Difference between revisions of "Future of Tablets in Education Main Page"

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[[Image: future-education.jpg|thumb|300px]]
 
 
 
Problem owner: [http://www.linkedin.com/ppl/webprofile?vmi=&id=1006520&pvs=pp&authToken=Q3QD&authType=name&locale=en_US&trk=ppro_viewmore&lnk=vw_pprofile Bernard de Groot], CIO [http://www.sanoma-uitgevers.nl/nl-web-Home.php Sanoma] Learning & Literature <br>
 
Problem owner: [http://www.linkedin.com/ppl/webprofile?vmi=&id=1006520&pvs=pp&authToken=Q3QD&authType=name&locale=en_US&trk=ppro_viewmore&lnk=vw_pprofile Bernard de Groot], CIO [http://www.sanoma-uitgevers.nl/nl-web-Home.php Sanoma] Learning & Literature <br>
Twitter http://twitter.com/batdegroot <br>
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Bernard is also on [[http://twitter.com/batdegroot Twitter]] <br>
 
<br>
 
<br>
  
 
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[[Image: future-education.jpg|thumb|300px]]
  
 
==Team Members==
 
==Team Members==
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[http://nl.linkedin.com/in/neelssteyn Neels Steyn] <br>
 
[http://nl.linkedin.com/in/neelssteyn Neels Steyn] <br>
  
==Presentation Feedback==
 
 
Like the newspaper - indicate clearer that it progresses in time <br>
 
Good scenario questions - congrats ! <br>
 
Missmatch between monitoring and teacher as facilitator - can't have both <br>
 
What is the problem with the Internet in education <br>
 
Virtual learning pic is of an old style classroom <br>
 
Have more aspects of the difficulty of changing, always harder and motet difficult than people <br>
 
What is the ideal class size in a virtual class <br>
 
  
 
==Introduction==
 
==Introduction==
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[[Image: complexity.jpg|thumb|600px]]
 
[[Image: complexity.jpg|thumb|600px]]
  
In this scenario set we explore the future of tablet technology in education.  Neither the desktop PC nor the laptop managed to revolutionize the education system, in spite of the enormous potential it holds.  The excitement around tablet computers is different though.  We explore whether the penetration of tablets in the educational system will differ from that achieved by previous computing technologies? In addition we broadened our research to explore whether technology, in general, will revolutionize the whole learning process? Our research focused mainly on the EU region and refers both to primary and secondary education.
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In this scenario set we explore the future of tablet technology in education.  Neither the desktop PC/laptop, nor the internet have thus far managed to revolutionize the education system, in spite of the enormous potential these technologies hold for education.  The excitement around tablet computers appears to be different though.  We explore whether the penetration of tablets in the educational system will differ from that achieved by previous computing technologies. We also explore what form or manner this could possibly hold. In addition we broadened our research to explore whether technology, in general, will revolutionize the whole learning process. Our research focuses mainly on the EU region and refers both to primary and secondary education.
 
 
  
 
==Focal Issue==
 
==Focal Issue==
  
[[Image: tablet_evolution.jpg|thumb|Tablet Evolution|400px]]
 
  
What is the future of tablet technology in the classroom of 2025?  
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What is the future of tablet technology in education in 2025?
  
 
==Scenario Tree==
 
==Scenario Tree==
  
 
[[File:ScenarioTree.jpg|600px]]
 
[[File:ScenarioTree.jpg|600px]]
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==Short Scenario Description==
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'''School as Usual''' <br>
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'''Another brick in the wall''' <br>
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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. Students become highly competitive and aggressive due to the pressure to perform substantially better than their peers. <br>
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'''Tailored Learning, Tailored Life''' <br>
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In the Tailored Learning, Tailored Life scenario we find that technology has changed significantly the way education is delivered and the way that children learn.  Governments no longer control the schooling or education system, but children do not lead the learning process themselves.  Their learning is highly individualised and tailored to their specific talents, circumstances and interests. <br>
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'''Teacher, leave them kids alone''' <br>
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==Scenario Stories==
 
==Scenario Stories==
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[[Image: tablet_evolution.jpg|thumb|Tablet Evolution|400px]]
  
 
[[School as Usual]] <br>
 
[[School as Usual]] <br>
 
[[Another brick in the wall]] <br>
 
[[Another brick in the wall]] <br>
 
[[Tailored Learning, Tailored Life]] <br>
 
[[Tailored Learning, Tailored Life]] <br>
[[Teacher, Leave Those Kids Alone]] <br>
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[[Teacher, Leave Them Kids Alone]] <br>
  
 
==Interview Questions==
 
==Interview Questions==
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[[File:System Diagram for Tabelt in Education 1.jpg]]
 
[[File:System Diagram for Tabelt in Education 1.jpg]]
 
</gallery>
 
</gallery>
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==Scenario Timelines==
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<gallery>
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Image:Timeline_sau.jpg|''Timeline for School As Usual''
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Image:Timeline_abitw.jpg|''Timeline for Another brick in the wall''
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Image:Timeline_tltl.jpg|''Timeline for Tailored Learning, Tailored Life''
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Image:Timeline_tltka.jpg|''Timeline for Teacher, leave them kids alone''
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</gallery>
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==Driving Forces==
 
==Driving Forces==
  
1. [[Technological babysitting in Child Care]]
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1. [[Technological babysitting in Child Care]] (IR)
  
2. [[E-Books Usage]]
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2. [[E-Books Usage]] (IR)
  
3. [[Decrease of Students' Engagement]]
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3. [[Decrease of Students' Engagement]] (SD)
  
4. [[Increasing Rate of Technological Change]]
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4. [[Increasing Rate of Technological Change]] (NS)
  
5. [[Increasing Rate of Learning]]
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5. [[Increasing Rate of Learning]] (NS)
  
6. [[Increasing Online Collaboration]]
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6. [[Increasing Online Collaboration]] (MM)
  
7. [[Tailored and Alternative Learning Systems]]
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7. [[Tailored and Alternative Learning Systems]] (MM)
  
8. [[Performance Measurement via Technology]]
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8. [[Performance Measurement via Technology]] (MM)
  
9. [[Telecommunication technology]]
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9. [[Telecommunication technology]] (CC)
  
10. [[Education cost]]
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10. [[Education cost]] (CC)
  
11. [[Impact of the European sovereign debt crisis on education spending]]
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11. [[Impact of the European sovereign debt crisis on education spending]] (NS)
  
12. [[Global Warming Threats]]
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12. [[Global Warming Threats]] (IR)
  
13. [[ Decrease in competitiveness of EU]]  
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13. [[ Decrease in competitiveness of EU]] (SD)
  
14. [[Increased number of teachers at retirement age]]
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14. [[Increased number of teachers at retirement age]] (SD)
  
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==Key Group Learnings==
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* Group learning happens through language creation: By discussing and analysing the problem we created a terminology with a common understanding which allowed us create more surprising, plausible, deep and quality scenarios <br>
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* To build a good scenarios we dug deep below the surface by interviewing/watching people who had something interesting to say and challenge our way of thinking. In addition within the team we had diverse ways of thinking which helped for high quality scenario creation  <br>
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* Scenario thinking is offering a new way of thinking. In our group that was mainly facilitated through challenging each others' ideas and defying assumptions that we were not even aware of <br> 
  
 
==Web-Resources==
 
==Web-Resources==
  
http://epp.eurostat.ec.europa.eu/cache/ITY_OFFPUB/978-92-9201-033-1/EN/978-92-9201-033-1-EN.PDF <br>
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Complete list of [[web resources]].
http://scenariothinking.org/wiki/index.php/Education <br>
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http://scenariothinking.org/wiki/index.php/Power_of_Information-anywhere,_everywhere <br>
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==References==
http://unesdoc.unesco.org/images/0017/001776/177609e.pdf <br>
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http://unesdoc.unesco.org/images/0018/001865/186525E.pdf <br>
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Education=future picture retrieved [[http://www.google.nl/imgres?imgurl=http://www.immersivelabs.com/site/images/stories/education-future.jpg&imgrefurl=http://www.multibaggerpennystocks.com/2010/04/education-sector-in-india-poised-for.html&usg=__uJcnp1UrzWqZHRTjlkNWKfjDFZc=&h=428&w=600&sz=29&hl=nl&start=0&sig2=KPlwb-pcdCToj4o0LM_ZSw&zoom=1&tbnid=DdS6jAAGNXODLM:&tbnh=155&tbnw=199&ei=6LyITIuSOovvObTZ4JUO&prev=/images%3Fq%3DEducation%253Dfuture%2Bpicture%26um%3D1%26hl%3Dnl%26sa%3DX%26biw%3D1280%26bih%3D640%26tbs%3Disch:1&um=1&itbs=1&iact=hc&vpx=573&vpy=361&dur=144&hovh=190&hovw=266&tx=142&ty=184&oei=6LyITIuSOovvObTZ4JUO&esq=1&page=1&ndsp=16&ved=1t:429,r:13,s:0 from]] <br>
http://www.unesco.org/fileadmin/MULTIMEDIA/HQ/ED/GMR/pdf/gmr2010/gmr2010-annex-04-stat-tables.pdf <br>
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Education complexity picture retrieved [[http://www.google.nl/imgres?imgurl=http://iwanbenneyworth.files.wordpress.com/2010/01/education-cartoon.gif&imgrefurl=http://iwanbenneyworth.wordpress.com/2010/01/&usg=__0UubjuX6qGPFzS8c-7hhDagPXvc=&h=457&w=534&sz=17&hl=nl&start=758&sig2=TatBrRquHwSrGjKkG7jpYg&zoom=1&tbnid=f5CIxBim1Cg62M:&tbnh=153&tbnw=179&ei=9LSITNnmC4f_Ofiy7JYD&prev=/images%3Fq%3Dtablet%2Bin%2Beducation%26um%3D1%26hl%3Dnl%26sa%3DN%26biw%3D1280%26bih%3D640%26tbs%3Disch:11,24281&um=1&itbs=1&iact=hc&vpx=530&vpy=305&dur=1650&hovh=208&hovw=243&tx=128&ty=131&oei=mrOITLytNYasOLKflM4H&esq=5&page=47&ndsp=17&ved=1t:429,r:13,s:758&biw=1280&bih=640 from]] <br>
http://rubble.heppell.net/places/media/drivers.pdf <br>
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Tablet Evolution picture retrieved [[http://www.google.nl/imgres?imgurl=http://olliebray.typepad.com/.a/6a00d8341eb53c53ef0133f09b5397970b-500wi&imgrefurl=http://elgg.norfolk.e2bn.org/_rss/individual.php%3Ffeed%3D34&usg=__LyE1JsZJlgf_bcf_53HxKFUAJ8I=&h=170&w=500&sz=174&hl=nl&start=0&sig2=sFLvidCVEas6mA-gvC1TVQ&zoom=1&tbnid=YuUiBmhuGS4woM:&tbnh=70&tbnw=206&ei=Kr2ITODnK47fOJO9hIcO&prev=/images%3Fq%3Dtablet%2Bevolution%26um%3D1%26hl%3Dnl%26sa%3DN%26biw%3D1280%26bih%3D640%26tbs%3Disch:1&um=1&itbs=1&iact=hc&vpx=626&vpy=122&dur=1361&hovh=131&hovw=385&tx=200&ty=55&oei=Kr2ITODnK47fOJO9hIcO&esq=1&page=1&ndsp=17&ved=1t:429,r:3,s:0 from]] <br>
http://en.wikipedia.org/wiki/Millennium_Development_Goals <br>
 
http://www.unesco.org/en/efa/efa-goals/ <br>
 
http://rubble.heppell.net/places/ <br>
 
http://www.visualeconomics.com/how-countries-spend-their-money/ <br>
 
http://cct.edc.org/whatwedo.asp <br>
 
http://www.naeyc.org/files/tyc/file/TYC_V3N4_Blagojevicexpanded.pdf<br>
 
http://www.answers.com/topic/business-involvement-in-education <br>
 
http://www.answers.com/topic/technology-in-education-current-trends <br>
 
http://cct.edc.org/admin/publications/report/iPod_in_Education_Whitepaper.pdf <br>
 
http://www.un.org/en/mdg/summit2010/pdf/MDG%20Report%202010%20En%20r15%20-low%20res%2020100615%20-.pdf <br>
 
http://www.uis.unesco.org/template/pdf/wei/sps/Report.pdf <br>
 
http://ec.europa.eu/eu2020/pdf/COMPLET%20EN%20BARROSO%20%20%20007%20-%20Europe%202020%20-%20EN%20version.pdf <br>
 
http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html <br>
 
http://fora.tv/2010/07/08/A_Conversation_with_Bill_Gates_at_Aspen_Ideas_Festival#Bill_Gates_The_End_of_Textbooks_as_We_Know_Them <br>
 

Latest revision as of 23:11, 5 October 2010