As much fun as speculating what education might or ought to look like in 2050 (I’ll only be 98 years old, after all), I’d suggest energies are better spent in realizing the potential of the technologies and opportunities we have available to us – TODAY. These would be my questions for Will (Richardson) …
- Why don’t we now have an IEP for every child (and every teacher), with tech facilitating this today?
- Why doesn’t every child have a laptop or netbook with 24/7 access to tutorials, information, and productivity tools for all learners with genuinely differentiated approaches and resource for each student TODAY?
- Why is not every teacher taking advantage of challenging/engaging game environments and MUVEs TODAY?
- Why is every teacher not taking advantage of a nearly unlimited number of resources to allow the creation of relevant assignments based on personal interests for every child TODAY?
- Why do teachers and students not have 24/7 access to information professionals (librarians) TODAY?
- Why do there only seem to be a few teachers in every school that make creativity, problem-solving and global interactions a priority TODAY?
Why are these things not the norm, but the exception TODAY? It would take no extra funds, no revolution, no scientific breakthroughs, no visioning. Just work.(And I’ll bet these things are not universal even in the districts of the administrative geniuses Scott describes.)
My grandson is in school TODAY, so quite frankly, I want to know how education can be different when he walks into his classroom after lunch TODAY – not in 2050.
2050? – my grandkids may well have grandkids in school by then!
Oh, my 2050 bold predictions:
- Polar bears will be extinct.
- The rich will be getting richer and the poor, poorer.
- Computers will be smaller, faster and cheaper – but not a damn bit smarter.
- Educators will be worried about 2100 instead of 2050