In the twenty-first century, educators around the world are being told that they need to transform education systems to adapt young people for the challenges of a global digital knowledge economy. Too rarely, however, do we ask whether this future vision is robust, achievable or even desirable, whether alternative futures might be in development, and what other possible futures might demand of education. Drawing on ten years of research into educational innovation and socio-technical change, working with educators, researchers, digital industries, students and policy-makers, this book questions taken-for-granted assumptions about the future of education. Arguing that we have been working with too narrow a vision of the future, Keri Facer makes a case for recognizing the challenges that the next two decades may bring, including: the emergence of new relationships between humans and technology the opportunities and challenges of aging populations the development of new forms of knowledge and democracy the challenges of climate warming and environmental disruption the potential for radical economic and social inequalities. This book describes the potential for these developments to impact critical aspects of education – including adult-child relationships, social justice, curriculum design, community relationships and learning ecologies. Packed with examples from around the world and utilising vital research undertaken by the author while Research Director at the UK’s Futurelab, the book helps to bring into focus the risks and opportunities for schools, students and societies over the coming two decades. It makes a powerful case for rethinking the relationship between education and social and technological change, and presents a set of key strategies for creating schools better able to meet the emerging needs of their students and communities. An important contribution to the debates surrounding educational futures, this book is compelling reading for all of those, including educators, researchers, policy-makers and students, who are asking the question 'how can education help us to build desirable futures for everyone in the context of social and technological change?
This study sets out to question commonplace assumptions about the use of technology by children at home. Bringing together research from the perspectives of psychology, sociology, education and media studies, the authors ask whether we are really witnessing the rise of a new 'digital generation'.
This study sets out to question commonplace assumptions about the use of technology by children at home. Bringing together research from the perspectives of psychology, sociology, education and media studies, the authors ask whether we are really witnessing the rise of a new 'digital generation'.
What are young people really doing on computers at home? Computers feature heavily in the lives of today's young people, and this book sets out to question commonplace assumptions about the use of technology by children at home. Bringing together research from the perspective of psychology, sociology, education and media studies, the authors ask whether we are really witnessing the rise of a new 'digital generation'. Drawing upon the results of their in-depth research project, the authors filter and assess their findings accessibly, offering fascinating reading on: * how computers are used in the home * how parents and children negotiate access to and use of the computer * what role the computer plays in the day to day lives of families. This book makes use of illuminating case studies, and highlights key issues of concern around issues of equality and access in a wider social context. This truly interdisciplinary perspective will be instrumental in reshaping the understanding of teachers, ICT advisors, policy makers and all involved in ICT for children.
Drawing on ten years of research into educational innovation, incorporating scientists, teachers, students, industry professionals and policy makers, this book challenges the often adopted notion of a single, linear educational future. Considering alternative strategies for conceptualising the future of education, Facer takes into account the challenges that future decades may face.
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