Running Head: Embracing the Future

Embracing the Future

Megan Dowling

EDU 505: Future of Education

Jennifer Wojcik

Embracing the Future

Embracing the Future

Change is inevitable, therefore it is important to prepare for what the future holds. The

present paper suggests tablets, learning analytics (LA), achievement gaps, and increases in

minorities, poverty, and students receiving special education will affect the future of Red Hook

High School (RHHS). Each of these trends ties into the emergence of personalized education,

which creates more effective learning experiences (Greller & Drachsler, 2012).

Organization Information

RHHS, a New York state public school, serves 700 students in grades 9-12. The district

was founded in 1937, and community growth led to building the current high school in 1962.

The school’s mission focuses on providing a challenging educational environment for students to

develop the skills necessary to accept society’s duties and opportunities (RHHS, 2013).

RHHS’s exemplary test scores, graduation rates, and number of collegiate bound students

provide evidence that the school is meeting its mission and successfully serving its students. The

methods used to achieve success at RHHS include lecturing, discussions, debates, group work,

problem-based learning, and technology. RHHS teaching philosophies are evident in the

statement, “Experiences designed to develop students’ information literacy using both traditional

methods and new technology are integrated within the curriculum” (RHHS, 2013, par 3).

Literature Review

When creating a vision of the future, the environment needs to be scanned for current

trends that may impact the organization (Hines, 2006).

Technology Trends

Tablets. The Horizon Report is an internationally recognized publication addressing six

emerging technologies, the prospective time frame for each, and the trends and challenges these

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technologies present (Johnson et al., 2013). Johnson et al. (2013) predicted tablets will become

prevalent within the year and praise this technology as a powerful tool that is cost effective,

encourages exploration, and ideal for building personalized learning environments.

Learning Analytics. LA, also among the technologies listed in the Horizon Report, are

expected to have the greatest impact in two to three years (Johnson et al., 2013). Measuring,

collecting, and analyzing student data allows teachers to personalize instruction and provide

early intervention for identified learning issues. Big data analytics have high potential, but

attention should also be paid to the challenges LA may present (Johnson et al., 2013).

Greller and Drachsler (2012) also promoted LA, but stressed the need to remain ethical in

its use. Their extensive research shows LA can support learners and teachers in better

understanding and predicting personal learning needs. Additionally, the reader is informed of

the barriers and limitations of LA, as well as how to address these issues (Greller & Drachsler,

2012), providing a well-rounded overview of the topic.

Economic, Public Policy, and Demographic Trends

The Achievement Gap. Bromberg and Theokas (2013) wrote, “For nearly two decades,

closing the achievement gap has been a focus of educators and policymakers” (p.2). The authors

analyzed NAEP results, revealing gaps exist along a spectrum from low to high performance,

and claimed closing the achievement gap means supporting all students. At both spectrum ends,

black, Hispanic, and low-income students performed lower than their white peers. With

increasing poverty and diversity (Fusarelli, 2011), gaps need to be addressed now, before they

widen. Gaps are closed when teachers examine data, identify student strengths and weaknesses,

and tailor instruction to meet the needs of each individual (Bromberg and Theokas, 2013).

Increasing Minority Populations. Fusarelli (2011) synthesized a large number of works

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into an article on demographic, societal, economic, and educational trends, the majority of which

are expected to negatively impact children. He calls for reforming social policy, and while that

is beyond the scope of this paper, it is still imperative to acknowledge these trends.

Fusarelli (2011) states ethnic minority groups have composed the majority of population

growth since 2000. Betts, Hartman, and Oxholm (2009) also analyzed current trends. Even

though their research targets higher education, the section on minority growth is still relevant.

“By 2050, 62% of the nation’s children will be minority, with almost two thirds of them

Hispanic. Projected shifts will require that resources be devoted to addressing cultural

differences” (p.12). Respecting cultural differences implies knowing students as individuals and

personalizing instruction to address their diversity (Betts, Hartman, & Oxholm, 2009).

Increasing Poverty. Increasing childhood poverty is another trend Fusarelli (2011) listed

within his research, noting the connection between poor students and lower academic

achievement. Ladd (2012) focused on public policy solutions for addressing this negative

correlation. He believes policymakers need to create strategies that specifically address the

impact poverty has on educational outcomes, one of which is to tailor instruction to meet the

needs of these particular students.

Increasing Special Education. Cortiella (2011) wrote an article specifically addressing

learning disabilities, however the material can apply to special education in general. One of the

most important aspects to take away is that the number of students receiving instruction in

regular education has significantly increased in the past decade. Early interventions and

technology-assisted instruction will provide the support students with disabilities need in these

general education settings (Cortiella, 2011).

Futuring

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The world is changing, and it is important education follows suit. Futuring entails

identifying these changes and predicting possible future events. According to Moorcroft (2007),

educators must use scenarios to help their students become independent. Futuring is the best

opportunity a teacher has to prepare students for what to expect beyond graduation.

Scenarios

Scenarios, narratives of future possibilities, are among one of many futuring techniques.

Futurists generate as many ideas as possible, then, based on importance and likelihood, they

narrow the list down to two to five distinct scenarios (Hines, 2006). The vision presented in this

paper is one possible future scenario.

Scenarios open minds to possibilities not previously considered (Mietzner & Reger, 2005).

Hines (2006) wrote, “the organization will be better served if it understands and prepares for a

range of possibilities” (p.20), which allows for more-informed decision making in the present.

Educators are able to place several plausible futures side by side and be better prepared for the

inevitable surprises they face in their classrooms.

Scanning

When creating scenarios, it is beneficial to use the futuring technique of scanning.

Scanning occurs when futurists examine the internal and external environment for relevant

trends. This technique is used once the foresight team is clear on the goals, problem areas, and

boundaries and extent of an activity. The goal is to identify all forces that can influence what the

future will be and prepare for their impact (Hines, 2006). By scanning for current technology,

economic, demographic, and public policy trends, RHHS can develop a vision of what the future

will look like, and properly prepare to meet this vision.

Description of Vision

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As discussed above, the scenario futuring technique considers several possible futures.

The scenario under review in this paper consists of RHHS providing their students with a

personalized learning experience by the year 2017. Personalized learning is “the process of

contouring learning to individuals, recognizing that individuals inherently have different

strengths and weaknesses, interests and ways of learning” (Project Tomorrow, 2012, p. 1).

RHHS will continue to use Northwest Evaluation Association (NWEA) assessments to analyze

student data. The information provided by LA will then transfer into the classrooms, where

teachers and students will use tablets to personalize learning.

Rationale

Tablets. Between the years 2010 and 2011, the greatest increase in access to technological

devices was in the tablet category, which revealed a doubling in student access. Students are

drawn to this technology as a way to personalize their own learning due to the tablet’s ability to

connect to the Internet, the array of features and functions, and the breadth of applications

(Project Tomorrow, 2012). While students are increasing the use of tablets outside of school,

Johnson et al. (2013) predicted tablets will infiltrate schools within the next twelve months,

claiming the portability and intuitive interfaces make tablets ideal for “one-to-one learning” (p.

17).

Learning Analytics. Data analysis is a trend impacting many sectors of society, including

education. Schools can now analyze student data using LA to evaluate programs, improve

instruction, and target struggling learners (Greller & Drachsler, 2012). Johnson et al. (2013)

believed the educational horizon will see the rise of LA within two to three years and write “The

essential idea behind learning analytics is to use data and analyses to adapt instruction to

individual learner needs in real time, in the same way that Amazon, Netflix, and Google use

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metrics to tailor recommendations and advertisements to consumers” (p. 20).

Population Increases. Recent trends reveal increased numbers of minorities, students

living in poverty, and students receiving special education. All of these populations benefit from

personalized instruction (Bromberg & Theokas, 2013; Betts, Hartman, & Oxholm, 2009;

Cortiella, 2011).

Increased ethnic diversity. Minority populations, Hispanics in particular, are rapidly

increasing. “By 2050, 62% of the nation’s children will be minority, with almost two thirds of

them Hispanic,” indicating the need to focus our resources on cultural differences and gaps in

language skills (Betts, Hartman, & Oxholm, 2009, p.12). Therefore, teachers need to approach

instruction in a new way to try to accommodate for this growing diversity. LA can help identify

where these students struggle and excel, thus allowing for early interventions and customization

of the learning experience (Greller & Drachsler). Personalization through LA and tablets enable

educators to respect the students’ cultural differences (Betts, Hartman, & Oxholm, 2009, p.12).

Increased childhood poverty. Child poverty is also increasing, with African Americans

and Latinos experiencing the greatest impact (Fusarelli, 2011). Ladd (2012) believed the solution

is to track the individual needs of low-income children and implement ways to address these

needs. Teachers can identify the students’ needs by analyzing data (Ladd, 2012).

Increased special education. There has also been a slight increase in the number of

students qualified for special education. Technology is proven to support students with

disabilities, however, many of these students are not able to use technological devices within the

instruction they receive (Cortiella, 2011). By employing tablets in classrooms, RHHS will give

students with disabilities the extra support or curriculum modifications they need. Additionally,

LA can help identify struggling learners and provide early interventions to eligible special

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education students (Johnson et al., 2013).

Achievement Gaps. Closing the achievement gap has been on the agendas of educators

and policymakers for the past twenty years, yet despite various efforts gaps still exist “at both the

low and high ends in every grade and subject” (Bromberg & Theokas, 2013, p. 9). After

conducting a research study, Bromberg and Theokas (2013) noted achievement gaps can be

improved by examining data, setting goals, identifying student strengths and weaknesses, and

tailoring instruction to meet these needs. LA and tablets make these practical solutions.

Challenges

The implementation of LA and tablets within the future vision of RHHS presents several

challenges. One challenge is that technology constantly changes (Project Tomorrow, 2012),

implying there may be better learning technologies by 2017. Each teacher must figure out how

to utilize tablets to best meet the needs of their particular students, because what model works

best for one teacher may not work for another (Project Tomorrow, 2012). Using new technology

in general also presents a challenge due to the fact that many teachers do not have the skills to

properly integrate these technologies into their instruction, indicating a need for professional

development (Johnson et al., 2013). Personalized learning, in particular, requires the teacher to

evolve from the role of leading instruction to a role of moderating student-centered learning

(Project Tomorrow, 2012). Another challenge of this vision is that using LA to analyze student

data could lead unwanted consequences such as manipulative control over teachers, so it is

important schools remain ethical in their use (Greller & Drachsler, 2012).

Opportunities

Allowing students to use technology in the classroom to personalize their learning

experience will result in better student engagement and motivation (Project Tomorrow, 2012).

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Students have reported that being able to use mobile technologies in school, such as tablets,

would enable them to research information, communicate with others, access online textbooks,

receive reminders, and record lessons to later review (Project Tomorrow, 2012). There are also

countless opportunities that arise thanks to the remarkable diversity of applications available on

tablets (Johnson et al., 2013). Additionally, the inclusion of LA enables students to receive

personal recommendations for learning paths and resources, teachers to become aware of

knowledge gaps, focus on struggling students, and develop curriculum, and schools to attempt to

improve drop-out and graduation rates by monitoring student performances (Greller & Drachsler,

2012). “Applied analytics can help transform education from a standard one-size-fits-all

delivery system into a responsive and flexible framework, catered to meet the students’ academic

needs and interests (Johnson et al., 2013, p. 20).

Implications of Not Personalizing RHHS

Minority, special education, and poor students have been linked with lower levels of

achievement when compared to their peers (Bromberg & Theokas, 2013). According to

Fusarelli (2011), “the concentration of poverty in a school had an important relationship to

achievement—as the proportion of poor students in a school increased, student performance on

achievement tests in both 8th and 10th grades and in every location generally decreased” (p.

226). Betts, Hartman, and Oxholm (2009) state, “Failure to more fully address the educational

needs of our rapidly growing minority populations threatens our nation’s future” (p 13). If

RHHS fails to meet the personal needs of these growing populations, it is likely that the

achievement gaps everyone has been working so hard to reduce will actually grow, which is why

using LA and tablets to personalize learning is so important for the future of education.

Preparation

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RHHS recently started using NWEA’s assessments to measure student progress in core

subjects. To the LA RHHS put in place, Greller and Drachlser (2012) offered a framework of

six interconnected dimensions organizations need to follow: stakeholders, objectives, data,

instruments, external constraints, and internal limitations. The school can use the framework “as

a checklist when designing a purposeful LA process” (p.45). RHHS has also introduced iPads in

one of its classes, however the use thus far has consisted primarily of gaming. This indicates the

need for professional development (PD) that targets connecting tablets with pedagogy and

content. PD will also be needed to support teachers as their role changes from teaching content

to facilitating student-centered learning. In addition, teachers will need to start embedding

personalized formative assessments “depending upon the standards, content, and the child. This

may include performance-based assessments, observations, or applications of knowledge in a

group” (Wolf, 2010, p. 23). Furthermore, establishing professional learning communities (PLC)

will enable teachers to collaborate over best practices, student data, and issues that arise.

Wolf (2010) wrote, “personalized learning requires a shift in the enterprise of schooling,”

which encompasses parents, community members, teachers, school and district leaders, and state

and federal regulators (p. 28). The enterprise needs to create policies and conditions that align

with this new vision. This requires all stakeholders to research personalization, “form a policy

action network to implement state and district policies that support personalized learning, and

develop a shared understanding of the vision, definitions, and effective communication of

personalized learning” (Wolf, 2010, p. 31).

Call to Action

According to Wolf (2010) the highest priority step to take in personalizing education is to

“expand research and development aimed at studying redesign for personalization models and

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practices…sharing what works and the road map for getting there” (p. 31). RHHS can tackle this

step by creating a community of practice (CoP), where all stakeholders can communicate with

one another and confirm the details of bringing personalized learning to Red Hook. This CoP

could be an online open forum; Web 2.0 technologies allow community members to reflect on

ideas, organize resources, and give feedback to others (Gunawardena et al., 2009). The multiple

perspectives present in a CoP will allow stakeholders to “identify differences in understandings

and weaknesses in their explanations” (Gunawardena et al., 2009, p .11). Additionally, CoP

members can select a committee that would be responsible for reviewing all of the ideas, fully

evaluating proposals, and approving models to be considered for adoption (Project Tomorrow,

2008). Establishing a committee provides the necessary leadership to move forward with ideas,

while allowing all educational stakeholders to participate in mapping out the redesign.

Conclusion

There is no way of knowing precisely what the future holds, however, constant change

implies it will differ from today. Futuring prepares organizations for what is yet to come. Based

on current trends, the vision for RHHS is a movement towards personalization. Tablets and

learning analytics enable students to create their own personal learning environments (Johnson et

al., 2013) and let teachers examine data and personalize instruction (Greller & Drachsler, 2012;

Johnson et al., 2013). The achievement gap and growing minority, impoverished, and special

education populations also suggest individualizing learning for students to achieve to the best of

their abilities (Betts, Hartman, & Oxholm, 2009; Bromberg & Theokas, 2013; Cortiella, 2011;

Fusarelli, 2011; Ladd, 2012). The educational enterprise needs to map out the details of

personalized learning and prepare its teachers for this educational shift.

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References

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Bromberg, M. & Theokas, C. (2013). Breaking the glass ceiling of achievement for low-income

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