Imaging The Future

Technology is shifting at a speedy step, to the extent that it’s difficult to grasp.  Technology is crucial to learning.  It advances education to a great magnitude has been reforming education for the better. With technology, educators, and learners have a variety of learning tools within their grasp (Mohammed, 2014).

Dave Coplin clarified that the emphasis of his role is not technology, but the individuals that utilize technology.  If we cognize the future of human beings, we can be more conscious about the technology they will need.  Technology is intended to be a power for benefit in society (Coplin, 2014).  Dave debated that when we speak about essential skills for the 21st century, we have to concentrate on assisting students to advance the skills necessary to make positive, mindful choices in relation to where technology can assist us and where it can’t.

In 15 years.

What occurs to technology in the next 15 years may not only influence learning in a conventional cause-effect relationship.  Rather, it could be the paradigm that one imbibes the other, where information access, socializing notions, and innovative collaboration may be organic and totally unseen (Heick, 2014).

2014

Smarter MOOCs gradually adjust the crude every time, everywhere models of the earlier, starting to advance the credibility of eLearning.

Enhanced blended learning models offer schools striving to defend themselves based on contemporary access to information with new alternatives —and a new aim (Heick, 2014).

2015

Adaptive computer-based testing bit by bit starts to substitute one-size-fits-all appraisal of academic competence.

Learning simulations start to substitute direct instruction in a number of pilot programs.

Game-Based Learning remains to be lightly embraced, first and foremost utilized in project-based learning units and occurring on mobile devices with restricted interactive inputs and screenspace that peril game-based learning’s potential.

Apps will persist to supplement textbooks in some areas, substitute them in others (Heick, 2014).

2018

Technology to promote early literacy habits is seeded by venture capitalists. This is the start of new government programs that start farming out literacy and educational programs to start-ups, entrepreneurs, app developers, and other private sector innovators.

Digital literacy begins to outpace academic literacy in some fringe classrooms.

Custom multimedia content is available as the private sectors create custom iTunesU courses, YouTube, and other holding areas for content that accurately responds to learner needs.

Improved tools for measuring text complexity emerge, available through the camera feature of a mobile device, among other possibilities.

Open Source learning models will grow faster than those closed, serving as a hotbed for innovation in learning.

Purely academic standards, such as the Common Core movement in the United States, will begin to decline. As educators seek curriculum based not on content, but on the ability to interact, self-direct, and learn, institutionally-centered artifacts of old-age academia will lose credibility.

Visual data will replace numerical data as schools struggle to communicate learning results to disenfranchised family and community members (Heick, 2014).

2020

Cloud-Based Education will be the rule, not the exception. This will start simply, with better aggregation of student metrics, more efficient data sharing, and more visual assessment results.

Seamless peer-to-peer and school-to-school collaboration starts to come into view in some areas.

Schools function as think-tanks to tackle local and worldwide challenges like safe water, broadband access, human being trafficking, and religious prejudice.

Diverse learning forms start to supplement school—both inside, involving entrepreneurial learning, invisible learning, question-based learning, and open source learning.

Self-Directed Learning studios and other substitute approaches of formal education for families (Heick, 2014).

2024

“Culture” will not be “incorporated into units,” but implanted into social learning experiences, involving poverty, race, language, and other features of what it implies to be human.

Dialogic learning via digital media will have learners reacting to peers, mentors, families, and experts in a socially-held cooperative pattern.

Learning simulations start to substitute teachers in a number of eLearning-based learning environments.

Truly mobile learning will sustain not only moving from one side of the classroom to another, but from a learning studio to a community, either physically or through media such as a Google+ or Skype-like technology.

Personalized learning algorithms will be the actual standard in schools that complement the old-fashioned academic learning approach.

The daily shift from eLearning and face-to-face learning will more elegant, but still a challenge for numerous districts and states, particularly those with significant economic shortages.  In comparison with other changes, this will produce slight “migratory ripples” when families proceed in response to educational discrepancy (Heick, 2014).

Coplin, D. (2014). The Future of Education. Retrieved from Future of Technology in Education: http://fote-conference.com/2014/10/03/summary-the-future-of-education/

Heick, T. (2014). 30 Incredible Ways Technology Will Change Education By 2028, http://www.teachthought.com/the-future-of-learning/30-incredible-ways-technology-will-change-education-by-2028/. Retrieved from Teachthought WE GROW TEACHERS.

Mohammed, K. (2014, December 4). Top 10 trends In Education Technology for 2016. Retrieved from SlideShare: http://www.slideshare.net/karima1/top-10-trends-in-education-technology-for-2016