The Future of Education

The Future of Education
Education refers to the systematic process of receiving or giving learning instructions that occur mostly at schools and universities. The teachings that individuals acquire from this practice impart the inherent and lasting changes in their degrees of reasoning and capacities to solve problems effectively. Conventionally, learners have acquired the education through physical classroom environments, in which the teachers directly interact with and dispense the course materials to the students. However, with the technological advancements and the digitisation of learning methodologies, this traditional form of curriculum teaching and delivery lessons is poised to change. In essence, the scientific innovations in the education systems have become ubiquitous and made lessons to be more interactive and appealing, thus improving teaching as well as the extent to which the students successfully retain the course concepts. Therefore, from the highlighted perspective, this research defends the position that the future education will be technology-based and that the students’ learning spaces will span beyond the typical classrooms that exist in the present time. Also, the digitisation of school instructional materials will augment the concept of online learning.
Schools and colleges have embraced new technologies that have changed the modes that the teachers use to deliver lessons and how students learn. According to Rogers (2018), a research that was conducted by Randstad Education indicates that the learning institutions have adopted the latest technologies to bolster their teachings and advance the levels of student interactions and engagements. Hence, education will become project-based and interactive to promote commitment and the self-intuition by students, as opposed to the current traditional method that is more instructive-based. Therefore, the classroom teaching will be infused with the internet-based devices such as tablets, computers, and smartwatches, which are embedded with the requisite data and sharing capabilities to digitally link students and teachers (Rogers, 2018). In effect, the digitised learning will not only reduce the workload for teachers but also increase the efficiency of the erudition process by reducing the durations required to perform classroom tasks. However, the prevalent technological development in education is expected to complement the work that is done by the teachers; not to replace them.
The new technologies such as the artificial intelligence, machine learning, and instructional software are transforming the conventional roles of educators, thereby creating theoretical shifts in the techniques of teaching, as well as remodelling the classroom. In this regard, Benard (2017) posits that the digitised education system offers effective ways through which the learning models can become extensively personalised for the students. Essentially, this observation is based on the fact that each scholar learns differently. Hence the technology enables the teachers to accommodate the unique learning styles through the specifically adapted approaches. In particular, Benard (2017) claims that “technologies like DreamBox, a math education software that is used in several classrooms across the US, adapts to each student’s skill level and lets students learn at a pace best-suited to their needs.” Accordingly, the highlighted adaptive learning software is progressively negating the necessity of textbooks in classrooms since the students can undertake their coursework with the aid of computer programs that are modelled to suit their specific needs.
Technology is poised to advance the levels of connectedness and collaboration between teachers and students, as well as among the learners themselves (Ortolan, 2018). Hence, the current concept in which the teacher issues direct instructional materials to a class full of students is increasingly waning. The digitised and collaborative approach to learning that has gained prominence in most schools has expanded the students’ learning spaces beyond the traditional classrooms, thus making the scholars be co-creators of the process.
In Conclusion, the advancements in technology are transforming the future of education, from a traditional classroom environment that is overly characterised with the teacher-student instructions, to a more collaborative and personalised one that promotes engagement by learners. Therefore, this development is poised to consolidate and embed the course materials in the digital gadgets that enhance knowledge consumption and sharing among students. Besides, the aspect of digital learning has become ubiquitous as a result of this technological change.