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.
Spis treści
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
O autorze
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 3rd-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 21st 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 21st-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.
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