Keri Facer. Learning Future, Education, Technology and Social Change. Routledge Publications, 2011. 192 pages. US$ 44.95.

2011 ◽  
Vol 50 (2) ◽  
pp. 181-182
Author(s):  
Zain Rafique
Keyword(s):  
Social Change ◽  
Climate Warming ◽  
Education Technology ◽  
Digital Technologies ◽  
Mineral Resources ◽  
The World ◽  
The Future ◽  
Thinking Differently ◽  
Future Of Education ◽  
Future Education

Learning Future, Education, Technology and Social Change by Keri Facer is an informative book drawing on over 10 years of research on digital technologies, social change and education. The writer makes a compelling argument for thinking differently about the future for which education might need to prepare. Packed with case studies from around the world, the book helps to bring into focus the risks and opportunities for societies and for schooling over the coming two decades. Most people recognise that current education systems are not meeting the needs of individuals and ‘society’ and several books have been written on the future of education. In this context, Keri Facer investigates the scenario of education, technology and social change over the coming two decades by considering nine assumptions about socio-technological change. These include that in next 20 years there would be significantly increased computing and communication at a distance will be taken for granted by the large majority of people. Moreover, working and living alongside sophisticated machines and networks will increasingly be taken for granted and biosciences will produce unpredictable breakthroughs and important new stories about us. Population is ageing globally and energy, mineral resources and climate warming will remain significant issues. And finally we will be facing radical national and global inequalities.

scholarly journals Identity, language learning, and social change

2011 ◽  
Vol 44 (4) ◽  
pp. 412-446 ◽  
Author(s):  
Bonny Norton ◽  
Kelleen Toohey
Keyword(s):  
Social Change ◽  
Language Learning ◽  
Language Learners ◽  
Digital Technologies ◽  
Review Article ◽  
Gender And Sexuality ◽  
Imagined Communities ◽  
Learning And Teaching ◽  
Language Identity ◽  
The World

In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs ofinvestmentandimagined communities/imagined identities(Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.

scholarly journals Commentary: We Are a Global Community: What if We Collaborated?

2016 ◽  
Vol 10 (1) ◽  
pp. 37-46
Author(s):  
Julie Lindsay
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Digital Technologies ◽  
Global Community ◽  
Connected Learning ◽  
Global Context ◽  
New Approaches ◽  
The World ◽  
The Future ◽  
Pedagogical Approaches

Connected and collaborative learning that leads to co-creation of ideas and solutions is imperative across all levels of education. To make the shift we want to see, we need to understand the pedagogy of online learning in a global context. This commentary shares an understanding of thought leaders who have developed and shared new approaches that take learning beyond the immediate environment sca olded by digital technologies. It also poses the question, "What if we collaborated as a global community?" and starts a conversation about new pedagogical approaches to support " at," connected learning. This is already happening now—the future is now— it’s time to connect the world.

Digital credential infrastructure: gateways to the future of medicine (Preprint)

2021 ◽  
Author(s):  
James Brogan ◽  
Henry Goodier ◽  
Manreet Nijjar ◽  
Christian Rose
Keyword(s):  
Severe Acute Respiratory Syndrome ◽  
Information Exchange ◽  
Digital Technologies ◽  
Healthcare Systems ◽  
Critical Moment ◽  
The World ◽  
The Future

UNSTRUCTURED The current credentialing process for physicians struggled to accommodate fluctuating regional demands for providers during the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic. This hurdle highlighted existing inefficiencies and difficulties facing healthcare systems across the world and led us to explore how credentialing can be improved using digital technologies. We explain how this is a critical moment to make the shift from physical to digital credentials by specifying how a digital credentialing system could simplify onboarding for providers, enable secure expansion of telehealth services, and enhance information exchange.

Societies of the Possible

The Possible ◽  
2020 ◽  
pp. 148-172
Author(s):  
Vlad P. Glăveanu
Keyword(s):  
Social Change ◽  
Historical Time ◽  
The Core ◽  
Form Of Government ◽  
The World ◽  
The Future ◽  
Core Concepts ◽  
Communal Living ◽  
Democratic Systems

This chapter uses the core concepts of position, perspective, and dialogue to analyze the workings of society. From this standpoint, we cannot conceive the possible outside of a societal framework given the fact that societies, all over the world and across historical time, comprise a variety of positions and, through the accumulation and transmission of culture, allow the development of perspectives, including on society itself. At the same time, societies are constantly transformed by the sense of possibility that fuels social change, activism, and the imaginative construction of the future in utopias and dystopias. Democratic systems, built on plurality and dialogue, tend in principle to expand the possible for individuals and communities adopting them. And yet democracies, as both a form of government and a way of living, are inherently fragile. In the end, societies of the possible are both an ontological condition for human communal living and a reality that should not be taken for granted.

Roads to Engineer

1989 ◽  
Vol 203 (2) ◽  
pp. 65-75
Author(s):  
P J Nevitt
Keyword(s):  
Global Approach ◽  
Personal View ◽  
The World ◽  
The Future ◽  
Future Education

The 1989 Chairman of the Automobile Division gives a brief career history, an informative view of the world vehicle industry, and a personal view of the future education of engineers stressing the need for the profession to adopt a more global approach.

scholarly journals Education of population for the future and the future of education

Stanovnistvo ◽  
2017 ◽  
Vol 55 (1) ◽  
pp. 63-85
Author(s):  
Biljana Jovanovic-Gavrilovic ◽  
Biljana Radivojevic
Keyword(s):  
Sustainable Development ◽  
Human Capital ◽  
Industrial Revolution ◽  
Knowledge And Skills ◽  
Fourth Industrial Revolution ◽  
The World ◽  
The Future ◽  
Future Of Education ◽  
The Impact

The key to the future of any country in the modern world lies in the knowledge, skills and talent of its population. This gives a special importance to education through which human capital is created as an important component of national wealth. Different methods of measuring human capital are found in literature. There is a well-known division into monetary and non-monetary methods, with the latter being specifically addressed in the article. Education plays an important role in achieving sustainable development. Through education, knowledge about sustainable development is acquired while human resources that are capable and willing to achieve this development are created. Education, just like sustainable development, has a long-time perspective. In both cases, the interests of the future are respected when making decisions in the present. The impact of education on sustainable development is manifested through all three of its dimensions ? economic, social and environmental. The key role of education for achieving sustainable development has been globally recognized and embedded in relevant United Nations documents, including a new global development agenda by 2030, focusing on the Sustainable Development Goals, of which Objective 4 explicitly refers to education. The European Union also pays considerable attention to education for the future in the context of the commitment of its members to achieve sustainable development. Serbia, at least declaratively, follows it, given the orientation of the country to join this regional integration. The future of education is under the strong influence of global mega trends, especially the Fourth Industrial Revolution, which strongly influences the world of work and the necessary knowledge and skills. During the earlier industrial revolutions, it took several decades to build appropriate education and training systems, but there is no time for that now. Changes must be anticipated, and reactions should be quick. The quality of educational systems of countries around the world and their preparedness for the challenges of the new age can be evaluated on the basis of the results of the Program for International Student Assessment ? PISA, the most important research in the field of education, which, under the auspices of the OECD, tests the knowledge and skills of fifteen-year-olds, and relying on the composite indicator introduced by the World Economic Forum ? Global Human Capital Index (GHCI). The results for Serbia are generally discouraging, but in some segments, they point to the country?s hidden potentials that should be activated. Education represents the development opportunity of Serbia at the threshold of the Fourth Industrial Revolution. As a small and economically country, Serbia should not remain at the margin of events, in the role of a passive observer. On the contrary, through adapting its education system to the demands of time by adequate financial and institutional support, thus improving human capital of the people, Serbia can find its place in a changing labor market and create preconditions for dynamic and sustainable economic development.

scholarly journals Reflexões sobre educação, sociedade e tecnologia, numa perspectiva libertadora / Reflections on education, society and technology, in a liberating perspective

2017 ◽  
Vol 10 (2) ◽  
pp. 158-168
Author(s):  
Wilkens Lenon Silva de Andrade
Keyword(s):  
Rapid Development ◽  
Education Technology ◽  
Digital Technologies ◽  
Education Society ◽  
Production Of Knowledge ◽  
The World ◽  
Cultura Escolar ◽  
Education And Society ◽  
Globalized World ◽  
Current Stage

RESUMO: O atual estágio do desenvolvimento humano definido pelas tecnologias da inteligência, hoje acelerado pelo rápido desenvolvimento das tecnologias digitais e a expansão das redes cibernéticas, estabelece desafios urgentes para o mundo da educação e as suas relações com a sociedade. Em diálogo com Abranches (2003), Bernheim (2008), Castells (2000), Dowbor (2011), Freire (1967), Silveira (2008) e outros autores relevantes à nossa reflexão, o artigo analisa as contradições existentes entre a produção do conhecimento no contexto da cultura escolar, sobretudo no âmbito da academia, e a privatização do conhecimento desenvolvido, transformado-o em capital cognitivo a partir das novas práticas capitalistas no mundo globalizado. As primeiras ideias deste ensaio nasceram em 2011, durante as aulas da disciplina “Educação e Sociedade”, no curso de mestrado em Educação Matemática e Tecnológica, no Centro de Educação da Universidade Federal de Pernambuco. A análise segue, portanto, um percurso metodológico que revisa e revisita a bibliografia tomada como arcabouço teórico do presente texto.PALAVRAS-CHAVE: sociedade; educação; conhecimento; tecnologias digitais; mudança da realidade.ABSTRACT: The current stage of human development defined by intelligence technologies, now accelerated by the rapid development of digital technologies and the expansion of cybernetics, poses urgent challenges for the world of education and its relations with society. In a dialogue with Abranches, Bernheim, Castells, Dowbor, Freire, Silveira and other authors who are relevant to our reflection, this article analyzes the contradictions between the production of knowledge in the context of school culture, especially in the academy's sphere and the privatization of developed knowledge which is transformed into cognitive capital from the new capitalist practices in the globalized world. The first ideas of this essay was born in 2011, during Education and Society classes which were part of a master's degree course in Mathematics and Education Technology at Federal University of Pernambuco. Therefore, It follows a methodological route that revises and revisits the bibliography taken as the theoretical framework for the present text.KEYWORDS: society; education; knowledge; digital technologies; reality change.

scholarly journals Design students - the future is in your hands

2016 ◽  
pp. 141-161
Author(s):  
Ella Britton
Keyword(s):  
Social Change ◽  
Call To Action ◽  
The World ◽  
The Future ◽  
Design Students ◽  
Design For Social Change

This article is based on a talk I delivered in March 2016 to a group of design students in the School of Design and Architecture at Tecnológico de Monterrey in Querétaro. This talk was a call to action for all students who are interested in design for social change. It encouraged them to delve into their personal motivations and values, and self-imposed limitations. Giving them some examples of how designers can change the world in a myriad of ways. The world needs compassionate, creative and very smart designers, taking the places of the old guard. The future is in their hands.

Resilient Sustainable Education for the Future of Education

2021 ◽  
pp. 16-43
Author(s):  
Ebba S. I. Ossiannilsson
Keyword(s):  
Lessons Learned ◽  
Social Dimensions ◽  
Review Of The Literature ◽  
Economic Sectors ◽  
The Social ◽  
Dimensions Of Learning ◽  
The World ◽  
The Future ◽  
Future Of Education ◽  
Global Initiatives

In 2020, the COVID-19 pandemic affected all economic sectors and disrupted many areas of our lives, especially education. More than 1.7 billion learners in over 200 countries around the world were affected, and these numbers will continue to increase in 2021 and beyond. Therefore, the effects of the COVID-19 pandemic must be understood in order to be better prepared for future disruptions. There is a need to recognize that education is an investment in rebuilding. The key lessons learned are that the future of education needs to be rethought without forgetting the past. Certainly, there is room for improvement in the technical area, but most importantly, it is critical to recognize the social dimensions of learning and education. This conceptual chapter provides a review of the literature on several global initiatives to shape the futures of education by focusing on resilient open education for all in the context of social justice, human rights, and democracy.

The Art of Teaching: A New Technique in Plane Geometry

1948 ◽  
Vol 41 (4) ◽  
pp. 189-190
Author(s):  
D. A. Zarlengo
Keyword(s):  
Subject Matter ◽  
Plane Geometry ◽  
New Technique ◽  
Visual Instruction ◽  
The Past ◽  
The World ◽  
The Future ◽  
A New Technique ◽  
Future Education ◽  
Major Emphasis

With the ending of the war, many of us feel that the world and the life of earlier years will never return. The rapid developments in all fields during the past several years will leave their results with us, and we shall feel and live them long into the future. Education has had its share in this transition. During the training of American youth all methods of presentation of subject matter had to be tried for the quickest and best method. Needless to say visual instruction received a major emphasis; enough to make it a definite part of modern teaching.

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