Amanda’s Vision



Amanda’s VisionA look at Education in the year 2015There is no way to know for certain what the future of education will hold; however if we look at trends and consider the past and present priorities of education we are able to come up with some logical speculations. The truth is that only time will tell for sure what the future holds! Amanda J Paul (100264782)11/15/2010Amanda’s VisionA look at Education in the Year 2015Table of Contents TOC \o "1-3" \h \z \u A look at Education in the Year 2015 PAGEREF _Toc277569475 \h 2Prediction #1 – Non-Academic Priorities PAGEREF _Toc277569476 \h 2Prediction #2: Technology in the Classroom PAGEREF _Toc277569477 \h 3Prediction #3: Transparency and Accountability PAGEREF _Toc277569478 \h 4Prediction #4: Integration vs. Segregation and Community Involvement PAGEREF _Toc277569479 \h 4Prediction #5: the Roles and Responsibilities of the Educator PAGEREF _Toc277569480 \h 5REFERENCE PAGEREF _Toc277569481 \h Error! Bookmark not defined.The world is changing quickly; new jobs are being creating, and industry is demanding more and different skills from emerging graduates. As the world changes and a constant paradigm of shifting expectation drives business the question that I am choosing to investigate is this, are schools keeping up? Even though this is a paper about the future of education and the potential is there to dream big and envision substantial changes, I must take on the role of the realist. Our current education system is based on the needs of the industrial era; we still tend to educate in a way that is preparing out students to graduate and take up vocations in manufacturing and farming industries, not the technological age (Norstrom B., 2006). It is said that the greatest indicator of the future is the trends the past, and if the past is any indication of the future of education we have a long and slow journey ahead of us. Changes in schools may not occur quickly however they still do occur. Based on extensive research I have determined the most probable areas where we will see growth and changes in the school system in the next five years. These trends are based on current priorities and indicate where education will be heading if priorities, finances, expectation, and cultural trends remain constant factors. Any changes or significant issues external to education may have a dramatic impact on the course of school and the mindset in which education is approached. Prediction #1 – Non-Academic PrioritiesAs time progresses, there has been an increasing demand placed on schools to teach non-academic skills. Elements such as character education, healthy lifestyle training, and self esteem building are being placed in the hands of the education system. The inclusion of these skills is not the result of a referendum; instead it is the result of apparent social gaps and the preclusion of cultural training no longer being covered at home or within the community. Schools are being forced to take on the role of moral coach and social advocate in order to reduce issues such as bullying that are on a rise in the education system. Studies have proven that character education has become an essential tool for reducing issues (Parker D., 2010) Academic institutions who do not adopt formal character education on a school-wide level have poorer behaviour in the classroom and a higher incident of more severe problems outside of the class.As society continues to move away from pro-social conventions such as the Church I can with a high degree of certainty predict that the need for character education, social and moral training will need to take a more central role (Lickona, T, 1999). If we look at how our students are spending their unstructured time inundated with the media and living in a culture of instant gratification the role of the educator to counteract these trends is become an essential need that cannot be ignored. If we look at issues such as body image in both male and female students, society and the media is portraying an unrealistic expectation that a majority of children will never be able to live up to, as a result self-esteem and body image both suffers (Ata, R, 2007). It is becoming apparent that the only central/impartial institution with wide spread authority in the lives of children has become the school. As a result schools need to devote more time to non-academic skills and teaching societal values than ever before (Holzweiss, P. 2007).Prediction #2: Technology in the ClassroomOf all the changes that I anticipate in the future the role of technology in the classroom is by far the most substantial. Technology has become an irrefutable part of life; culture is driven by changes in technology. In the future I predict that technology of all forms is going to have to become an integral part of the classroom in order to help students prepare and keep up with industry demands. I anticipate that we are going to see much more technology in the classroom for the purpose of academic equalization. Software, electronic devices, and speech to text processors are going to become a common place item in the classroom (Starcic, A. 2010). In September 2010 Ontario Prime Minister Dalton Mcguinty publically stated that he would like to see technology such as cell phones successfully integrated into the regular classroom setting. However even before that diligent future minded educators were already considering the possibility (Schachter, R. 2009). Therefore if this was to occur I would anticipate that in the next few years we will start seeing the technological infrastructure required to support a project of this magnitude. Wireless routers, network protection and firewall security all need to be in place prior in order to protect the integrity of education and protect our students (Matichuk, A. 2010). Another aspect of technology that I can see impacting the way that schools and classroom operate is the exchange of handwriting skills for keyboarding skills. I can easily see within the next five years all of Ontario schools replacing time spent teaching cursive writing with lessons in typing (Mogey, 2008). The computer is become a standard entity in the classroom, it is critical that students know how to use the technology and access online recourses in order to aid their own learning (Archambault, 2010). In the near future we are going to see cursive writing become obsolete in order to manufacture more classroom time to devote to computer related skills and activities.Prediction #3: Transparency and AccountabilityWithout a doubt in the near future we are going to see a much greater demand for accountability and transparency from all stakeholders in the academic community. Standardize testing is a good indicator of performance however I anticipate society going a step further in order to determine what causes high and low performance to occur. If we can understand the contributing factors for performance schools can do a better job recreating these conditions for the benefit of the students (Wills, 2010). I have personally seen recent trends where schools that have multiple classes of the same grade expect that the same curriculum is covered the same way regardless of the educator. I expect that soon we are going to see this trend across school. If a parent has a child in third grader in Pickering and another parent has a child in the same grade in Oshawa there is going to be an expectation that the educational experiences regardless of location mirrors the same activities and expectations (Carmichael, 2010). This trend is going to require there to be a equalization of financial recourses across the school board, province and ministry wide however, by investing in the schools that need support the most I personal feel we are investing in a way to end poverty. Prediction #4: Integration vs. Segregation and Community InvolvementIn the year 2015 I anticipate that our culture will continue to see a trend of educational segregation. Despite the efforts of the previous generation to integrate the classroom and create inclusive learning environment the trends of the past few years have been leading towards a segregated norm. An example of segregation for betterment of the student includes Toronto’s Afro centric school (Wood, 2007) and the possibility of opening public schools exclusively to support boys learning (Reichert, 2009) In the past there have been many segregated learning environments that were offered as private alternatives to the mainstream norm. These included; private religious teaching schools, Montessori learning academies and advanced primary learning alternatives.The trend that I predict that we are going to start seeing more of in the next 3-five years is the Ministry of Education and publically funded school boards opening up academic institutions that specifically cater to the needs of smaller select groups of students. In the next five years we may start to see more schools specifically for Boys, specifically for gifted, specifically for the learning differenced or specifically for the athletically inclined. In 2008 the York Region District School Board (YRDSB) opened a high school that was by tryouts only and supported the academic needs of gifted athletes. The school offered academic credits for participation in recognized team and individual sports in order to lessen students work load. In addition all students starting in grade 9 had in school spares and study hall periods to reduce/ completely eliminate the need to complete homework during non-school hours. In addition this High School has a complete different structure for breaks. Instead of following a traditional 2 weeks at Christmas, week at march break, and summer break schedule the students attend school throughout the month of August in order to receive a week off once every 6 weeks (Young, 2009). As our society changes the school continues to play a more central role in unifying communities. We use our schools to vote, to hold meetings and to host community events. However I feel that the role of the school to act as a central member of the community is only going to increase in the next few years. Society is moving away from religion and all forms of religious institutions, it could be said this started in 1983 when prayer was removed from school (Brown, 1983). As a result communities need a neutral place to unify and bond over shared goals and ideas. In many communities the most central place to meet is a public school. I can see the neutrality of the school becoming the central to community planning in the future. I can predict that new schools will be built not only with the needs of the students in mind however also the needs of the community (Pal, 2010). We are going to see a lot more interest being placed into not only the physical building of the school but also all aspect of how education is taught, monitored and assessed. Hence the increased transparency faced by our modern and future schools. Prediction #5: the Roles and Responsibilities of the Educator The role of the educator has always been first and foremost to inspire knowledge and create a lasting love for learning. However as time progresses the role of the educator is becoming increasingly confined to the classroom. In the past even when I was in high school my teachers were part of my community. I knew that anything I needed I could count on a trusted teacher to support me, encourage me and help to meet my needs. It used to be that a teacher could drive students around no problem. When I would go to junior basketball games the teacher would pile us all into the back of the station wagon to save the cost of the bus. That is by no means the case any longer. Now there are so many legal and ethic issue surrounding educators it is very difficult to live and fully integrate into the community where you teach (Farkas, 2010) A teacher’s role is to act as a guardian ad litem, to act in the best interest of the student regardless the situation. However this role continues to become more difficult to fulfil as the legalities and ethic barriers dividing teacher from student continues to expand. In the next five years I can see legislation coming into the classroom prohibiting any physical contact whatsoever (Bain, 2010). No more high-fives or pats on the back for a job well done. A teacher’s role is to give a student encouragement, positive reinforcement and develop them as strong unique individuals without crossing any perceived boundaries.Tied in with the issue of transparency I can see the responsibilities of the teacher to act in non-academic roles to become more intense. When teachers use to see a fight on a playground the obligation was to break it up immediately. Now at my current school there is a critical incident stress team that has to be called in if anyone needs to be physically removed or separated (Perea, 1997). In the future I see this complete fear of physical and emotional contact only become more for front in the teaching profession. Even when tutoring students after school we need to move a desk into the hallway and be in full view of the public to avoid false allegations. In terms of the teacher training process I see the competition for impending educators to enter into the field to become more intense and more demanding. Teaching has become a prestigious profession that is known for taking good care of its own (Bruinsma, 2010). Increasingly the teachers who are accepted into teachers colleges are already prepared to teach and have all the capabilities required; they just lack formal training and experience. Teachers colleges need to do better to match the needs of the industry and cannot just certify as many teachers as they like. The government needs to set a cap on the maximum amount of new educators certified each year. Based on everything I have learned so far in the Principles of Learning, the trends I have personally witnessed, and current research I can see changes in our schools happening slowly. What needs to be stated clearly is that changes big or small can only happen if there are invested individuals backing these changes. Changes take time and money, in order for a change to become a new educational fixture the change must be nurtured and monitored. It is also essential to state that my predictions will mean nothing in the event of a significant change in societal priorities. If there is an unforeseen disaster, or impending invasion the changes that I predicted in our education system will mean nothing. Given the fact that society dictates educational priorities it would be ideal in the future to see the school do more to prepare students for a future in the technological industry. Instead of being years behind and attempting to prepare a second grader for the current market, be a step ahead. We need to anticipate the needs of the future and start preparing our students for the jobs that do not yet exist. REFERENCEArchambault, L., Wetzel, K., Foulger, T., & Williams, M. (2010). Professional Development 2.0: Transforming Teacher Education Pedagogy with 21st Century Tools. Journal of Digital Learning in Teacher Education, 27(1), 4-11. Retrieved from ERIC database.Ata, R., Ludden, A., & Lally, M. (2007). The Effects of Gender and Family, Friend, and Media Influences on Eating Behaviors and Body Image during Adolescence. Journal of Youth and Adolescence, 36(8), 1024-1037. Retrieved from ERIC database.Bain, C. (2009). Untangling Legal Issues that Affect Teachers and Student Teachers. Art Education, 62(5), 47-53. Retrieved from ERIC database.Brown, C. (1983). No Amen for School Prayer. Learning, 12(1), 42-43. Retrieved from ERIC database.Bruinsma, M., & Jansen, E. (2010). Is the Motivation to Become a Teacher Related to Pre-Service Teachers' Intentions to Remain in the Profession?. European Journal of Teacher Education, 33(2), 185-200. Retrieved from ERIC database.Carmichael, S., Wilson, W., Martino, G., Finn, C., Porter-Magee, K., Winkler, A., et al. (2010). Review of the Draft K-12 Common Core Standards. Thomas B. Fordham Institute, Retrieved from ERIC database.Farkas, S., Duffett, A., & Thomas B. Fordham, I. (2010). Cracks in the Ivory Tower? The Views of Education Professors Circa 2010. Thomas B. Fordham Institute, Retrieved from ERIC database.Holzweiss, P., Rahn, R., & Wickline, J. (2007). Are All Student Organizations Created Equal? The Differences and Implications of Student Participation in Academic versus Non-Academic Organizations. College Student Affairs Journal, 27(1), 136-150. Retrieved from ERIC database.Lickona, T. (1999). Religion and Character Education. Phi Delta Kappan, 81(1), 21-24,26-27. Retrieved from ERIC database.Matichuk, A. (2010). Flexible and Alternative Approaches to Providing School Infrastructure in Alberta, Canada. CELE Exchange, Retrieved from ERIC database.Mogey, N., Sarab, G., Haywood, J., van Heyningen, S., Dewhurst, D., Hounsell, D., et al. (2008). The End of Handwriting? Using Computers in Traditional Essay Examinations. Journal of Computer Assisted Learning, 24(1), 39-46. Retrieved from ERIC database.Norstrom, B., & International Society for Technology in Education, E. (2006). Mapping Curriculum to Ed Tech and Industry Standards. Learning & Leading with Technology, 33(6), 14-17. Retrieved from ERIC database.Pal, S. (2010). Public Infrastructure, Location of Private Schools and Primary School Attainment in an Emerging Economy. Economics of Education Review, 29(5), 783-794. Retrieved from ERIC database.Parker, D., Nelson, J., & Burns, M. (2010). Comparison of Correlates of Classroom Behavior Problems in Schools with and without a School-Wide Character Education Program. Psychology in the Schools, 47(8), 817-827. Retrieved from ERIC databasePerea, R., & Morrison, S. (1997). Preparing for a Crisis. Educational Leadership, 55(2), 42-44. Retrieved from ERIC database.Reichert, M., & Hawley, R. (2010). Reaching Boys: An International Study of Effective Teaching Practices. Phi Delta Kappan, 91(4), 35-40. Retrieved from ERIC database.Schachter, R. (2009). Mobile Devices in the Classroom. District Administration, 45(10), 31-34,. Retrieved from ERIC database.Starcic, A. (2010). Educational Technology for the Inclusive Classroom. Turkish Online Journal of Educational Technology - TOJET, 9(3), 26-37. Retrieved from ERIC database.Wills, M., Brewer, C., Knoeppel, R., Witte, J., Pargas, R., & Lindle, J. (2010). Innovative Public Engagement Practices and Partnerships: Lifting Stakeholder Voices in Education Accountability Policy. Online Submission, Retrieved from ERIC database.Wood, J. (2007). Intercultural Sensitivity: Revelations in Examining Afrocentric Pedagogy. Online Submission, Retrieved from ERIC databaseYoung, R. (2009, March). A sporting chance. Professionally Speaking. The Magazine of the Ontario College of Teachers. Retrieved October 30, 2010, <; See Also: ................
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