Difference between revisions of "Another brick in the wall"
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<h2>Overview</h2> | <h2>Overview</h2> | ||
[[Image: another brick in the wall.jpg|thumb|I think we have a problem, he does not want to be another brick in the wall|400px]] | |||
In this scenario,technology has fundamentally changed the way children learn. Moreover, the educational system is highly regulated and monitored by the EU governments. All EU countries have to abide to the uniform standards and rigorous testing imposed by the governments. Students are competing against each other in terms of performance as "student rankings" are published even at a daily basis. Children become highly competitive and aggressive due to the pressure to perform not just well but also substantially better than their peers. <br> | In this scenario,technology has fundamentally changed the way children learn. Moreover, the educational system is highly regulated and monitored by the EU governments. All EU countries have to abide to the uniform standards and rigorous testing imposed by the governments. Students are competing against each other in terms of performance as "student rankings" are published even at a daily basis. Children become highly competitive and aggressive due to the pressure to perform not just well but also substantially better than their peers. <br> | ||
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<h2> Timeline </h2> | <h2> Timeline </h2> | ||
<h2>2010-2015</h2> | <h2>2010-2015</h2> | ||
The | The [http://www.scenariothinking.org/wiki/index.php/Impact_of_the_European_sovereign_debt_crisis_on_education_spending signs of the financial and fiscal crisis] were still obvious in the European economy. Although Greece was forced to restructure its debt, the rest of the vulnerable European economies were not affected mainly due to timely and well-coordinated government actions. With increased solidarity, European officials realized that the monetary union was not enough to guarantee stability and they had to move faster towards the European integration. <br> | ||
innovation], leaders in Brussels started engaging European companies in order to address the issue. Together they realized that a fundamental change in the EU education system was required at all levels, even for primary and secondary education. <br> | |||
Another matter of great concern was the | Another matter of great concern was the [http://www.scenariothinking.org/wiki/index.php/Decrease_of_Students'_Engagement ]. Schools introduced the use of technology in order to facilitate teaching and make the learning experience more interesting and appealing to students. Schools which introduced tablets used them not only as a substitute for textbooks but also to provide a completely new way of learning. Companies were designing and developing functions and applications that migrated the learning experience to the digital world. <br> | ||
<h2>2015-2020</h2> | <h2>2015-2020</h2> | ||
However, | [[Image: success.jpg|thumb|Students are ranked based on uniform standards|200px]] | ||
However, [http://www.scenariothinking.org/wiki/index.php/Global_Warming_Threats global warming] continued to worsen and imposed increased pressures on governments throughout the world. Governments had to allocate part of their budgets towards minimizing effects on the environment and reversing the damage that had already been caused. That translated into a smaller percentage of total GDP allocated to education. In 2015, after having explored alternative ways of rendering the educational system more efficient, EU governments, in cooperation with companies, started making substantial changes in the educational system. The first was the introduction of tablets in every school in the European region. The plan involved 50% regional coverage with tablets within the first 4 years of the program and a further increase to 70% in year five. The tablets were subsidized by the governments, while parents were contributing only 30% of the already decreased price, as companies that were producing them were also selling them in favorable terms (due to the big order volume). Technology companies provided tablets specifically designed for educational purposes that were addressing the needs of students for primary and secondary education. Publishers cooperated with application providers and adapted the existing learning materials for the new digital era. After the failure of widespread internet integration in classrooms in years past, publishers knew that content is the key to success in this new era. Although their power decreased because there were other parties participating in the development of e-books, such as graphic art and application providers, their role remained of primary importance. <br> | |||
with close to half of the teachers in the EU either having retired or planning [http://www.scenariothinking.org/wiki/index.php/Increased_number_of_teachers_at_retirement_age retirement]within the next ten years, more open-minded young teachers had entered the educational system, which facilitated the transition to the new technology-based teaching methodologies. <br> | |||
[http://www.scenariothinking.org/wiki/index.php/Performance_Measurement_via_Technology performance measurement via technology] | |||
[http://www.scenariothinking.org/wiki/index.php/Demographic_trends demographic trends in Europe]. The materials were all available online. Assignments, projects and tasks were conducted online and shared with peer groups across Europe. Assessments were structured according to adaptive testing methodologies that allowed officials to monitor the long-term trends of the effectiveness of these teaching methodologies. <br> | |||
<h2>2020-2025</h2> | <h2>2020-2025</h2> | ||
[[Image: running.gif|thumb|Students are becoming aggressive and competitive|200px]] | |||
<br> | |||
<h2>References</h2> | |||
Another brick in the wall scenario pic 1 retrieved from [[http://www.google.nl/imgres?imgurl=http://www.marktoon.co.uk/cartoons/blobtoon-just-another-brick-in-the-wall-gag.gif&imgrefurl=http://www.marktoon.co.uk/cartoons.htm&usg=__jx8r62kY_jCw38LQoOWDPtyskY0=&h=480&w=500&sz=34&hl=nl&start=0&zoom=1&tbnid=muzTPUbxShBEMM:&tbnh=135&tbnw=141&prev=/images%3Fq%3Danother%2Bbrick%2Bin%2Bthe%2Bwall%26um%3D1%26hl%3Dnl%26sa%3DN%26rlz%3D1G1SNNT_NLNL393%26biw%3D1366%26bih%3D703%26tbs%3Disch:1&um=1&itbs=1&iact=hc&vpx=779&vpy=213&dur=108&hovh=220&hovw=229&tx=102&ty=106&ei=2wqJTNH2DMn8Obra1f4N&oei=2wqJTNH2DMn8Obra1f4N&esq=1&page=1&ndsp=32&ved=1t:429,r:12,s:0]] <br> | |||
Another brick in the wall scenario pic 2 retrieved from[[http://www.google.nl/imgres?imgurl=http://www.mediabistro.com/prnewser/original/top_rankings.jpg&imgrefurl=http://www.mediabistro.com/prnewser/research/_pr_tops_advertising_journalism_in_career_ranking_147994.asp&usg=__ezYSDpZoyiDllsbPC1Mcbdq4iMU=&h=348&w=400&sz=41&hl=nl&start=32&zoom=1&tbnid=xXGFCY21-r82cM:&tbnh=129&tbnw=115&prev=/images%3Fq%3Dranking%26um%3D1%26hl%3Dnl%26rlz%3D1G1SNNT_NLNL393%26biw%3D1366%26bih%3D703%26tbs%3Disch:10,306&um=1&itbs=1&iact=hc&vpx=989&vpy=389&dur=570&hovh=185&hovw=213&tx=131&ty=92&ei=Tw2JTKqUJYnLOK2slM8O&oei=Sg2JTN7eJMTKOOu13ZgO&esq=2&page=2&ndsp=29&ved=1t:429,r:6,s:32&biw=1366&bih=703]] <br> | |||
Another brick in the wall scenario pic 3 retrieved from[[http://www.google.nl/imgres?imgurl=http://www.imaging-essentials.co.uk/Images/competition.gif&imgrefurl=http://www.imaging-essentials.co.uk/competition.html&usg=__j5V8ZTpRngd7Nez5_NJacli04fc=&h=280&w=280&sz=20&hl=nl&start=137&zoom=1&tbnid=Qo7g_cTzzuypbM:&tbnh=164&tbnw=164&prev=/images%3Fq%3Dcompetition%26um%3D1%26hl%3Dnl%26sa%3DG%26rlz%3D1G1SNNT_NLNL393%26biw%3D1366%26bih%3D667%26tbs%3Disch:10,3936&um=1&itbs=1&iact=hc&vpx=904&vpy=377&dur=969&hovh=224&hovw=224&tx=142&ty=93&ei=yxaJTNyVENDfOJa36NgC&oei=zQ-JTNu8GMn8Obra1f4N&esq=28&page=8&ndsp=17&ved=1t:429,r:15,s:137&biw=1366&bih=667]] <br> | |||