Difference between revisions of "Teacher, Leave Those Kids Alone"
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==2015-2020== | ==2015-2020== | ||
[[Image:Virtual Classroom.jpg|thumb|Virtual Classroom|200px]] | [[Image:Virtual Classroom.jpg|thumb|Virtual Classroom|200px]] | ||
The financial crisis and environmental catastrophes of the previous period were only the tip of the iceberg. Over the past decade, government budgets in the EU rapidly declined due to demographic shifts, challenges brought upon by [http://scenariothinking.org/wiki/index.php/Global_Warming_Threats climate change] and the curse of massive individual and [http://scenariothinking.org/wiki/index.php/Impact_of_the_European_sovereign_debt_crisis_on_education_spending sovereign debt][http://scenariothinking.org/wiki/index.php/Tailored_and_Alternative_Learning_Systems alternative education systems] to answer the fundamental question: How do children learn? Constructivist Learning Theories where students actively create their own learning experiences, and Connectivist Learning Theories, where computing and networks are integral, began to be accepted within the mainstream. At this point in time a new trend was obvious: more and more educators were diverging form the traditional teaching techniques. Meanwhile online learning applications and forums were increasing not only in number, but also in terms of specialization. Over one hundred wikis were available, each one specializing at a different sector or domain. Peer to peer learning and open textbooks (or more broadly, http://en.wikipedia.org/wiki/Open_educational_resources Open Educational Resources) were also seen as a way to further lower costs and to cope with the pace of learning. These forms of learning engaged students to become contributors in their own educational processes. Students themselves became a driving force in WHAT they learned. | |||
==2020-2025== | ==2020-2025== | ||