Technology in the Technology in the Classroom: Classroom:

A Vision for the FutureA Vision for the Future

Industrial AgeIndustrial Age

Agricultural Age

Information Age

Food Slaves/serfs-Hierarchies One-piece customization

Extended FamilyReligionReasoning

Food & Stuff Employees-

Bureaucracies Assembly Line

Nuclear FamilyExperimental ScienceStatistical Analysis

Global FamilyPhenomenologyConnectivity

Food, Stuff & Knowledge

Partners & Teams Individualization

Future AttributesFuture Attributes

• Budget

• Thinking

• Authority

• Information Sharing

• Education

• Organization

• Change

Future Budget Vision Future Budget Vision

• Seek investment– Parents– Business

• Quality control– SAT– Graduation exams

• Inclusive– Employee preparation– Software, hardware– Health

Future Thinking VisionFuture Thinking Vision

• Phenomenological

• Idea map• decentralized• customized

• Pluralism…flexible

• Global involvement

Future Authority VisionFuture Authority Vision

• Empowerment– Ideas are top-down or bottom-up– Leaders as facilitators– Shared vision

• Climate conducive to integration– People– Ideas

• Critical thinkers• Multiskilled employees

Future Information Sharing VisionFuture Information Sharing Vision

• Salad Bowl

• Open lines for communication – Internet

• Multiple Intelligences

• Equal opportunity through effort

• “It takes a community…”

Future Education VisionFuture Education Vision• Broad education programs

– Student centered– Constructivist

• Charter schools• School vouchers• On-Line education• People who can continuously learn• Real world learning• Business adaptations/internships• Safety

Future Organization VisionFuture Organization Vision

• Government, Business, Parent– cooperation– Education is an investment– Reconciliation of capitalism with social

interests

• Network based• Self-organizing, adaptive structures• Online organizations• Real time

Future Change VisionFuture Change Vision

• Positive response– Part of the natural order– Essential to renewal and vitality

• Flexible

• Teacher updating

Survey Mailed Survey Mailed December, 2000December, 2000

264 survey instruments mailed to Alabama superintendents

67 returned

1.1. What is the primary PC What is the primary PC Platform ?Platform ?

• Windows

• Macintosh

• Unix

• Linux

• Mainframe

99%1%000

2. What software is used for record 2. What software is used for record keeping?keeping?

• STI 36%• SSTS Attendance 25%• MCALEER 37%• SCHOOL MASTER 10%• SMWIN (TREMONT) 10%

•OSIRIS 1%

•CHANCERY 1%

•SCIS 1%

•MicroWorks 1%

•TIES 1%

•VISUAL 1%

•Library PRO 1%•OSCAR 1%• INNOVAK 1%

•DARSI 3%

•GRADEQUICK 1%

•ASDE 1%

3. Software to improve instruction?3. Software to improve instruction?

• Skillsbank 31%• PLATO 18%• CCC PACK 7%• A+LS 6%• CORNERSTON 6%• Box Alg/ Geo. 4%• Textbook software 3%• CYBER ED 3%

•LEXUS Reading 1%•IBM WRITE TO READ 1%•PERFECT COPY 1%• ROSETTA STONE 1%•SAT PREP 1%•WEAVER 1%•WORLDVIEW 1%•LIGHTSPAN 1%•PASSKEY 1%•PATHWAYS 1%•ACT NOW 1%•ZOOZILLION 1%•Acad of Reading 1%•MTS 1%•PageMaker 1%•Ultimate Writing 1%•COREL 1%

4.4. Presentation Software?Presentation Software?

• PowerPoint

• HyperStudio

87% 13%

5.5. Other software?Other software?

• ACC. Reader/Math 63%• MS Office

62%• Star Math//Reading

35% • Navigational tools 13% • WRITING TO READ

5%• KIDS PIX

4%• EMAIL

3%

•READING COMP. DEV 1%

•SKILLS CONNECTION 1%

•KIDS KEYS 1%

•MATHTYPE 1%

•ATHENA 1%

•Internet Explorer 1%

•MUNCHER 1%

•BLASTER 1%

•LESSONPLANNER 1%

•Mapmaker Tool Kit 1%•MAVIS BEACON 1%•MARCO POLO 3%•KIDS WORK 1%•WORLD GROUP 1%•Groilers ENCY 1%

• 94.5%

6. 6. Teachers with computers Teachers with computers on on desktop?desktop?

7. 7. Internet accessInternet access

• 92%

8. Webpage8. Webpage 52%www.mps.k12.al.uswww.mps.k12.al.us

www.marshalk12.org

www.shelbyed.k12.al.us

www.mtnbrook.k12.al.us

www.scs.k12.al.us

www.etowah.k12.al.us

www.gcs.k12.al.us.www.gcs.k12.al.us.

www.hoover.k12.al.us

www.rcs.k12.al.uswww.rcs.k12.al.us

www.jacksonville.k12.al.us

www.tarrant.k12.al.us.

www.calhoun.k12.al.us

www.oneonta.k12.al.uswww.oneonta.k12.al.us

www.ecs.k12.al.uswww.ecs.k12.al.us

www.fcs.k12.al.uswww.fcs.k12.al.us

..

www.escambia.k12.net.

www.bcbe.org

www.lawrenceal.org

www.albertk12.org

www.tess.netwww.tess.net

www.maconk12.org

www.opelikaschools.org

www.tiger.org/planwww.tiger.org/plan

www.pikecountyschools.comwww.pikecountyschools.com

www.halek12.orgwww.halek12.org

www.ccboe.orgwww.ccboe.org

www.tcboe.orgwww.tcboe.org

www.ftpayk12.orgwww.ftpayk12.org

www.tryschools.netwww.tryschools.net

9. Skills9. Skills• OFFICE 2000 58%

• Internet 57%

• WIN OS 20%

• EMAIL 20%

• Hardware 15%

• Integrate Tec/Ins 14%• Use of Software 13%• PRESENTATIONS 10%

• WEBPAGE 6%

• NETWORK 6%• LEGAL ISSUES 6%

• STI 4%

•Gradebook Software 3%•ADOBE ACROBAT 3%•AL VIRT LIBRARY 3%

•SCANNERS 1%•Digital Cameras 1%•BASIC SKILLS 1%•ACCELERATED 1%•WIN ZIP 1%•LASER DISK 1%•PALM PAL 1%•NTST 1%

•HyperStudio 1%

Problems of TeachersProblems of Teachers• Lack of time due to abundance tasks • No experiences in multimedia teaching • Rarely work in collaborative environment • Some teachers do not buy-in-to using

software • Prohibitive long term costs involved with

new technological developments • Low motivation in using the www for

searching teaching materials • Not interested in creating courseware

Jacksonville State UniversityJacksonville State University

• Teacher preparation

• Clinical experiences

• EIM teacher preparation courses

• TSPAT for teachers in the fieldChallenges

Consolidation of schools of educationEconomy of courses yet increase in requirements by the SDE and accrediting organizations

Future HardwareFuture HardwareMoore’s LawMoore’s LawProcessing Speed and StorageProcessing Speed and Storage

Multimedia—Multiformat

Virtual Learning and Simulations•Gloves and Visors•Dedicated rooms

Wireless

Future SoftwareFuture Software

“…“…software will software will someday get intelligent enough to someday get intelligent enough to give individualized tutoring that is give individualized tutoring that is much better than the typical much better than the typical classroom experience.”classroom experience.”

Kahn, Ken. "Re: Future of Learning." 26 February 2002. Online Kahn, Ken. "Re: Future of Learning." 26 February 2002. Online Posting. [IFETS-DISCUSSION:2895] . Retrieved 27 February 2003 Posting. [IFETS-DISCUSSION:2895] . Retrieved 27 February 2003

<http://ifets.gmd.de/archiv/0685.html><http://ifets.gmd.de/archiv/0685.html>

Future ChangesFuture Changes

Content rather than processContent rather than process– Theory more important than technology Theory more important than technology – Changes driven by instructional theorists Changes driven by instructional theorists

rather than technologistsrather than technologists– Find weakness and strengths in pedagogyFind weakness and strengths in pedagogy– Improvements in understandingImprovements in understanding

Lifelong learner Lifelong learner - Resource based learning- Resource based learning- Collaborative learning- Collaborative learning- Problem based learning- Problem based learning- Narrative based teaching- Narrative based teaching- Situated learning- Situated learning

Future Schools?Future Schools?------------------------------------------------------------

Date: Wed, 17 Mar 2004 10:55:49 -0500Date: Wed, 17 Mar 2004 10:55:49 -0500From: Bill Ellis <tranet@RANGELEY.ORG>From: Bill Ellis <tranet@RANGELEY.ORG>Subject: Re: IFETS-DISCUSSION Re: PARADIGM SHIFTSubject: Re: IFETS-DISCUSSION Re: PARADIGM SHIFT

The current school system is authoritarian, hierarchal, and undemocratic. The social system is authoritarian, hierarchical and The current school system is authoritarian, hierarchal, and undemocratic. The social system is authoritarian, hierarchical and undemocratic. Connecting these was the thesis of Paulo Friere. Ivan Illich added that the values and life styles absorbed in schools undemocratic. Connecting these was the thesis of Paulo Friere. Ivan Illich added that the values and life styles absorbed in schools were self-interest, competition, and materialism -- the so called "Dominator Paradigm" the root of the Euro American Culture.were self-interest, competition, and materialism -- the so called "Dominator Paradigm" the root of the Euro American Culture.

An emerging "Gaian Paradigm" is rooted in a new scientific understanding that everything in the universe is a holon, composed on An emerging "Gaian Paradigm" is rooted in a new scientific understanding that everything in the universe is a holon, composed on smaller holons and embedded in larger holons. That is, each of us, (and everything else), is dependent on every one else (and smaller holons and embedded in larger holons. That is, each of us, (and everything else), is dependent on every one else (and everything else). Every individual is composed of organs, cells, molecules, atoms etc. and embedded in family, community, society, everything else). Every individual is composed of organs, cells, molecules, atoms etc. and embedded in family, community, society, nature, the earth, etc. All are interconnected and interdependent.nature, the earth, etc. All are interconnected and interdependent.

We each "belong" to Gaia (The Earth and all of it life forms). We must discover and obey the laws of Gaia to continue human We each "belong" to Gaia (The Earth and all of it life forms). We must discover and obey the laws of Gaia to continue human existencd. We each "belong" to one another. We are interdependent. We are responsible to Gaia and for Gaia. We are responsible existencd. We each "belong" to one another. We are interdependent. We are responsible to Gaia and for Gaia. We are responsible for one another. We cannot abrogate that responsibility to others -- including the government. Our personal learning is our personal for one another. We cannot abrogate that responsibility to others -- including the government. Our personal learning is our personal responsibility. The future of society is our personalresponsibility. The future of society is our personalresponsibility. responsibility.

The transition from the Dominator Paradigm to the Gaian paradigm suggests a transition from government schools to learning The transition from the Dominator Paradigm to the Gaian paradigm suggests a transition from government schools to learning communities. A transition to Life-Long Self-Learning. And it is happening. Just my thoughts. IMHOcommunities. A transition to Life-Long Self-Learning. And it is happening. Just my thoughts. IMHO

Bill Ellis, General CoordinatorBill Ellis, General CoordinatorA Coalition for Self-LearningA Coalition for Self-LearningPOBox 567POBox 567Rangeley, ME 04970 USARangeley, ME 04970 USA

FutureFuture Collaboration Collaboration

Instructional design is moving, and will continue to do so rapidly, Instructional design is moving, and will continue to do so rapidly, to involve the learner more and more. Collaboration (synchronous to involve the learner more and more. Collaboration (synchronous and asynchronous) will become more important elements in our and asynchronous) will become more important elements in our courses and participation will probably be an important factor for courses and participation will probably be an important factor for certified courses. Multi-user simulation exercises and games is certified courses. Multi-user simulation exercises and games is probably the coming trend... and it is a trend that can probably the coming trend... and it is a trend that can fundamentally enhance the learner experience. fundamentally enhance the learner experience.

Kiran Bhandari Kiran Bhandari Brainvisa Technologies Ltd.Brainvisa Technologies Ltd.

From: "Kiran Bhandari" <kiran@brainvisa.com> Subject: [IFETS-DISCUSSION:3403] From: "Kiran Bhandari" <kiran@brainvisa.com> Subject: [IFETS-DISCUSSION:3403] RE: future trends Date: Thu, 2 May 2002 16:23:52 +0530 RE: future trends Date: Thu, 2 May 2002 16:23:52 +0530

Future Future BudgetBudget

PerspectivePerspective

AuthorityAuthority

Information SharingInformation Sharing

EducationEducation

OrganizationOrganization

ChangeChange

ReferencesReferencesBork, Alfred. (2001). Four Fictional Views of the Bork, Alfred. (2001). Four Fictional Views of the Future of Learning. The Internet and Higher Future of Learning. The Internet and Higher Education, 3 (2000), 271-284. Retrieved February, 27 Education, 3 (2000), 271-284. Retrieved February, 27 2003, from http://www.ics.uci.edu/~bork/fiction.pdf. 2003, from http://www.ics.uci.edu/~bork/fiction.pdf. Brown, J.C.(1970). The Troika incident; a tetralogue Brown, J.C.(1970). The Troika incident; a tetralogue in two parts. New York: Doubleday. in two parts. New York: Doubleday. Clarke, A. (1956). The city and the Stars. New York: Clarke, A. (1956). The city and the Stars. New York: Harcourt Brace and World.Harcourt Brace and World.Leonard, G. (1968). Education and ecstasy. Berkeley, Leonard, G. (1968). Education and ecstasy. Berkeley, CA: North Atlantic Books. CA: North Atlantic Books. Zenanko, Mike. "Dr. Bork's Discussion “The Future of Zenanko, Mike. "Dr. Bork's Discussion “The Future of Learning".22 February 2002. Online Posting. Learning".22 February 2002. Online Posting. International Forum Education al Technology & International Forum Education al Technology & Society. Retrieved 27 February 2003 Society. Retrieved 27 February 2003 <http://ifets.gmd.de/archiv/0684.html><http://ifets.gmd.de/archiv/0684.html>