The Manifest Destiny of Education: Past, Present and Beyond the Boundaries of Tradition
Saved in:
| Title: | The Manifest Destiny of Education: Past, Present and Beyond the Boundaries of Tradition |
|---|---|
| Language: | English |
| Authors: | Burian, Philip E., Muhammad, Beverly, Burian, Pamela S. |
| Source: | Contemporary Issues in Education Research. 2012 5(4):301-314. |
| Availability: | Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Secondary Education |
| Descriptors: | Electronic Learning, Distance Education, Secondary Education, Educational Change, Futures (of Society), Enrollment Projections, Relevance (Education), Models, Experiential Learning, Coaching (Performance), Teacher Role, Student Evaluation, Technology Uses in Education |
| ISSN: | 1940-5847 |
| Abstract: | The generation currently in secondary schools has never known the world without the Internet, has spent thousands of hours each year interacting with video games and social media, and has high expectations for the degree of control and choices they will have regarding employment, entertainment, and the education they receive. The employers of our future graduates have undergone--and will continue to undergo--profound changes in consumer behavior and technology-based marketing and value creation, while simultaneously facing intense global competition, rapid technological advances, and dynamic markets. Employer demands for increasingly flexible, self-motivated, collaborative, communicative, creative, energetic, technology savvy employees will continue to rise. These conditions are fundamentally changing consumer and employer expectations of education and driving the need for ever greater relevance, personalization, flexibility, mobility, and meaningful and relevant outcomes. In many respects, we must work toward and plan for an evolving target and, as such, we should work to create dynamic contexts as well as learning what can change and be modified as needed. |
| Abstractor: | As Provided |
| Number of References: | 29 |
| Entry Date: | 2015 |
| Accession Number: | EJ1073159 |
| Database: | ERIC |
| Abstract: | The generation currently in secondary schools has never known the world without the Internet, has spent thousands of hours each year interacting with video games and social media, and has high expectations for the degree of control and choices they will have regarding employment, entertainment, and the education they receive. The employers of our future graduates have undergone--and will continue to undergo--profound changes in consumer behavior and technology-based marketing and value creation, while simultaneously facing intense global competition, rapid technological advances, and dynamic markets. Employer demands for increasingly flexible, self-motivated, collaborative, communicative, creative, energetic, technology savvy employees will continue to rise. These conditions are fundamentally changing consumer and employer expectations of education and driving the need for ever greater relevance, personalization, flexibility, mobility, and meaningful and relevant outcomes. In many respects, we must work toward and plan for an evolving target and, as such, we should work to create dynamic contexts as well as learning what can change and be modified as needed. |
|---|---|
| ISSN: | 1940-5847 |
