Difference between revisions of "School as Usual"
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==Overview== | ==Overview== | ||
By the year 2025 we are facing a world in which kids are totally disengaged from school, rebellion is wide-spread and dropout rates are very high. Low government funding and resistant teachers are not helping to address the issues in the educational system. Kids use the internet and interactive technologies primarily for entertainment but not for educational purposes, even though technology presents a vast learning opportunity to benefit from. By the end of the 15 year period, publishers in this world are concentrating on developing e-books, for the classroom. | |||
==2010-2015== | ==2010-2015== | ||
[[Image:Video1.jpg|thumb|Video Addiction|400px]] | |||
By the early 2010s the use of technology was already widespread in peoples homes. Multi-functionality and ease of use had encouraged all families to have a PC/laptop and kids were becoming addicted to games where they interacted and socialised in virtual spaces. European governments and officials were extremely worried about [http://www.scenariothinking.org/wiki/index.php/Decrease_in_competitiveness_of_EU EU competitiveness] when compared to other countries and prioritised addressing the issue as soon as possible. However after the [http://www.scenariothinking.org/wiki/index.php/Impact_of_the_European_sovereign_debt_crisis_on_education_spending Great Recession], lack of government funding and support led to postponing reforms in the educational system and decelerated the entry of technological innovation in school classrooms. In spite of decreasing prices of tablets, schools continued to prefer pen and paper teaching styles. This increasing technological gap between the students home and classroom environment became very concerning for parents. Both primary and secondary school kids showed increasing [http://www.scenariothinking.org/wiki/index.php/Decrease_of_Students%27_Engagement disengagement] with schools and instead of doing homework they preferred being online and playing the latest games. To address this issue parents raised their concerns in Parent Teacher Association meetings and put pressure on schools to embrace technologies such as tablets. Parents believed that tablets would make school more fun and kids would start perceiving it as just another online game. | |||
==2015-2020== | ==2015-2020== | ||
[[Image:Natural_disasters.jpg|thumb|Global warming consequences|600px]] | |||
By the 2020s EU officials were still worried about the lack of innovation in the EU, but [http://www.scenariothinking.org/wiki/index.php/Global_Warming_Threats global warming] had become the governments main concern. To address the problem and resolve the already present social consequences governments began to re-direct spending from other parts of the national budgets. Education was one of the first segments to have its budget cut but this proved to be in conflict with the persisting demand for higher tablets usage. During the same period technology had continued to dominate [http://www.scenariothinking.org/wiki/index.php/Technological_babysitting_in_Child_Care students extracurricular activities] and kids as young as 4 were active in virtual worlds. This led to the introduction of virtual classrooms with the hope that the initiative will cut costs and provide a more engaging experience. However after a 6 month trial period results were disappointing. The failure of PCs and Internet in reaching the educational system had made people pessimistic about the tablets future even before the trial started. Lack of proper direction and training for teachers led to confusion amongst all involved which fuelled the further decrease in students engagement. Parents, imposed with the financial burden of buying tablets for their children, did not witness an increase in kids interest for learning. Students were struggling with the inefficient technological implementation of the virtual classrooms and teachers had lost control over the class execution and content. Teachers expressed their dissatisfaction by going on a strike which forced the government to put the virtual classroom project on hold. To alleviate the grievances from parents side, governments addressed the higher tablets demand by turning to [http://www.scenariothinking.org/wiki/index.php/What_is_the_involvement_of_corporations_in_the_educational_system_currently%3F private corporations for funding]. That coincided with business concerns about the future competitiveness of Europe so they perceived this investment as a venture for better quality future employees. | |||
==2020-2025== | |||
[[Image:Video2.jpg|thumb|Kids disengagement|600px]] | |||
Lack of coordination and resistance to reform in the educational system had created even more problems than before. Schools were still the main physical meeting point for children. However, most social interactions, even while being at school were taking place online. Schools were still supposed to give students skills and build their character but, in essence, they were not doing either of the two effectively. [http://www.scenariothinking.org/wiki/index.php/Increasing_Rate_of_Technological_Change Technology advances] allowed kids to live normal lives by day and virtual ones by night. The discovery of the the virtual world with all five senses. Within two years all kids had a virtual avatar persona and used it to meet new people and socialise from the safety and comfort of their homes. In the meantime continuous shortages of government funding increased the and the old fashioned classrooms. After the virtual classroom trial teachers had accepted the use of tablets in primary and secondary schools, however apart from using e-textbooks and Computer Based Testing they were unwilling and unable to better integrate them in the learning experience. Kids started questioning the quality and relevance of school material and many preferred learning things online rather than being in the classroom. | |||
<h2>References</h2> | |||
Video Addiction picture retrieved from http://www.uproxx.com/feature/2010/02/how-to-manage-your-online-gaming-addiction/ <br> | |||
Global warming consequences picture retrieved from http://zunia.org/post/natural-disasters-thinking-beyond-immediate-response/ <br> | |||
Kids disengagement picture retrieved from http://www.parentsconnect.com/parenting/tween-teen/behavior.html<br> | |||