Yes, I groaned at all of this at the time. But I look back and cherish the foundation he built, which resulted in the development of my career, thirst to continue learning and my own appreciation for education.

That’s why I was intrigued when the subject was broached earlier this month when U.S. Congressman Bradley Byrne hosted a town hall meeting in PerdidoBeach. In that meeting, an audience member asked what Byrne proposed to resolve problems in public schools across the nation. She expressed particular opposition to President Barrack Obama’s Common Core Initiative, which holds a common set of standards for K-12 curriculum.

Byrne said he felt that the federal government should not have a hand in public education. But the congressman did say he felt local school systems should be able to develop their own curriculum.

On the college level, that’s a practice at Columbia Southern University. According to CSU Marketing Communications Specialist Anthony Cornelius, the process involves three groups of professionals working together — faculty, IT and instructional designers. “Instructional designers are the pedagogical (education knowledge),” he explained. Faculty are the content experts. IT is the technical knowledge. The ID and course writer work together under the direction of academic leadership to create customized courses for our degree programs.”

Cornelius said that ensures a consistent experience across courses, and IT ensures everything works properly and provides a predictable, consistent experience. And all of this is completed in 90 days. Once completed, CSU courses are administered on a completely online basis throughout the United States.

As you know, technology has also been incorporated into the Baldwin County School System in the form of Digital Renaissance. According to the school system’s website, the initiative places MacBook computers and iPads in the hands of students.

“Students will be able to use their MacBooks and Ipads to expand their resources beyond textbooks to solve real world problems using 21st century skills,” the site states. “These skills include collaborating, communicating, analyzing, creating and innovating. Students will be expected to follow all teacher/classroom rules while using computers.”

With the expansion of science-based industry in BaldwinCounty, this will be invaluable in preparing BaldwinCounty students for numerous well-paying job opportunities right here at home.

However, I’ve heard several questions asked about the switch to technological-based curriculum. One of which is the phasing out of teaching students to write cursive. My colleague, Courier Editor Eric Mann, is the father of a first grader and a rising kindergartner. He said he’s not concerned about losing cursive in public schools.

“The only time I ever use it is to sign my name on legal documents and checks,” he said.

However, I pretty much write in all cursive. Even if I begin printing, it gives way to cursive. And I think the skill is tied to dexterity. So I’m not sure if there’s a right answer on that one.

Mann did express concern that curriculum would give way a completely technology-based curriculum and that down the line, additional funding would be needed for upkeep and upgrades. I’ve also heard it posed that computer-driven curriculum could reduce socialization.

On the last point, I would argue that when I was a student, it was always required for us to sit in our seats, be quiet and do our work. No computers were in sight.

I have also noticed that at FoleyHigh School, several programs are in place that not only help students reach their potential but also develop those social skills. One of those is the YoungEntrepreneursAcademy. The after-school program is guided by the South Baldwin Chanber Foundation and helps students actually develop their own business and cultivate the skills needed to make that business thrive. Among those are networking and public speaking. Plenty of socialization and critical thinking there.

The other is Foley High’s agricultural education program. Through it, students are getting hands-on experience with planting, growing, harvesting and marketing their produce. During Monday’s Foley City Council work session, veterinarian turned teacher Beth Taylor gave a presentation of the program. In that presentation, she said one aspect of the class was the students’ adoption and training of a dog, which would go to a good home with proceeds going back into the program. Sounds like plenty of hands-on work paired with socialization to me.

After taking in all of this information, I came up with one conclusion: It will be OK. Public education may be changing, but so is the world. But concern for educating the next generation isn’t going to change.  My advice that the best way to combat fears about the state of public education is to stay informed. And why not get involved so you’re part of the solution?