Force 5 Development

Discussion Requirements: Reenvisioning the Educational System

Review this week's resources and respond to the following:



School of Thought: Rebooting Education for a Digital Age

By Edmond Leaveck - Posted Aug 22, 2024

"I’m not saying I’m smarter than my teachers, but I did teach them how to unmute on Zoom." — Unknown

My discussion is essentially in two parts. First, I wanted to distill the information from the resources into what is presented as a path forward, addressing some of the challenges in our evolving educational environment. Then, I discuss some key points where I disagree with the presented paradigms, based on my personal experiences, both as an individual and as a parent.

The educational system is currently at a crossroads, where the interplay between traditional methods and modern technology presents both challenges and opportunities. Education serves multiple functions in society, such as the transmission of knowledge and skills, socialization, and workforce preparation. Traditional curricula provide foundational knowledge in subjects like math, science, and language arts, equipping individuals with the essential skills needed to contribute to society. Additionally, education plays a vital role in socializing students, teaching them cultural norms and values, and preparing them for active citizenship (Selwyn, 2020). Beyond these functions, education also acts as a vehicle for social mobility, offering opportunities for individuals to improve their socioeconomic status, thereby contributing to a more equitable society (Tony Blair IGC, 2019).

Public education, in particular, is often seen as a democratizing force, providing all students with access to the same basic education regardless of their background. This access theoretically levels the playing field, allowing students from different socioeconomic backgrounds to succeed based on merit (Gates, 2020). Compulsory education laws, for instance, ensure that every child has the opportunity to attend school, which is a fundamental aspect of social equity. However, public education also falls short in several ways. Disparities in school funding, resources, and access to technology often perpetuate existing inequalities rather than mitigating them (Barth, 2020). For example, schools in affluent areas typically have better facilities, more experienced teachers, and greater access to technology, while those in less affluent areas struggle with inadequate resources. The digital divide further exacerbates these disparities, as not all students have equal access to the internet and digital learning tools, limiting the democratizing potential of public education (Gates, 2020).

The videos reviewed this week provided valuable insights into the challenges and opportunities within the educational system. Ken Robinson’s discussion on "Changing Educational Paradigms" highlighted how the current educational system, rooted in Industrial Revolution-era values, is outdated and needs restructuring to foster creativity and accommodate different learning styles (Robinson, 2020). The second video, "E-Learning: Does It Kill Education?" emphasized the limitations of e-learning, particularly its failure to engage students in meaningful ways. The speaker argued that storytelling and scenario-based learning are far more effective for deep learning, suggesting that the human element in education is irreplaceable (Barth, 2020). The third video, "Online Education and Its Potential to Improve Learning by 2030," explored the democratizing potential of online education but also pointed out the challenges of ensuring equitable access, especially in regions with significant gender disparities and limited access to technology (Gates, 2020).

The authors of the video and reading resources made it clear that the future of education requires a model that balances the strengths of traditional methods with the potential of modern technology. An excellent educational system should be adaptable, allowing it to evolve with societal and technological changes. It should encourage lifelong learning, enabling individuals to continuously update their skills in a rapidly changing economy (Office of Ed Tech, 2018). While it is important to maintain a structured core curriculum to ensure all students receive a well-rounded education, the system should also shift towards a more personalized approach. Adaptive learning technologies that tailor content to each student’s needs can enhance this personalization (Office of Ed Tech, 2018). Additionally, the integration of technology in the classroom should go beyond basic digitization to include interactive and engaging tools such as virtual reality simulations, AI-driven tutors, and online collaborative platforms (Flair, 2019).

To implement this model effectively, it is crucial to bridge the digital divide, ensuring all students have access to the necessary technology and internet connectivity. Teachers must also be supported with the training and tools they need to integrate technology into their teaching practices effectively. By focusing on adaptability and lifelong learning, we can create an educational system that prepares students for the challenges of the future. As we move forward, it is essential to ensure that technology is used to enhance, rather than replace, the human elements of education, empowering both students and teachers to reach their full potential.

The core of my disagreement with many of the proposed assessments and solutions provided through the resources for the week stems from an idea of what people think or want the current education system to be and what it actually is, projecting forward on how it will continue to improve. However, discussing inclusiveness at the same time as advocating for traditional curricula to provide foundational knowledge seems contradictory. Across the nation, under the goal of inclusivity (purportedly), the core curriculum is being abandoned. Equity, as it is currently pursued, often means that essential skills in math and reading are no longer emphasized.

Tracing the U.S. education system back to its founding on the Prussian military model and the introduction of compulsory education laws marks the beginning of a downward trend. The immediate outcomes were not apparent, but extending these practices over time has led to the current situation—lowering educational standards with increasing grades but decreasing proficiency.

Some of the authors discussed the need to address disparities between affluent areas and poorer ones. Yet, some of the most significant disparities in per-pupil expenditure and proficiency can be seen between rural Midwest schools and districts in Baltimore, MD, and Chicago, IL, where there is on average three times more funding for Baltimore and Chicago but significantly lower core skill proficiency. Over the last few decades, while calls for more funding have been persistent, we have witnessed a reverse correlation between education spending and outcomes. I am not arguing that lowering funding increases outcomes, but it is clear that simply increasing spending does not lead to better outcomes.

One specific area I can agree with is Ken Robinson’s point on the issue of separating children based on age. This leads me to my proposal for a more effective educational system. While not all-encompassing, I believe this is a proper step forward: school classrooms should have mixed age groups, reminiscent of the one-room schoolhouse. This approach could address several issues, including social integration, which was mentioned in some of the readings. It is not logical to group children of the same age and expect them to teach each other societal norms and behaviors. With a broader age range, older students can model appropriate behavior for younger students.

Additionally, one of the core tenets of mastering knowledge or skills that I have personally integrated into my lifetime of education is that learning should have these main stages: exposure to the information, being taught the information, repetition or practice to relate the information to additional areas, review or additional levels of information, and teaching the material to someone else. In a multi-age classroom, younger students would hear concepts taught to older students; while they may not fully understand, they are introduced to the vocabulary. Meanwhile, older students can practice their skills by teaching younger students, reinforcing their own understanding.

I will wrap this up, though I have much more to discuss on the topic. Integrating technology into the learning process can be beneficial, but this integration should be controlled based on the student's existing knowledge level. Elementary school should involve very limited access to technology and focus on physically learning and expressing what they have learned. As the student's level increases, technology can be gradually introduced. As an adult, full technological integration into my learning environment has been extremely beneficial, but only after I had the experience of more manual learning methods and in-person interactions.

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