LRNT523 Activity 7
I’m captivated by science fiction, often dreaming of the remarkable technologies imagined in my favorite books, movies, and TV shows. Star Trek introduced us to the universal translator and food replicators, while Dune gifted us personal shields for enhanced safety. H.G. Wells and Back to the Future opened the door to time travel, creating endless possibilities for exploration.
Among my favorite future worlds is in local BC author William Gibson’s Neuromancer, a dazzling dive into cyberspace around the year 2040 where technology blurs the line between reality and virtual existence. In the digital labyrinth of Neuromancer, characters navigate what has become an overwhelming data landscape. Our students, like Case, may find themselves lost in a sea of memes and quizzes instead of engaging with fundamental concepts. In their 2020 paper, Macgilchrist et al. describe a parallel social science future of “smooth users” (p. 77) and “digital nomads” (pp. 80-82) with technology inextricably embedded into their lives and education.
Fast forward to 2030, where I envision a classroom shaped by these technological dichotomies. I picture students glued to their screens, swiping through an Infinite Scroll Curriculum, absorbing everything from “Mad Math Memes” to “Historical Life Hacks.” Selwyn (2024) warns that excessive reliance on technology can turn students into information zombies, leading to superficial experiences. Who needs critical thinking when “Socks 101” is trending in your feed? Here, in the 2030 classroom, meaningful learning takes a backseat to viral knowledge bites.
As we digitally march forward, I see a future that’s a blend of hope and caution. EdTech has the potential to democratize access to knowledge, but our challenge will be to harness it wisely. If we’re not careful, we might find 2030 classrooms filled with endless TikTok tutorials on “How to Look Busy While Doing Nothing!”
References
Gibson, W. (1984). Neuromancer. Ace Books.
Ideogram.ai. (2024). Cartoon image for blog post: Infinite Scroll Curriculum: Education in 2030. https://ideogram.ai/g/EuRVBKohSOKDBSozrYhFGg/1
Macgilchrist, F., 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, https://doi.org/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 fiction. Learning, Media and Technology, 45(1), 90-106. https://doi.org/10.1080/17439884.2020.1694944
I have made some changes to my post and updated it today highlighting the focus I will have on the data tsunami that has overtaken our shores and information overload that makes knowing where to focus and what matters exponentially more difficult.
All feedback welcome!
Kirsten
Hi Kirsten,
Although I must say, I haven’t read Neuromancer… yet, the way you describe it has piqued my interest – it sounds like an amazingly captivating, futuristic world.
Your reference to the “Infinite Scroll Curriculum” carries a strong image of how educational technology might shape classrooms in 2030. Your post made me wonder if our future will see less or possibly more intentional guidance from educators.
I love being the “guide on the side” of a well-structured theory or lab, and I hope that doesn’t disappear any time soon. It’s hopeful – and maybe even possible – that, among the “Socks 101” clips, we can remain pedagogically intentional with our framework and curriculum design, while coupling it with facilitated, guided use of these micro-learning “Mad Math Memes” and the like.
Thanks for such a thought-provoking post – I’m definitely going to check out Neuromancer!
Darren
Hi Darren – thanks for your reply.
I don’t know if you ever saw the movie Johnny Mnemonic – but the setting for that movie and Neuromancer are the same. Written by William Gibson. Here’s a fun fandom site that talks about the relationship between them: https://neuromancer.fandom.com/wiki/Johnny_Mnemonic
I too believe there is a place for teachers, no matter how much technology is adopted and hope that progress will help not only students but also teachers to value their interactions even more.
Kirsten