This book is about accepting the reality of change and encouraging educators or educational stakeholders to be willing to experiment and try new things with learners. It gives an overview of the current state of education and covers what needs to be done to move education to where it needs to be in the future.
This book is about accepting the reality of change and encouraging educators or educational stakeholders to be willing to experiment and try new things with learners. It gives an overview of the current state of education and covers what needs to be done to move education to where it needs to be in the future.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Ian Jukes has been a teacher, an administrator, writer, consultant, university instructor, and keynote speaker. He is the director of the InfoSavvy Group, an international consulting group that provides leadership and program development in the areas of assessment and evaluation, strategic alignment, curriculum design and publication, professional development, planning, change management, hardware and software acquisition, information services, customized research, media services, and online training as well as conference keynotes and workshop presentations. Over the past 10 years, Jukes has worked with clients in more than 40 countries and made more than 7,000 presentations, typically speaking to between 300,000 and 350,000 people a year. His Committed Sardine Blog is read by more than 78,000 people in 75 countries.
Inhaltsangabe
Foreword By Steve Wozniak Acknowledgments About the Authors INTRODUCTION Why This Book Is Called A Brief History of the Future of Education Why Educators Must Adapt How 20th Century Mindsets Impede Learning Creating a Movement How to Approach This Book 1. BEYOND "THAT'S THE WAY WE'VE ALWAYS DONE IT" A Preamble About Five Monkeys Why We Do the Things We Do TTWWADI and School Mindsets Ways to Demonstrate TTWWADI Chapter Summary Questions to Consider 2. WHAT THE FUTURE HOLDS FOR OUR STUDENTS An Old Mindset for the Modern World Chapter Summary Questions to Consider 3. LIFE IN THE AGE OF DISRUPTIVE INNOVATION How Disruptive Innovation Forces Change Skill Sets in the New Global Economy What All This Change Means for Education Careers in the New Global Economy The Purpose of Education in Modern Times Chapter Summary Questions to Consider 4. THE NINE CORE LEARNING ATTRIBUTES OF DIGITAL GENERATIONS #1 Digital Learners Prefer Receiving Information From Multiple, Hyperlinked Digital Sources #2 Digital Learners Prefer Parallel Processing and Multitasking #3 Digital Learners Prefer Processing Pictures, Sounds, Color, and Video Before They Process Text #4 Digital Learners Prefer to Network and Collaborate Simultaneously With Many Others #5 Digital Learners Unconsciously Read Text on a Page or Screen in a Fast Pattern #6 Digital Learners Prefer Just-in-Time Learning #7 Digital Learners Are Looking for Instant Gratification and Immediate Rewards, as Well as Simultaneously Deferred Gratification and Delayed Rewards #8 Digital Learners Are Transfluent Between Digital and Real Worlds #9 Digital Learners Prefer Learning That Is Simultaneously Relevant, Active, Instantly Useful, and Fun Instruction for the Digital Generations Chapter Summary Questions to Consider 5. HOW TO LOOK BACK TO MOVE FORWARD Examine the Past to Look to the Future Consider the Default Future Versus Taking Action The Biggest Challenges for the Future of Education Chapter Summary Questions to Consider 6 LEARNING IN THE YEAR 2038 A Day in the Life of Alice Eleven Predictions of Learning in the Year 2038 Chapter Summary Questions to Consider 7 NEW SKILLS FOR MODERN TIMES How We Have It All The Eight Essential Skills of Modern Learning The Path Forward Chapter Summary Questions to Consider 8 NEW ROLES FOR EDUCATORS Role #1: Educators Must Be Future-Focused Role #2: Educators Must Be Lifelong Learners Role #3: Educators Must Be Learning Facilitators, Not Sages on the Stage Role #4: Educators Must Be Expert Generalists, Not Specialists Role #5: Educators Must Embrace Discovery Learning Role #6: Educators Must Enhance Instruction With Real-World Meaning Role #7: Educators Must Broaden the Perspective of the Curriculum Role #8: Educators Must Be Evaluators of the Level of Thought Role #9: Educators Must Teach to the Whole Mind Role #10: Educators Must Use Technology as a Learning Tool Role #11: Educators Must Be Holistic Evaluators Chapter Summary Questions to Consider Epilogue Where We Begin The Committed Sardine Questions to Consider References and Resources Index
Foreword By Steve Wozniak Acknowledgments About the Authors INTRODUCTION Why This Book Is Called A Brief History of the Future of Education Why Educators Must Adapt How 20th Century Mindsets Impede Learning Creating a Movement How to Approach This Book 1. BEYOND "THAT'S THE WAY WE'VE ALWAYS DONE IT" A Preamble About Five Monkeys Why We Do the Things We Do TTWWADI and School Mindsets Ways to Demonstrate TTWWADI Chapter Summary Questions to Consider 2. WHAT THE FUTURE HOLDS FOR OUR STUDENTS An Old Mindset for the Modern World Chapter Summary Questions to Consider 3. LIFE IN THE AGE OF DISRUPTIVE INNOVATION How Disruptive Innovation Forces Change Skill Sets in the New Global Economy What All This Change Means for Education Careers in the New Global Economy The Purpose of Education in Modern Times Chapter Summary Questions to Consider 4. THE NINE CORE LEARNING ATTRIBUTES OF DIGITAL GENERATIONS #1 Digital Learners Prefer Receiving Information From Multiple, Hyperlinked Digital Sources #2 Digital Learners Prefer Parallel Processing and Multitasking #3 Digital Learners Prefer Processing Pictures, Sounds, Color, and Video Before They Process Text #4 Digital Learners Prefer to Network and Collaborate Simultaneously With Many Others #5 Digital Learners Unconsciously Read Text on a Page or Screen in a Fast Pattern #6 Digital Learners Prefer Just-in-Time Learning #7 Digital Learners Are Looking for Instant Gratification and Immediate Rewards, as Well as Simultaneously Deferred Gratification and Delayed Rewards #8 Digital Learners Are Transfluent Between Digital and Real Worlds #9 Digital Learners Prefer Learning That Is Simultaneously Relevant, Active, Instantly Useful, and Fun Instruction for the Digital Generations Chapter Summary Questions to Consider 5. HOW TO LOOK BACK TO MOVE FORWARD Examine the Past to Look to the Future Consider the Default Future Versus Taking Action The Biggest Challenges for the Future of Education Chapter Summary Questions to Consider 6 LEARNING IN THE YEAR 2038 A Day in the Life of Alice Eleven Predictions of Learning in the Year 2038 Chapter Summary Questions to Consider 7 NEW SKILLS FOR MODERN TIMES How We Have It All The Eight Essential Skills of Modern Learning The Path Forward Chapter Summary Questions to Consider 8 NEW ROLES FOR EDUCATORS Role #1: Educators Must Be Future-Focused Role #2: Educators Must Be Lifelong Learners Role #3: Educators Must Be Learning Facilitators, Not Sages on the Stage Role #4: Educators Must Be Expert Generalists, Not Specialists Role #5: Educators Must Embrace Discovery Learning Role #6: Educators Must Enhance Instruction With Real-World Meaning Role #7: Educators Must Broaden the Perspective of the Curriculum Role #8: Educators Must Be Evaluators of the Level of Thought Role #9: Educators Must Teach to the Whole Mind Role #10: Educators Must Use Technology as a Learning Tool Role #11: Educators Must Be Holistic Evaluators Chapter Summary Questions to Consider Epilogue Where We Begin The Committed Sardine Questions to Consider References and Resources Index
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