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ERIC Number: EJ1047975
Record Type: Journal
Publication Date: 2014
Pages: N/A
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0145-9635
Educating Students for Their Futures: Three Trends for Schools in the Conceptual Age
Duffy, Elizabeth A.
Independent School, v74 n1 Fall 2014
In this article, the author points out that schools have been designed, among other purposes, to prepare students for work, and that the dominant work paradigm of each era has influenced the design of schools. In today's era of technology, virtual schools, and massive open online courses (MOOCs), education in this country has at least in part had a pre-professional emphasis. The author states that she is encouraged by developments in schools--such as the creation of maker spaces, fab labs, design studios, and other experiential spaces that encourage creativity and collaboration. These developments challenge traditional educational paradigms and resemble much more the settings in which current and future students will work. Duffy adds that, in many ways, independent schools are well positioned to capitalize on these imperatives. With relatively small class sizes, freedom from state standards, close student-faculty mentoring relationships, and control over what is taught, students are encouraged to explore topics of interest in depth and to work on authentic projects that address real-world issues. Given the ubiquity of information technology, it is inevitable and appropriate that technology becomes an increasingly prominent feature in schools and classrooms over the coming years and decades. It is essential that schools are intentional in their adoption of new technologies, so that information technology serves educational aims and is consistent with educational philosophies. Such adaptability will serve educators well over the coming decades as they continue to modify their schools to ensure that they prepare students well for "their" futures.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A