Educational Organization

• founded in 1864 In Connecticut

• private, for profit educational institution

• career oriented education

• purpose – training applicants for a career in business/allied health field

• accelerated learning

• post secondary higher education

EDUCATIONAL ORGANIZATION

adult learners mostly

certificate and diploma programs

up-to-date training

blends hands-on-skills with classroom theory

technology- computers

software – PowerPoint, Engrade, and YouTube

PUBLIC POLICY

• until July 1, 2013, over 30 years, there have been no changes to Public Policy in Connecticut

administered by the Department of Higher Education

• consolidated financial aid from three programs into one called the Governor’s Scholarship Program (GSP)

ECONOMIC/BUDGETARY TRENDS

• combined deficits of 50 state governments $85 billion

• external sources of funding needed

• online learning cost effective way to deliver postsecondary education

• funding challenges not resolved

• fewer funding resources to meet lifelong learning

• (Howell, Lindsay, & Williams. 2014)

DEMOGRAPHIC TRENDS

• students need to be competent prior to graduation

• internet is dominating the economy increasing the power of people and changing business models

• everyone needs to be computer competent to survive in the 21st century

• large growth in internet usage

• (Hodgkinson, H., 2008)

AGING POPULATION

a rapid increase in the population over 65 years old

less youth

financial burdens

population aging – mortality decreasing

rising cost of health care

(Hodgkinson, 2008)

EDUCATIONAL TECHNOLOGY TRENDS

electronic educational technology important part of society

slight plateauing of online learning

online learning is foundational to both education and life

a world of information in our hand

increases scores on standardized tests

potential to change education

(Leer & Ivanov, 2013)

SCENARIOSSTRENGTHS

does not describe just one future but several realizable futures

opens up mind to unimaginable possibilities

appropriate way to recognize disruptive events

improves communication, coordinates function

WEAKNESSES

very time consuming

need deep understanding and knowledge of the field under investigation

definition of scenarios – scenarios are the future development of a trend or wild card event that maybe described in a story or outline form

(World Future Society, n.d.)

SCANNING

STRENGTHS

an ongoing systematic process to gather information about peripheral systems

WEAKNESSES

must scan in preset domains – Social, Technological, Economic. Ecological and Political (STEEP)

not getting the right information or too much information which may not be valuable

not scanning broadly enough

(Bishop & Mills, 2000)

TECHNOLOGIES

COMPUTERS

students – mostly for practice of standardized testing

staff – educational material for the students

administration – payroll, reports

BRING YOUR OWN DEVICE

students – limited – banned during classroom time, may change policy

SIMULATION LAB

mannequin available for students to practice procedures on, area set-up as a hospital room – adequate for training purposes

SOFTWARE

PowerPoint for class presentation, Engrade for grades and YouTube for visualization of a procedure

(Prensky, 2013)

VISION/PLAN FOR THE FUTURE

allow SmartPhones in the classroom to supplement learning and make it more interactive

submit new curriculum to the State for approval

assign computer learning of educational materials for home work

prerequisite courses in math and English accomplished independently by online learning module-completed material with a passing grade put into students academic record

PLAN FOR CHANGE

computer attitudes

traditional teaching philosophy

beliefs about technology

personal computer history

future teaching with computers

technology skills training

survey given to all teachers working with students

schedule Workshops for teacher learning in a friendly and supportive environment

(Fluck & Dowdent, 2011)

A CALL TO ACTION a clear view on the role of Information and communication technology

(ICT) in the 21st century learning

few assessments designed to measure outcomes

radically restructure schools to be able to use multiple technology

understand student technology experiences

develop models for teacher learning on technology

infrastructure development

articulation of technology changes in the curriculum

private-public partnership

(Voogt, Knezck. & Brummelhuis, 2011)

A CALL TO ACTION AT CCC

a call to action identifies that the subject matter is important and immediate action should be taken

get staff and faculty involved so that they will join in the cause to make the identified vision a reality

a flyer and social media would be employed to get peoples attention

Workshops would be scheduled to include a discussion about the vision of education for the school- workshops to alleviate fears, answer question and gather any of their ideas

involvement by the community so they know what to expect-leading to their support in the future and possibly some funding if it necessary

REFERENCESBishop, P., & Mills, A. (2000). Using futurism techniques in planning. An introduction for actuaries Retrieved on 7/8/2015 from the Society of Actuaries, http://www.soa.org

Citrus County College (2015). Retrieved on 8/1/2015 from CCC.com

Fluck, A., & Dowdent, T. (2011). On the cusp of change: examining pre-service teachers beliefs about ICT and envisioning the digital classroom of the future. Journal of Computer Assisted Learning

Hodgkinson, S., Lindsay, N., & Williams, P. (2014). Demographic Trends and the Federal Role in Education. pg. 1-31

Houle, D. (n.d.) What is a futurist? Retrieved on 7/8/2015 from http://www.youtube.com/watch?v=jQYYsb8ngMQ

Howell, S., Lindsay, N., & Williams, P. (2014). Higher Education Reform. Next generation model to success and control costs. The Progress of Education Reform. 12(4) 1-4

Leer, R., & Ivanov, S. (2013). Rethinking the Future of Learning: The Possibilities and Limitations of Technology in Education in the 21st Century. International Journal of Organizational Innovation, 54(4), 14-24

Manning, K. (2014). The perfect storm: factors driving the future of American Education. The Huffington Post, 6/9/2014

REFERENCES

NMC Horizon Report (2014). Retrieved on 6/23/2015 from http://redarchive.nmc.org/horizon-project

Prensky, M. (2013). Our Brains Extended. Educational Leadership 70(6) 22-27

Voogt, J., Knezck, G., Cox, M., & Brummelhuis, A. (2011). Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action. Journal of Computer Assisted Learning