Running head: Future Vision of an Elementary Classroom

My Future Vision of an Elementary Classroom Courtney M. Smith 505 Future of Education Jennifer Wojcik

My Future Vision of an Elementary Classroom

My Future Vision of an Elementary Classroom Hartford, Connecticuts Achievement First Hartford Academy Elementary School provides diverse students with a quality education through rigorous work, data driven instruction, and a strong school climate. Carter (2011) supports this statement by saying, Children can learn if exposed to the right research-based strategiesand in so [will] crank out students who, though poor, and though from backgrounds not supportive of higher learning, can demonstrate higher than expected achievement (p. 2). Due to these factors, these students are able to outperform city and state students in standardized tests. With a future action plan, Hartford Academy will provide student-centered learning with the aide of multimedia to better serve various leveled students in 2017. History Founded in August 2008, Hartford Academy services grades K to 4th grade. In the 1213 school year there were 55% boys and 45% girls. Demographically, it comprises of 100% African American or Hispanic students with 66% qualifying for free or reduced Lunch. This school is part of a network of non-profit public charter schools in CT, NY, and RI whose mission is that all children, regardless of race or economic status, can succeed if they have access to a great education (Achievement First, 2013). Since the model Amistad Academy was formed in 1999, Achievement First schools have progressed by increasing its population and improving their academic rates. Its success sparked the creation of several more elementary, middle, and high schools with the same academic structure in 3 states and 25 cities in the New England area. Current State

My Future Vision of an Elementary Classroom

Hartford Academys mission is to provide a quality education to its community of diverse learners, regardless of race or economic background, to prepare them for elite colleges, and the competitive working world. With a strong school culture, positivity is spread through song during Morning Motivation. Reading is prioritized by incorporating three hours of whole and small group literacy instruction into the longer 7:00 am to 4:00 pm school day. Students of all academic levels successfully learn by being assessed every six weeks to identify setbacks and formulate constructive strategies. With these procedures in place, students outdid city and state CMT results by 37 and 5 points in 2012. All teachers are assigned a mentor to develop teaching methods and parents sign a commitment contract to ensure parental involvement. Educational Technology 3D printing and virtual laboratories would fit well into Hartford Academys education due to its ability to generate creativity and promote safe instruction. In the next five years Johnson et al. (2013) claims 3D printing will allow learners to [create] something that is all their own and enable [a] more authentic exploration of objects that may not be readily available to schools (p. 31). This will amplify the learning experiences, especially for underprivileged students. Virtual labs are appropriate in this setting because it will expose young students to a more authentic online education as this trend continues to develop over several years. (Johnson et al, 2013). Not only will this save money, but will permit students to work in a safe, flexible, controlled setting while experimenting with science. Technology, Economic, and Public Policy As time passes and technology advances, students are being exposed to technology earlier and earlier. According to Becta (2008), young people have a distinctly multi-tasking

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relationship with new technologies, and a multiple consumption approach to owning them (p. 8). Children are not only being exposed to many technologies, but handling and operating several at a time. Young students will need to be visually and mentally stimulated in the classroom because of their high usage of multimedia. This trend uncovers students need for more technological interactions in the learning environment. This will induce engagement while learning, but will also promote independence due to their already familiar experiences with the devices. Although more technology would be helpful, the lack of funding may deter this from happening anytime soon. Educational spending has become a big concern to the future of education. Leachman and Mai (2013) reported that many states and school districts have undertaken important school reform initiatives to prepare children better for the future, but deep funding cuts hamper their ability to implement many of these reforms (p.3). With constant budget cuts that downsize or eliminate helpful programs, teacher salaries, district budgets, and so on, the massive amount of spending puts a heavy burden on the local citizens. These cutbacks force school districts to limit educational services or raise more local tax revenue to accommodate the losses, or both according to Leachman and Mai (2013, p. 2). The difficulty to obtain the necessary monetary resources to fund educational programs and providers puts schools in a compromising situation. Despite these setbacks, school are still responsible for promoting lifelong learning. Learning is a concept that is constantly changing and growing and the future elementary setting is where learning will encourage learning that lasts a lifetime. According to Kendall (2005), Lifelong learning is about interactions and groups (teams or communities): one-to-one, many-to-many (virtual) (p. 292). As students are given more chances to work with others and become independent learners, they will seek to gain information for themselves by using others

My Future Vision of an Elementary Classroom

as a source, rather than solely the teacher. Learning will no longer be focused on what the teacher can provide, but what the students can produce. Kendall (2005) also mentions that lifelong learning education is learner centered, demand driven and aiming for personal achievements (p. 292). Students in our teacher-directed classrooms need to be exposed to an environment that uplifts learners and their needs. If students learn to desire to learn, they will continue to develop their skills through higher education and eventually their careers. Demographics The increase of diversity in the educational setting will make an impact on Hartford Academys classrooms in 2017. It is evident that there is a demographic shift of balance happening as more non-White students are being enrolled in school. Yates (2008) states from 1986 to 2004, the number of students identified as White decreased by more than 14%, and non-White students increased approximately 14% indicating rapid, large increases in the nonWhite population can be expected in this country (p. 5). This change reveals how critical it will be to service students with various backgrounds, upbringings, languages, and cultures. While Hartford Academy has a demographic of 100% African-American and Hispanic, other schools will have to prepare themselves to teach to the minority, which is becoming the majority. They can do this by incorporating more multicultural practices into the classroom. Yates (2008) feels there is a demand for rich educational heritages which brings forth difficulty and challenge for this nation and its educational systems (p. 6). As more ethnicities enter the classroom, the education system will have to deeply consider if the practices that have been using for many years are still effective to the children in todays classrooms, which look vastly different from the children of the past. In the future, more minority students will be given the opportunity to

My Future Vision of an Elementary Classroom

receive a quality education. Another important trend to mention is the increase of Special Education students where Yates (2008) reports that from 1976-2006 a 25% increase of students with disabilities and more than double of this number for students with specific learning disabilities (p. 8). Within this trend, African Americans are known to be overrepresented due to emotional disturbance and mental retardation with an underrepresentation of Hispanic and Asian students (Yates, 2008, p. 9). With this in mind, I foresee educators requiring more training and professional development to accommodate these students, especially with more inclusion taking place. Special education students seem to be in a compromising situation because they deserve individual attention (pull-out of the classroom), yet should not be segregated from the classroom as well (inclusion). Future educators will have to be equipped to handle various learning levels, accommodations, modifications, and styles as more students are entering the classroom with special needs. When learning becomes more student-based, educators and even students may face challenges with collaborative learning. It will take more effort to get variedleveled learners to use each other for support. In order to be successful, teachers will have to have a great understanding of the makeup of their classroom. Scenarios and Scanning Futuring techniques must be discussed to understand how the elementary classroom will show learning and technological changes in 2017. The use of scenarios for strategic planning can be dated back to World War II. It is the description of a future situation and the course of events which allows one to move forward from the original situation, according to Mietzner and Reger (2005). Meitzner and Reger (2005) also point out that scenarios are an appropriate way to [recognize] weak signals which aides in stronger preparation and/or evasion of obstacles (p.

My Future Vision of an Elementary Classroom

235). By orchestrating scenarios, Hartford Academy will be ready for different learning approaches that will benefit more students. There will be a higher academic achievement due to data driven intellect. Scenarios also present challenges such as the ample amount of time it takes to produce and analyze. Not only does data need to be collected and sorted, Meitzner and Reger (2005) argue that a deep understanding and knowledge of the field under investigation is absolutely necessary (p. 236). Scenario building can be challenging because facilitators need to have the expertise to comprehend the data and have the time to examine each one. Scannings main purpose is to track changes that occur through time and identify significant changes in the world (World Future Society, 2013). This technique can be connected to scenarios as Sagi (2007) states scanning focuses mainly on trends and that the future development of a trend, a strategy or a wild card may be described in story or outline form such as a scenario (p. 43). In order to have a scenario that produces an accurate alternative, scanning must yield data from various sources to locate trends. On the contrary, scanning involves monitoring of trends using literature, web sites and other media which can be timeconsuming (World Future Society, 2013). This will also entail more knowledgeable manpower to check for relevancy, as well as training, which may be difficult to obtain or maintain. The act of scanning is useful to Hartford Academy because it gives scanners information deriving from the past and present that is supportive of a successful scenario. Hartford Academy 2017 In five years, the future vision of Hartford Academy will comprise of student-centered learning with the increased use of multimedia. With more student-based learning, learners will have more opportunities to work with others. Collaborative work, interest based learning, less

My Future Vision of an Elementary Classroom

whole group instruction, and more discourse will be prominent in tomorrows classrooms. Teachers and students will be seen more as team players instead of divided as masters and the novices. Multimedia will help to bring students together which will evoke more creativity, higher leveled thinking, and more inquiry based learning. Examples would include tablets, SMART tables, and more computers. Students will also have more access to other sources including online instruction and communication with global learners. In this vision, the community of educators and resources will come together to make our youth more independent. The focus will no longer be on the process of teaching, but the products of students learning. This new direction of education will help to prepare our students for the competitive workforce and instill a passion for learning that goes beyond elementary school. Hartford Academy has a promising future vision because of its steady path to the future. According to Ringsted (1998), an essential shift in perspective and even change in all activities from a teaching centered approach to active learning is in progress (p. 280). This uncovers how the role of the teacher is moving towards a less central role for delivering knowledge. This permits students to be active in their own learning process. The teacher will be more responsible for implementing lifelong learning principles, [managing] and [communicating] information, and [being] able to teach methods of obtaining and using this information to promote student independence (Ringsted, 1998, p. 280). This new shift will make students less reliant on teachers for information and will encourage students to use each other to better themselves. Relying on their own instincts and increasing their problem solving skills, Hartford Academy students will use their own experiences and others opinions and perspectives to formulate their own learning. Learning will become more flexible and less rigid due to more engagement, less

My Future Vision of an Elementary Classroom

lecturing, and more student involvement. Technology will be the link to bridge students together as they use it gain, assess, and share their knowledge. The increase of multimedia will create a sense of unity and be seen as another instructor rather than just a form of entertainment. With this new way of learning, some challenges will have to be considered. A major adjustment for Hartford Academy teachers will need to be made in order for student-based learning to be effective. Teachers may have difficulty managing learning groups if they are reliant on teacher-based learning due to the relinquishment of some control. Ringsted (1998) feels the prerequisites and content of basic and supplementary teacher training must be developed to respond to these requirements (p. 280). Professional development and studentcentered learning expectations will have to be given before it can be fully implemented in future classrooms. This preparation and practice will take much time before real results will be seen. Students will need more practice of learning from others due to their unfamiliarity of the concept. Due to demographics, it is possible that students that require more individual attention may be ignored or neglected as other students may dominant the group. With the increase of students with special needs, as well as English Language Learners, it may be difficult for teachers to make sure all students are getting the proper support during this student-centered approach. Hartford Academy should invest in this future scenario because without a new way of thinking, our students will be unprepared citizens of our country. With the current focus on the teacher, students will be deprived of authentic learning experiences. Their critical thinking skills will diminish as they are only given information from one source. The divide between teacher and student will widen and the dependence on the educator as the sole resource will continue.

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Students will not be given a true educational experience which goes against what the educational system believes in. The love of learning will dissipate as students are continuously bombarded with test-taking strategies instead of much needed social learning interactions. Planning accordingly requires Hartford Academy to offer professional teacher training to effectively execute student-centered learning and technological resources. Learner-centered state standards will need to be made in order for country wide usage to be seen. Schools that already have experience with student-based learning can be sought to provide modeling tips. To make students familiar with educational programs, technological devices can be used individually if Hartford Academy is not equipped to handle in small or whole groups. Most importantly, classroom teachers will need stronger collaboration with ELL and Sped professionals to prepare for various leveled students in order to accommodate to student partnerships. Call to Action Hartford Academy will be successful as it follows the first two steps in the right direction. The first step is making educators feel equipped to transform future classrooms with more information and training in the effects of student-centered learning and all it has to offer. This will increase confidence and moral which will be needed for the adjustment to come. Classroom teachers should then unite with the Sped and ELL teachers to pool resources for productive ways to incorporate students with additional services. This will ensure that all students are engaged and included during learning interactions. There is an urgency to raise academic standards and give students more rigorous and authentic work in order to meet them. Hartford Academy is already proving to meet state standards, but with this future action plan, it will reach levels that will satisfy the learner as well.

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References Achievement First. (2013). About achievement first hartford academy elementary school. Retrieved from http://www.achievementfirst.org/schools/connecticutschools/achievement-first-hartfordacademyelementary-school/about/

Achievement First. (2013). The achievement first approach: curriculum and instruction Retrieved from http://www.achievementfirst.org/our-approach/curriculum-andinstruction/ Becta. (2008). Analysis of emerging trends affecting the use of technology in education. Research to support the delivery and development of Harnessing Technology: Next Generation Learning 200814. Retrieved from: http://schoolicltvision.wikispaces.com/file/view/consolidated_trends_analysis1.pdf

Carter, C.J. (2011). Lessons learned in dreamland: how a small urban charter school overcame start-up woes to increase reading scores 28 percent. Schools: Studies In Education, 8(2), 285-310. Retrieved from http://dx.doi.org/10.1086/662116

Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Ludgate, H. (2013). NMC horizon report: 2013 k-12 edition. Austin, Texas: The New Media Consortium. Retrieved from http://www.nmc.org/pdf/2013-horizon-report-k12.pdf

Kendall, M. (2005). Lifelong learning really matters for elementary education in the 21st century. Education Information Technologies, 10(3), 289-296. doi:10.1007/s10639-005-

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Leachman, M. & Mai, C. (2013). Most States Funding Schools Less Than Before the Recession. Retrieved from: http://www.cbpp.org/files/9-12-13sfp.pdf

Mietzner, D., & Reger, G. (2005). Advantages and disadvantages of scenario approaches for strategic foresight. Int. J. Technology Intelligence and Planning, 1(2), 220239. http://www.lampsacus.com/documents/stragegicforesight.pdf

Ringsted, Mette. (1998). Open learning in primary and secondary schools-towards the school of tomorrow in the information society. Educational Media International, 35(4), 278. Retrieved from http://www.editlib.org/p/85663

Sagi, John. (2007). Lessons from management: using strategic planning concepts to develop a universal futuring model. Futures Research Quarterly, 23(3), 39-45. ISSN: 8755-3317

World Future Society. (2013). Dictionary. Retrieved from: http://www.wfs.org/dictionary

Yates, J.R. (2008) Demographic imperatives for educational reform for culturally and linguistically diverse students. [Article] Multiples Voices for Ethnically Diverse Exceptional Learners, 11(1), 4-12. ISSN: 1547-1888