Future Think

Future Think

Online Lesson Contents

Introduction

Part 1: Introduction

Part 2 : A Brief History of Learning

Part 3: The Future- Implications for Teachers, Students and Schools

Part 4: Web Resources

Interactive Pages

The character, Dorothy from the Wizard Oz, recognizes early on in the movie that she's not in Kansas anymore. The familiar landscape and people appear different. We can relate to Dorothy's perceptions living in this era of technology. Organizations are in constant evolution. New technologies do "magic" before our eyes. Sometimes we wonder if it's all a strange dream. This online module considers the future and its implications for teachers and schools with technology.

Goals

Students will be able to describe the concept of life long learning and its relevance for our current time.

Students will describe at least three trends with regards to technology in our culture

Students will identify factors necessary to support students and teachers in their efforts to stay current with technology and change.

Assignments

Read materials in this online lesson and follow links to other World Wide Web sites.

Take the self test for Module 8 in the Interactive Self Test Area.

Respond to the following question in the Class Discussion Forum for Module 8:

What are your short and long term goals in relation to educational technology?

Go to Part 2- A Brief History of Learning

Go to Lesson Contents

Part 2: A Brief History of Learning

"Until recently, learning his been transmitted through storytellers, conversations around the watering hole, and through books..."

Learning is a life-long process. Throughout history humans have interacted with the environment, other people, and their own reflections to express understandings of the world. Most of these perspectives are expressed in world views, technologies, and the arts. Until recently, learning his been transmitted through storytellers, conversations around the watering hole, and through books. An unanticipated outcome of schools established in the last100 years has been the "filling station" model of learning. This model holds that education takes place exclusively in the early part of life: during preschool, in K-12 schools, and finally in college. A "filling station" model of education lingers with us that we "fill-up" with information and ideas during our school years and are thereafter prepared for the adult duties of life: careers, parenthood, and other endeavors.

The last 15 years have seriously challenged the "filling station" model of learning. Our scientific endeavors have brought forth new technologies that leap frog one another in shorter and shorter cycles. Businesses, schools and other organizations are feeling pressured to keep up with new information and technology. Parents feel anxious when futurists predict that children of the new millineum will have at least three completely different careers in their lifetimes.

Going forward with our "filling station" model, we recognize that the "filling stations" (schools) themselves are being challenged in this new era: information and knowledge are no longer exclusively available in K-12 schools, libraries, and from the podiums of wise professors. It is available on demand everywhere from a variety of sources including television, radio, and now through the Internet. Communities see and hear the following news headlines and wonder about their abilities to meet the challenge:

"One in three U.S. workers now use computers for bookkeeping, inventory control, communications and databases...for workers with college degrees, the number who use computers on the job is even higher--almost 60 percent."
--U.S. Department of Labor 1998 Report

"E-Mail delivers five times more information than 'snail mail' from the Post Office."
--James G. Cullen, President and CEO, Bell Atlantic Corp.

"Personal computers outsold televisions during the first quarter of 1996 for the first time."
-- Computer Intelligence Infocorp

"The PC (personal computer) and the Internet are catalysts for reaching the educational goals that parents, educators and government have set for K-12 schools....School leaders who embrace technology as a new teaching and learning tool will shape education in the 21st century."
-- Bill Gates addresses members of the American Association of School Administrators in February, 1999

Over 50 million US households (approximately 50% the country) now have a personal computer.
--Ziff Davis national study Nov. 30, 1998

California Schools are 43rd in the nation with computer network access
-- Connect, Compute, and Compete
California Education Technology Task Force

Go to Part 3- The Future: Implications for Teachers, Students and Schools

Go to Lesson Contents

Part 3: The Future- Implications for Teachers, Students and Schools (Six Key Factors for Success)

Futurists are quick to point out that teenagers' bedrooms are more sophisticated than the average California K-12 classroom.

Relentless change seems to be everywhere. How can we maintain our skills and transmit learning to insure the success of future generations with technology? Six key factors are necessary in this regard:

1) We need to have access to technology in our schools and classrooms.
Futurists are quick to point out that teenagers' bedrooms are more sophisticated than the average California K-12 classroom. If we are going to prepare students for the world of tomorrow they need to use tools to think and learn that are part of the current culture. Computers, camcorders and other electronic devices need to be a part of our modern classrooms.

2) Technology needs to be serviced and supported in schools.

If technology is an important tool for teaching and learning, it needs to be serviced and supported. Preventative maintenance plans should be in place. When problems arise, support should be available in a timely manner.

3) Learning needs to be viewed as a life long endeavor for both students and staff.

The "filling station" model of learning was an illusion. We know that people really learn on a daily basis throughout their lives. Schools need to help students and parents see this fact and equip clients to be successful as life long learners. School staff members need to recognize that learning is an ongoing process; to be transmitters of learning in our culture educators need to be learners too. Personal professional development activities need to be a part of every educator's duties.

4) Staff members need to be afforded time and structures for quality professional development.

Educators need to be allocated sufficient time for staff development. This design of staff development should fit within a coherent long-term process which is connected to a school's plan reflecting both site based priorities and individual learning needs. The activities should develop, refine and expand an educator's pedagogical repertoire, content knowledge, and the skill to integrate both.

5) Administrators need to support technology.

A school's trustees must insure that site technology plans are articulated across K-12. Administrators need to use their authority and power to implement learning opportunities with technology through funding practices and their modeling of technology use.

6) Technology needs to support student learning.

A variety of technologies (computers, camcorders, calculators, tape recorders, distance learning opportunities, overheads, etc.) should be used to enhance a school's instructional programs helping all students think, learn, and perform across the curriculum in accordance with their individual needs and learning styles.Technology needs to support staff productivity, information management, and communication.

Go to Part 4- Web Resources

Go to Lesson Contents

Part 4: Web Resources

This design of staff development should fit within a coherent long-term process...

The Big List on Technology Professional Development
George Lucas Educational Foundation
http://glef.org/php/biglist.php?id=239

2020 Visions for the Future of Education
David D. Thornburg--Thornburg Center
http://www.tcpd.org/thornburg/handouts/2020visions.html

The Breaking Edge of Change
From Now On- The Educational Technology Journa
http://fno.org/fnooct95.html

Engendering a Change Ethic in the Next Generation
From Now On- The Educational Technology Journal
http://fno.org/fnomay91.html

Go to Lesson Contents

Online Lesson Contents			Introduction
Part 1: Introduction Part 2 : A Brief History of Learning Part 3: The Future- Implications for Teachers, Students and Schools Part 4: Web Resources Interactive Pages			The character, Dorothy from the Wizard Oz, recognizes early on in the movie that she's not in Kansas anymore. The familiar landscape and people appear different. We can relate to Dorothy's perceptions living in this era of technology. Organizations are in constant evolution. New technologies do "magic" before our eyes. Sometimes we wonder if it's all a strange dream. This online module considers the future and its implications for teachers and schools with technology.
			Goals
			Students will be able to describe the concept of life long learning and its relevance for our current time. Students will describe at least three trends with regards to technology in our culture Students will identify factors necessary to support students and teachers in their efforts to stay current with technology and change.
			Assignments
			Read materials in this online lesson and follow links to other World Wide Web sites. Take the self test for Module 8 in the Interactive Self Test Area. Respond to the following question in the Class Discussion Forum for Module 8: What are your short and long term goals in relation to educational technology?

			Part 2: A Brief History of Learning
"Until recently, learning his been transmitted through storytellers, conversations around the watering hole, and through books..."			Learning is a life-long process. Throughout history humans have interacted with the environment, other people, and their own reflections to express understandings of the world. Most of these perspectives are expressed in world views, technologies, and the arts. Until recently, learning his been transmitted through storytellers, conversations around the watering hole, and through books. An unanticipated outcome of schools established in the last100 years has been the "filling station" model of learning. This model holds that education takes place exclusively in the early part of life: during preschool, in K-12 schools, and finally in college. A "filling station" model of education lingers with us that we "fill-up" with information and ideas during our school years and are thereafter prepared for the adult duties of life: careers, parenthood, and other endeavors. The last 15 years have seriously challenged the "filling station" model of learning. Our scientific endeavors have brought forth new technologies that leap frog one another in shorter and shorter cycles. Businesses, schools and other organizations are feeling pressured to keep up with new information and technology. Parents feel anxious when futurists predict that children of the new millineum will have at least three completely different careers in their lifetimes. Going forward with our "filling station" model, we recognize that the "filling stations" (schools) themselves are being challenged in this new era: information and knowledge are no longer exclusively available in K-12 schools, libraries, and from the podiums of wise professors. It is available on demand everywhere from a variety of sources including television, radio, and now through the Internet. Communities see and hear the following news headlines and wonder about their abilities to meet the challenge: "One in three U.S. workers now use computers for bookkeeping, inventory control, communications and databases...for workers with college degrees, the number who use computers on the job is even higher--almost 60 percent." --U.S. Department of Labor 1998 Report "E-Mail delivers five times more information than 'snail mail' from the Post Office." --James G. Cullen, President and CEO, Bell Atlantic Corp. "Personal computers outsold televisions during the first quarter of 1996 for the first time." -- Computer Intelligence Infocorp "The PC (personal computer) and the Internet are catalysts for reaching the educational goals that parents, educators and government have set for K-12 schools....School leaders who embrace technology as a new teaching and learning tool will shape education in the 21st century." -- Bill Gates addresses members of the American Association of School Administrators in February, 1999 Over 50 million US households (approximately 50% the country) now have a personal computer. --Ziff Davis national study Nov. 30, 1998 California Schools are 43rd in the nation with computer network access -- Connect, Compute, and Compete California Education Technology Task Force

			Part 3: The Future- Implications for Teachers, Students and Schools (Six Key Factors for Success)
Futurists are quick to point out that teenagers' bedrooms are more sophisticated than the average California K-12 classroom.			Relentless change seems to be everywhere. How can we maintain our skills and transmit learning to insure the success of future generations with technology? Six key factors are necessary in this regard: 1) We need to have access to technology in our schools and classrooms. Futurists are quick to point out that teenagers' bedrooms are more sophisticated than the average California K-12 classroom. If we are going to prepare students for the world of tomorrow they need to use tools to think and learn that are part of the current culture. Computers, camcorders and other electronic devices need to be a part of our modern classrooms. 2) Technology needs to be serviced and supported in schools. If technology is an important tool for teaching and learning, it needs to be serviced and supported. Preventative maintenance plans should be in place. When problems arise, support should be available in a timely manner. 3) Learning needs to be viewed as a life long endeavor for both students and staff. The "filling station" model of learning was an illusion. We know that people really learn on a daily basis throughout their lives. Schools need to help students and parents see this fact and equip clients to be successful as life long learners. School staff members need to recognize that learning is an ongoing process; to be transmitters of learning in our culture educators need to be learners too. Personal professional development activities need to be a part of every educator's duties. 4) Staff members need to be afforded time and structures for quality professional development. Educators need to be allocated sufficient time for staff development. This design of staff development should fit within a coherent long-term process which is connected to a school's plan reflecting both site based priorities and individual learning needs. The activities should develop, refine and expand an educator's pedagogical repertoire, content knowledge, and the skill to integrate both. 5) Administrators need to support technology. A school's trustees must insure that site technology plans are articulated across K-12. Administrators need to use their authority and power to implement learning opportunities with technology through funding practices and their modeling of technology use. 6) Technology needs to support student learning. A variety of technologies (computers, camcorders, calculators, tape recorders, distance learning opportunities, overheads, etc.) should be used to enhance a school's instructional programs helping all students think, learn, and perform across the curriculum in accordance with their individual needs and learning styles.Technology needs to support staff productivity, information management, and communication.

			Part 4: Web Resources
This design of staff development should fit within a coherent long-term process...			The Big List on Technology Professional Development George Lucas Educational Foundation http://glef.org/php/biglist.php?id=239 2020 Visions for the Future of Education David D. Thornburg--Thornburg Center http://www.tcpd.org/thornburg/handouts/2020visions.html The Breaking Edge of Change From Now On- The Educational Technology Journa http://fno.org/fnooct95.html Engendering a Change Ethic in the Next Generation From Now On- The Educational Technology Journal http://fno.org/fnomay91.html