As I ponder assignment three I marvel at some technological changes that have occurred over the past 33 years since I began teaching. However, until this current pandemic, the goals and institutional elements of a physical classroom full of students with an instructor at the front, delivering content in various ways has not shifted much (Macgilchrist, Allert, & Bruch, 2020, p. 79). Covid 19 has unleashed, or perhaps more accurately, accelerated, changes to educational delivery that will continue, perhaps beyond 2030. There is however, a future that we should be striving for by 2030, one that aligns with the tone of Macgilchrist, Allert, & Bruch’s, (2020) scenario of “collective agents, in institutions as spaces for exploring new forms of living” (p. 82). It is a future that would emphasize outdoor experiential place-based education, and Indigenous ways of knowing, but what are the ed-tech strategies that can best be used to support it? And, what shifts in education are required? Would it be accurate to say that nothing short of a transcendence of the current economic paradigm (which directs educational norms) will be required for “exploring new forms of living” in order for humanity to adapt to or mitigate the ongoing and accelerating climate crisis which will affect everyone? It is interesting and tempering that Selwyn, Nemorin, and Perrotta (2020) emphasize continuation of current trends, eschewing “radical demographic, environmental and/or economic futures” (p. 3) in their paper. The “pretense of digital ‘knowing’ (p.14) as seen at Lakeside contrasts with what I would hope for in any pedagogy of the future, one where the outdoors is seen as valid classroom space.


Macgilchrist, F., Heidrun Allert, H., Bruch, A. (2020) Students and society in the 2020s. Three future ‘histories’ of education and technology, Learning, Media and Technology, 45:1, 76-89, DOI: 10.1080/17439884.2019.1656235

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2020). What might the school of 2030 be like? An exercise in social science fictionLearning, Media and Technology45(1), 90-106.