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A Brief History of the Future of Education

Learning in the Age of Disruption

By: Ian Jukes, Ryan L. Schaaf

Get ready to challenge default classroom practices. Master and leverage nine learning attributes of digital generations and ten critical roles educators can embrace to remain relevant.

Product Details

Grade Level: PreK-12
ISBN: 9781544355023
Published By: Corwin
Year: 2019
Page Count: 192
Publication date: January 16, 2019

Price: $39.95

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Description

The Future Tense of Teaching in the Digital Age

The digital environment has radically changed how and what students need and want to learn, but have we radically changed how we deliver education? Are educators shifting and adapting or stuck in the traditional That’s the Way We’ve Always Done It world?

In this book, educators will be challenged to take action and adapt to a split-screen classroom--thinking and acting to accommodate today’s learners versus allowing traditional practices by default. Written with a touch of humor and a choose-your-own-adventure approach, the authors built chapters to be skimmed, scoured or searched for interesting, relevant or required material. Readers will be able to jump in where it serves them best.

Consider predictions about what learning will look like in the future.
Understand and learn to leverage nine core learning attributes of digital generations.
Discover ten critical roles educators can embrace to remain relevant in the digital age.

Keep things simple, concentrate on how learners learn, and change your approach from present to future tense.

Key features

Foreword by Steven Wozniak- co-found of Apple
Numerous examples, cases, Questions to Consider and other tools are included throughout this book.
Chapter 4, “The Nine Core Learning Attributes of Digital Generations,” investigates just how modern learners, learners who are ever under digital bombardment, prefer to learn and how teaching must account for their deep immersion into the digital landscape. We also offer some helpful instructional strategies, tools, and resources to access these learning tendencies.
Chapter 5, “Looking Back, Moving Forward,” provides a workshop-level set of experiences to prepare readers to accept change and open their minds to the future of education.

Author(s)

Ian Jukes

Ian Jukes has been a teacher, an administrator, writer, consultant, university instructor, and keynote speaker. He is the director of the InfoSavvy Group, an international consulting group that provides leadership and program development in the areas of assessment and evaluation, strategic alignment, curriculum design and publication, professional development, planning, change management, hardware and software acquisition, information services, customized research, media services, and online training as well as conference keynotes and workshop presentations. Over the past 10 years, Jukes has worked with clients in more than 40 countries and made more than 7,000 presentations, typically speaking to between 300,000 and 350,000 people a year. His Committed Sardine Blog is read by more than 78,000 people in 75 countries.

Ryan L. Schaaf

Ryan Schaaf is the Assistant Professor of Educational Technology at Notre Dame of Maryland University, and a faculty associate for the Johns Hopkins University School of Education Graduate Program, with over 15 years in the education field. Before higher education, Ryan was a 3^rd-grade public school teacher, instructional leader, curriculum designer, and a technology integration specialist in Howard County, Maryland. In 2007, he was nominated for Howard county and Maryland Teacher of the Year.

In the past, Ryan has published several research articles in the New Horizons for Learning and the Canadian Journal of Action Research related to the use of digital games as an effective instructional strategy in the classroom.

Currently, he is overseeing and constructing peer-reviewed K-12 lesson units for the 21^st Fluency Project, where he is also a featured contributor for the renowned Committed Sardine blog. He enjoys presenting sessions and keynotes about the potential for gaming in the classroom, the characteristics of 21^st-century learning, and emerging technologies and trends in education.

Ryan is happily married to his beautiful wife Rachel and has two little boys that are his pride and joy. In his free time he enjoys fishing, exercising, gardening, and volunteering in local schools.

Table of Contents

Foreword By Steve Wozniak

Acknowledgments

About the Authors

INTRODUCTION

Why This Book Is Called A Brief History of the Future of Education

Why Educators Must Adapt

How 20th Century Mindsets Impede Learning

Creating a Movement

How to Approach This Book

1. BEYOND “THAT’S THE WAY WE’VE ALWAYS DONE IT”

A Preamble About Five Monkeys

Why We Do the Things We Do

TTWWADI and School Mindsets

Ways to Demonstrate TTWWADI

Chapter Summary

Questions to Consider

2. WHAT THE FUTURE HOLDS FOR OUR STUDENTS

An Old Mindset for the Modern World

Chapter Summary

Questions to Consider

3. LIFE IN THE AGE OF DISRUPTIVE INNOVATION

How Disruptive Innovation Forces Change

Skill Sets in the New Global Economy

What All This Change Means for Education

Careers in the New Global Economy

The Purpose of Education in Modern Times

Chapter Summary

Questions to Consider

4. THE NINE CORE LEARNING ATTRIBUTES OF DIGITAL GENERATIONS

#1 Digital Learners Prefer Receiving Information From Multiple, Hyperlinked Digital Sources

#2 Digital Learners Prefer Parallel Processing and Multitasking

#3 Digital Learners Prefer Processing Pictures, Sounds, Color, and Video Before They Process Text

#4 Digital Learners Prefer to Network and Collaborate Simultaneously With Many Others

#5 Digital Learners Unconsciously Read Text on a Page or Screen in a Fast Pattern

#6 Digital Learners Prefer Just-in-Time Learning

#7 Digital Learners Are Looking for Instant Gratification and Immediate Rewards, as Well as Simultaneously Deferred Gratification and Delayed Rewards

#8 Digital Learners Are Transfluent Between Digital and Real Worlds

#9 Digital Learners Prefer Learning That Is Simultaneously Relevant, Active, Instantly Useful, and Fun

Instruction for the Digital Generations

Chapter Summary

Questions to Consider

5. HOW TO LOOK BACK TO MOVE FORWARD

Examine the Past to Look to the Future

Consider the Default Future Versus Taking Action

The Biggest Challenges for the Future of Education

Chapter Summary

Questions to Consider

6 LEARNING IN THE YEAR 2038

A Day in the Life of Alice

Eleven Predictions of Learning in the Year 2038

Chapter Summary

Questions to Consider

7 NEW SKILLS FOR MODERN TIMES

How We Have It All

The Eight Essential Skills of Modern Learning

The Path Forward

Chapter Summary

Questions to Consider

8 NEW ROLES FOR EDUCATORS

Role #1: Educators Must Be Future-Focused

Role #2: Educators Must Be Lifelong Learners

Role #3: Educators Must Be Learning Facilitators, Not Sages on the Stage

Role #4: Educators Must Be Expert Generalists, Not Specialists

Role #5: Educators Must Embrace Discovery Learning

Role #6: Educators Must Enhance Instruction With Real-World Meaning

Role #7: Educators Must Broaden the Perspective of the Curriculum

Role #8: Educators Must Be Evaluators of the Level of Thought

Role #9: Educators Must Teach to the Whole Mind

Role #10: Educators Must Use Technology as a Learning Tool

Role #11: Educators Must Be Holistic Evaluators

Chapter Summary

Questions to Consider

Epilogue

Where We Begin

The Committed Sardine

Questions to Consider

References and Resources

Index

Reviews

This book is exactly what we need so we can prepare the next generation of learners. There is nothing “wrong” with our education system; it’s exactly what we needed to prepare students for success in the 20th century. Ian and Ryan make the case for what’s changed, where the gaps are, what’s being done to address the gaps, and what we all need to do now so that today’s kids, our students, are well equipped to thrive in the world they’ll inherit.

Mitch Weisburgh, Founder
Academic Business Advisors & Games4Ed

A Brief History of the Future of Education is a must-read for anyone concerned with the ways in which all generations engage with the world and each other. The authors are former teachers who have studied and traversed the educational technology journey of the last 15 to 20 years. They understand what is happening in the workforce and how it will affect the definition of school as we know it. The historical perspective provides insight into the decisions that were made in education in the past. A deeper understanding of how schooling has evolved over time serves as a catalyst for thinking more deeply about how we might redesign education. This book provides a vision for education in the future.

Dr. Wendy Drexler, Faculty Lead
Ditital Age Learning & Educational Technology Program, Johns Hopkins University