In 2030, schools will reposition their focus, moving away from the extra-curricular special interests, and moving towards the marketability of specialized learning delivery. Two school models will dominate the landscape: ‘Traditional Learning Centres’ (TLCs), and ‘Personalized Learning Centres’ (PLCs). TLC’s will continue to deliver education in teacher/classroom environments, minimal tech intervention is used, partially due to trickle down restrictions of being funded solely on municipal tax dollars. PLCs take Silicon Valley to the classroom, with learners being driven through their materials independently, on fully sponsored Apple or Google Devices. Teachers in PLCs step out of the teacher role, and in to the coach role, relying on learner motivation and tech stimulation to move the learner forward.
TLCs, being publically funded, must accept everyone, and as such, facilities are bursting at the seams. PLCs operate on a charter school basis, and enrollment is not only limited, but subjective by way of an application and approval process. Much of the ‘Ed tech revolution’ and the corresponding TLCs in K-12 education is being spearheaded by educational technology companies themselves, touting digital interventions as the solution to the “problem” of education. What is seldom discussed though, is “what IS the problem”, and if there actually is a problem “what is an equitable solution”.
Thanks for this description, Paula. I wonder what the implications of these choices are, and I am reminded that there’s a large body of literature around school choice in the US that may be helpful to you to explore.
Interesting, I did not know about these options. I wonder if expanding the boundaries for specialist education such as the fine arts for example will have an impact on enrolment in these areas now that more people will have access?
I wonder whether this type of system inadvertently integrates some kind of elitism? Perhaps simply due to geography, wherein only families with the means to provide or pay for transportation can cross boundaries to attend specific schools? Or, perhaps also due to cultural and/or intergenerational proclivities, skills, and knowledge in certain domains. Could certain schools become the most desirable for preparatory education in technology, engineering, performing arts, etc.?
~Alisha
Very interesting comment Alisha. This is what I am struggling with, the implied elitism that couples with specialized programs. I am certainly looking forward to exploring this topic/issue/trend more (well, “looking forward” maybe is the right term, but y’know…).
Paula.