Check out this article.
Is this the way of the future for education? Can we envisage schools that so comprehensively plan for the challenge of our 21st century learners?
Reading this article made me yearn for a learning institution that encapsulates so effectively the vision that the school holds for its learners. Often schools do not clearly articulate their understanding about learners and learning and what the graduate of their institution will look like at the end of their schooling and in neglecting to do so often making decisions without the clear articulation of the most important underpinnings that should drive what is being enacted.
The model of schooling outlined in this article not only challenges the very basis of traditional schooling but it reconfigures the very foundations of the role of school in the lives of its students. It envisages the future and organises the school and the experiences of its learners to reflect this future. This school is committed to preparing its learners for the 21st century and does so by using 21st century technology, specifically video games. It not only encourages children to engage with this technology, it structures its learning to take advantage of what and how games can teach them.
Such a school is not for the faint hearted. It challenges to the very core our model of schooling, employing experts in game design to reconfigure the curriculum to reflect the essence of video games. It is interesting to note that the educational authorities do not believe that the true value of this learning will be evident until standardise tests (a measure of the authorities effectiveness) are changed to reflect the “higher order” thinking skills. The fact that the New York school authorities are in the process of enacting these changes points to a shift in what and how education needs to be delivered at least in this precinct.
This model requires many resources and challenges fundamental educational tenets. There are many reasons that can be given as to why this could not work in other settings however it is exciting that a future is envisaged and the educational institution is responding to this in such a creative and all encompassing manner.
Is this the way of the future for education? Can we envisage schools that so comprehensively plan for the challenge of our 21st century learners?
Reading this article made me yearn for a learning institution that encapsulates so effectively the vision that the school holds for its learners. Often schools do not clearly articulate their understanding about learners and learning and what the graduate of their institution will look like at the end of their schooling and in neglecting to do so often making decisions without the clear articulation of the most important underpinnings that should drive what is being enacted.
The model of schooling outlined in this article not only challenges the very basis of traditional schooling but it reconfigures the very foundations of the role of school in the lives of its students. It envisages the future and organises the school and the experiences of its learners to reflect this future. This school is committed to preparing its learners for the 21st century and does so by using 21st century technology, specifically video games. It not only encourages children to engage with this technology, it structures its learning to take advantage of what and how games can teach them.
Such a school is not for the faint hearted. It challenges to the very core our model of schooling, employing experts in game design to reconfigure the curriculum to reflect the essence of video games. It is interesting to note that the educational authorities do not believe that the true value of this learning will be evident until standardise tests (a measure of the authorities effectiveness) are changed to reflect the “higher order” thinking skills. The fact that the New York school authorities are in the process of enacting these changes points to a shift in what and how education needs to be delivered at least in this precinct.
This model requires many resources and challenges fundamental educational tenets. There are many reasons that can be given as to why this could not work in other settings however it is exciting that a future is envisaged and the educational institution is responding to this in such a creative and all encompassing manner.
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