Difference between revisions of "Teacher, Leave Those Kids Alone"
Jump to navigation
Jump to search
| (6 intermediate revisions by one other user not shown) | |||
| Line 1: | Line 1: | ||
==Overview== | ==Overview== | ||
We have dubbed our last scenario 'Teacher, Leave | We have dubbed our last scenario 'Teacher, Leave Them | ||
<h2> Timeline </h2> | |||
==2010-2015== | ==2010-2015== | ||
[[Image:Internet Teacher.gif|thumb|Internet as Teacher|200px]] | [[Image:Internet Teacher.gif|thumb|Internet as Teacher|200px]] | ||
[http://scenariothinking.org/wiki/index.php/Increased_number_of_teachers_at_retirement_age retired] during this period enabled a natural migration to younger teachers who had grown up in the digital era. Thanks to the success of these programs and the continued decline in tablet prices, nearly 70% of schools were equipped with tablet computers by 2015. | |||
==2015-2020== | ==2015-2020== | ||
[[Image: | [[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== | ||
[[Image:Virtual Kid.jpg|thumb|Virtual Kid|200px]] | [[Image:Virtual Kid.jpg|thumb|Virtual Kid|200px]] | ||
[http://scenariothinking.org/wiki/index.php/Increasing_Online_Collaboration collaborative networks] to connect students to expert knowledge. Homeschooling was prevalent at the primary level, but at the secondary level, a variety of virtual and physical learning environments prevailed. Classrooms took a different form as kids gathered in communities of learners with common interests, and advanced [http://scenariothinking.org/wiki/index.php/Telecommunication_technology telecommunication technologies] | |||
<h2> References </h2> | |||
Internet as teacher: http://www.taf.org/whistle287.htm <br> | |||
Virtual Classroom: http://isrc.infm.ulst.ac.uk/michael.html <br> | |||
Virtual Kid: http://weblogsurf.com/best-advertising-kids-virtual-worlds/ | |||