Jesus Works Chapter One Jesus – A Man of Many Talents: Upper Echelon Jesus

Jesus Works Chapter One Jesus – A Man of Many Talents: Upper Echelon Jesus

Jesus the Son

JesustheSon

I understand how being a son might seem to be outside the bounds of work. But, it’s important to realize that not only was the position of son in the first century an occupation, it was an elevated position in society. Inheritance and the transfer of power and wealth in first century Jewish society was very similar to what we see throughout the Old Testament. The firstborn son basically inherited the greatest share of the father’s wealth and then carried on the family name. In Jesus’ time, He as a Son was doing this very same thing. He had all the inheritance, he was the firstborn, and He was expected to rule in His Father’s house and learn how to be just like Him. Not only was this a huge responsibility, it was very hard work and carried with it dominion over hundreds (or in Jesus’ case all of humanity for all time). This brings us to the upper levels of work in society. In a wealthy and powerful family of that day, the place Jesus occupied would have carried with it great wealth and influence. Not only did Jesus understand this extremely important position, He excelled at it! We’ll look at Jesus’ as the Son later, but keep in mind that as The Son, His work was and still is pivotal to our understanding Him and His Kingdom as well as our place in His Kingdom as heirs and sons.

Jesus the Prophet

JesustheProphet

While the position of Prophet in the Old Testament was definitely one of power and exaltation, it was also one fraught with danger and rejection. However, in the manner of highly favored prophets like Samuel and Nathan, Jesus was able to bring information from the Father to the world and make a difference that was immediate and eternal. In the God-centered governments of David and Solomon, prophets were seen as not only respected, but absolutely vital to doing God’s will. As God’s special Prophet, Jesus was placed in the highest position of being a prophet that any prophet ever had been placed.  We don’t have a modern day equivalent to that of the Old or New Testament prophet, but we do have those who are in today who advise those in positions of power. In His infinite wisdom, Jesus perfected the work of the Prophet to such a degree that no other prophet before or after Him could even touch His insight and power.

Jesus the Priest

JesusthePriest

Priests also were included in the higher levels of society in the first century as well as the Old Testament. They were very powerful, usually to their own spiritual detriment. But, those who humbly carried out God’s will were counted as those who were closest to God, not only in proximity, but in heart, soul, mind, and strength. Jesus’ position as our High Priest is absolutely singular in all of history. His place of importance as intercessor cannot be overstated. But, how does this position of priesthood apply to us and to our own work? When we look at Jesus the Priest, we see someone who doesn’t hide that power or keep it from those who follow Him. There’s a place of work and importance in the priesthood for us all and we need to know what that is.

Jesus the King

JesustheKing

The highest level of work anyone could think of if asked would have to be King. Even during this epoch of history when the office considered as the “most powerful in the world” is occupied by one man, it’s really not a position of power anything like what a king wields. Kings don’t answer to anyone. They rule completely and without need for advice or instruction. At least, that’s how a true Kingship should be. This is the kind of King we have in Jesus. He is perfectly loving, just, kind, and powerful. There is no comparison anywhere else or at any other time in human experience. But, do you know what is the most amazing part of Jesus’ Kingship? He shares it with everyone in His Kingdom! We are princes and princesses in an eternal Kingdom.

Work Application

WorkApplication

All of us do different jobs and have to make various decisions about how we are going to work for God. Working for God isn’t just about the work we do for Him in His Kingdom, but the way we accomplish our daily jobs. Working with love, kindness, and deferential treatment toward our coworkers, supervisors, and subordinates must be a part of how we conduct our Christian walk. We think of Colossians 3:17 many times when we consider how we work. “And whatever you do, in word or deed, do everything in the name of the Lord Jesus, giving thanks to God the Father through him.” But, what does Paul say immediately preceding this verse? “Put on then, as God’s chosen ones, holy and beloved, compassionate hearts, kindness, humility, meekness, and patience, bearing with one another and, if one has a complaint against another, forgiving each other; as the Lord has forgiven you, so you also must forgive. And above all these put on love, which binds everything together in perfect harmony.” (vss. 12-14).  Working in Jesus name is more than just saying it; it’s a change of heart and mind where we live it! This is where Paul ties up the loose ends with verses 22-24: “Bondservants, obey in everything those who are your earthly masters, not by way of eye-service, as people-pleasers, but with sincerity of heart, fearing the Lord. Whatever you do, work heartily, as for the Lord and not for men, knowing that from the Lord you will receive the inheritance as your reward. You are serving the Lord Christ.” Wow! Isn’t that freeing? Isn’t it great to know that we are serving the Lord of Heaven and Earth, Jesus Himself? I can think of no better motivation to do a good job.

Questions for Thought

  • If a supervisor, coworker, or subordinate approached you in anger about something you did or did not do at work, how would you react? What if it was not your fault?
  • How do you accomplish your work as “working for Jesus”?
  • What kinds of conflicts might we come across when working for the Lord in our secular occupations?

The Gift of Song: Part 1 Why Do We Sing?

gift of song

This is the first part of a lesson I presented at Dalraida church of Christ several years ago. It’s all about worship in song…

Music is a part of everyone’s life. Whether they choose to admit it or not, most people sing (get people to raise their hands if they have ever sung with the radio in their car; in the shower; in front of the congregation; during worship). This last one is the one we’ll mainly focus on during the lesson. But, mostly I want us to look at how music is a part of us. It is a gift from God and one that we use to praise Him. Singing makes us feel good about ourselves and others and is mentioned in conjunction with some of the most significant events in the Bible. Let’s see what the Word says about singing.

Why do we sing?

For Worship (horizontal and vertical aspects):

Eph 5:19 speaking to one another in psalms and hymns and spiritual songs, singing and making melody with your heart to the Lord (horizontal)

Rev 5:9-14 And they sang a new song, saying, “Worthy are You to take the book and to break its seals; for You were slain, and purchased for God with Your blood men from every tribe and tongue and people and nation. “You have made them to be a kingdom and priests to our God; and they will reign upon the earth.” Then I looked, and I heard the voice of many angels around the throne and the living creatures and the elders; and the number of them was myriads of myriads, and thousands of thousands, saying with a loud voice, “Worthy is the Lamb that was slain to receive power and riches and wisdom and might and honor and glory and blessing.” And every created thing which is in heaven and on the earth and under the earth and on the sea, and all things in them, I heard saying, “To Him who sits on the throne, and to the Lamb, be blessing and honor and glory and dominion forever and ever.” And the four living creatures kept saying, “Amen.” And the elders fell down and worshiped. (vertical)

For Learning (education through song)

Col 3:19 Let the word of Christ richly dwell within you, with all wisdom teaching and admonishing one another with psalms and hymns and spiritual songs, singing with thankfulness in your hearts to God. – listen to the words of the song and learn…

Because we have joy in the Lord!

If you love God, you will not be able to restrain your heart and mouth from song…

Jesus Works: A new book in the works from Sipper Books!

jesusbuilding

There’s a new book being written at Sipper Books! It’s titled Jesus Works and is and important look at work as it is defined by Jesus and how we can use our work for His service and glory today.

Christians often feel guilty about their work. They wonder if they’re working hard enough or too hard. Some feel that they should leave their career to go into ministry or missions when this might not be the best course of action. Jesus Works deals with these feelings and Jesus’ own view and sanctification of work for His servants.

Work, in American society especially, can be dehumanizing and discouraging. With the current economic, social, and religious upheavals people across all sectors of work experience, Jesus Works offers those who are disenfranchised and overwhelmed within their professions advice and strategies to deal with their negative feelings and experiences.

After completing Jesus Works, readers will:

  • Understand Jesus’ view of work in His own life and creation
  • Be able to deal with guilt and misunderstandings about Christian work
  • See their role in the Kingdom of Heaven and how their work matters

Jesus Works:

  • Examines Jesus’ work in all levels of society: blue collar, white collar, and high level
  • Explores how Jesus shares His power with us in His Kingdom at every level
  • Identifies the core human needs within and from work and suggests strategies to fulfill those needs

This is a really exciting time! Hopefully, this work will help people to find goodness and service in their work and service for Jesus.

God’s Word Upholds: Construction and Deconstruction in the Word Part 3: The deconstruction of the Physical World

Godsworduphold

God’s Word Upholds: Construction and Deconstruction in the Word  Part 3: The deconstruction of the Physical World

Now consider what would and will happen when God’s Word no longer upholds this physical reality…

Joel gives an early picture of the deconstruction in 3:15 “The sun and the moon are darkened, and the stars withdraw their shining.” So, we are to understand that the ceasing of light will be a direct sign of the deconstruction of the physical universe. Is 13:10 states something similar: “For the stars of the heavens and their constellations
will not give their light; the sun will be dark at its rising, and the moon will not shed its light.”

Now look at Matt 24:29-31 ““Immediately after the tribulation of those days the sun will be darkened, and the moon will not give its light, and the stars will fall from heaven, and the powers of the heavens will be shaken. Then will appear in heaven the sign of the Son of Man, and then all the tribes of the earth will mourn, and they will see the Son of Man coming on the clouds of heaven with power and great glory. And he will send out his angels with a loud trumpet call, and they will gather his elect from the four winds, from one end of heaven to the other.” This is a later picture given of the darkening and the sounding of the trumpet on the Day of the Lord.

But, here’s where it gets really interesting as it relates to matter in the physical world. 2 Cor 5:1-4 “For we know that if the tent that is our earthly home is destroyed, we have a building from God, a house not made with hands, eternal in the heavens. For in this tent we groan, longing to put on our heavenly dwelling, if indeed by putting it on we may not be found naked. For while we are still in this tent, we groan, being burdened—not that we would be unclothed, but that we would be further clothed, so that what is mortal may be swallowed up by life.” Here we see a destruction of the “tent”. This could refer to our earthly bodies and possibly the “tent” that is the fabric of physical reality, like the tent that God spread out for the Sun and stars. Either, way matter will be deconstructed.

II Peter gives an even clearer picture of what will become of the material universe in 3:10-13 “But the day of the Lord will come like a thief, and then the heavens will pass away with a roar, and the heavenly bodies will be burned up and dissolved, and the earth and the works that are done on it will be exposed. Since all these things are thus to be dissolved, what sort of people ought you to be in lives of holiness and godliness, waiting for and hastening the coming of the day of God, because of which the heavens will be set on fire and dissolved, and the heavenly bodies will melt as they burn! But according to his promise we are waiting for new heavens and a new earth in which righteousness dwells.” In this passage, it becomes immediately clear that everything in this physical reality will not only be melted and burned, but will actually dissolve away into nothing. Just consider again how matter works. It’s tiny bits of stuff held together with magnetism and gravity and is mostly comprised of empty space. Now, consider what would happen in those forced ceased to be upheld…It becomes immediately clear that all those little atoms and subatoms would merely dissolve away into nothing. Our whole universe and these bodies are mostly empty space, held together merely by weak forces that could not and will not be upheld if not for God’s word. And one day, His word will not uphold any of these things and it will all dissolve into nothing. But, we have a hope for something new.

Everything around us is an image of God’s power or His Word. It’s all held together by that Word and literally constructs everything we know in the physical world. But, deconstruction is coming. In the Day of the Lord, God’s Word will no longer uphold all of the matter we experience now and the Heavens and Earth will pass away. Fortunately, God promises us a new Heaven and new Earth that will never dissolve and will be upheld eternally.

God’s Word Upholds: Construction and Deconstruction in the Word Part 2: The construction of the Physical World

Godsworduphold

God’s Word Upholds: Construction and Deconstruction in the Word  Part 2: The construction of the Physical World

So, how is all of this really held together? I know we’ve discussed the physical properties of the universe and the design God has used to hold all the matter in the universe together, but where do all of these forces originate? Let’s look at how God’s Word impacted creation:

Genesis 1:1-3 “In the beginning, God created the heavens and the earth. The earth was without form and void, and darkness was over the face of the deep. And the Spirit of God was hovering over the face of the waters. And God said, “Let there be light,” and there was light.” What things can we pick out from these first three verses?

Now, let’s compare this passage to John 1:1-5 “In the beginning was the Word, and the Word was with God, and the Word was God. He was in the beginning with God. All things were made through him, and without him was not any thing made that was made. In him was life, and the life was the light of men. The light shines in the darkness, and the darkness has not overcome it.” The similarity, which we all have seen and understand, is astonishing and explains so much about God’s creative power and methodology. He literally speaks all matter into existence. But, once the physical universe is spoken, does He stop there?

Look at Col 1:15-17 “He is the image of the invisible God, the firstborn of all creation. For by him all things were created, in heaven and on earth, visible and invisible, whether thrones or dominions or rulers or authorities—all things were created through him and for him. And he is before all things, and in him all things hold together.” The matter and forces in our universe are held together by Jesus’ creative will and power. I don’t know how, but there is obviously something deeper and more mysterious than the magnetic and gravitational forces we see that hold matter together…

Heb 1:1-4 says more about this: “Long ago, at many times and in many ways, God spoke to our fathers by the prophets, but in these last days he has spoken to us by his Son, whom he appointed the heir of all things, through whom also he created the world. He is the radiance of the glory of God and the exact imprint of his nature, and he upholds the universe by the word of his power. After making purification for sins, he sat down at the right hand of the Majesty on high, having become as much superior to angels as the name he has inherited is more excellent than theirs.” Imagine a roof with no walls or pillars underneath it…can you imagine such a thing? Why not? Of course, you have to have a foundation upon which to build, supporting structures, and something to hold it all together before you can ever have a roof. Our physical world is no different. While a materialist only looks as deep as the matter itself, the believer understands that there is Someone whose power initiates and upholds that matter…

AIR UNIVERSITY AND THE FUTURE OF EDUCATION: A REVIEW OF THE LITERATURE – CONCLUSION

transformation

AIR UNIVERSITY AND THE FUTURE OF EDUCATION: A REVIEW OF THE LITERATURE – CONCLUSION

Chapter 8 Concludes the Paper

This literature review was written in the hopes that some of the information might help inform the transformation and forward look of AU as it seeks to become an institution whose future will be even more influential than its past. The areas of community, diversity, education, innovation, the whole person, and writing and research are just a few where research from the last three years can shed light on current and future practices and strategies. Through the combined application of some of these approaches, AU stands to move research and education forward by leaps and bounds. The research herein gives a deep and wide view towards the future of education within the university as well as some ideas for how to change the landscape of how research and synthesis are developed and created within AU. The research provided on community is applicable to AU through the use of synthesis and collaboration at every level throughout each school. When an open, sharing community of trust and unconditional positive regard is established, more can be done and shared because more people are more willing to strive together toward goals that matter. The community is buoyed by diversity since more and different worldviews can contribute to more and better understanding. Building a bridge between students and faculty through community and diversity serves only to enrich and grow the knowledge base and collaboration within AU. Also, viewing education through the eyes of forward thinkers will draw AU toward the future of education while leveraging innovations at every level. A combined effort of bringing together minds and hearts in community and using that community for innovation and education projection serves to move AU toward educating the whole person. The education of the whole person is all about understanding what a human being is and using every area of intelligence as well as the physical, mental, emotional, and spiritual domains of humanity to further affect growth through mutual understanding in communication and collaboration. Finally, the foundation of everything come back to the writing and research practices held by AU’s faculty and how they use the same philosophy for the growth of their students. Through regular research and writing, faculty can continue the same conversations that have taken place in academia for centuries and add their own information to this conversation. By establishing and nourishing writing communities within AU, more and better information can be synthesized and used for teaching, publication, and foundational knowledge for future generations, not to speak of what richness can be delivered to students who can be brought into their own writing communities as well as those of the mentors who support them. Indeed the future of education at AU is very bright!

References:

Asino, T.I. (2015). The future of our field. Association for Educational Communications and Technology, 59 (1), 20-30.

Baker, F.W. (2014). Conversations with innovators in learning and technology. TechTrends, 58 (5), 12-15.

Bemiss, E., Hass, C., Laman, T.T., Smith, D., & Stockdale, L. (2014). Language Arts, 92 (1), 62-63.

Daher, T. (2014). Emerging instructional technologies: Exploring the extent of faculty use of web 2.0 tools at a midwestern community college. TechTrends, 58 (6), 42-50.

Derntl, M., Neumann, S., & Oberhuemer, P. (2014). Lost in Interaction in IMS Learning Design Runtime Environments. Educational Technology & Society, 17 (3), 332–342.

Dreyfuss, S. (2014). Making a Tangible Difference in Campus Culture in One Year. American Association of University Professors, 100 (5). 23-26.

Ensign, J. & Woods, A.M. (2014). Strategies for INCREASING ACADEMIC ACHIEVEMENT in Higher Education. Journal of Physical Education, Recreation & Dance, 85 (6), 17-22.

Espinoza, M.L. & Vossoughi, S. (2014). Perceiving Learning Anew: Social Interaction, Dignity, and Educational Rights. Harvard Educational Review, 84 (3), 285-313.

Evans, P. (2015). Open online spaces of professional learning: Context, personalisation

and facilitation. Association for Educational Communications and Technology, 59 (1), 31-36.

Halverson, E.R. & Sheridan, K.M. (2014). The Maker Movement in Education. Harvard Educational Review, 84 (4), 495-565.

Hodges, C.B. & Prater, A.H. (2014). Technologies on the Horizon: Teachers Respond to the

Horizon Report. TechTrends, 58 (3), 71-77.

Holden, S.L. & Norrell, P.M. (2013). 126THE DEEP FRIED SOUTH: A LITERARY ANALYSIS OF NUTRITIONAL KNOWLEDGE OF STUDENTS AND ADULTS IN ALABAMA. Education, 135 (1), 126-131.

Isaacs, N., Kaminski, K., Aragon, A. & Anderson, S.K. (2014). Social Networking:

Boundaries and Limitations Part 2: Policy. TechTrends, 58 (3), 10-15.

Jo, I.-H., Kang, S., & Yoon, M. (2014). Effects of Communication Competence and Social Network Centralities on Learner Performance. Educational Technology & Society, 17 (3), 108–120.

Jones, G., Warren, S.J., Ennis-Cole, D., Knezek, G., & Norris, C. (2014). Transforming the doctorate from residential to online: A Distributed PhD Learning Technologies. TechTrends, 58 (4), 19-26.

Ku, O., Chen, S.-Y., Wu, D.-H., Lao, A.-C.-C., & Chan, T.-W. (2014). The Effects of Game-Based Learning on Mathematical Confidence and Performance: High Ability vs. Low Ability. Educational Technology & Society, 17 (3), 65–78.

Language Arts Staff (2014). Developing individual Talent and Abilities: An interview with

Sir Ken Robinson. Language Arts, 92 (2), 157-162.

Macleod, H., Haywood, J., Woodgate, A., & Alkhatnai, M. (2015). Emerging patterns in MOOCs: Learners, course designs and directions. Association for Educational Communications and Technology, 59 (1), 56-63.

Mills, H., O’Keefe, T., Hass, C., & Johnson, S. (2014). Changing Hearts, Minds, and Actions

through Collaborative Inquiry. Language Arts, (92)1, 36-51.

Moore, R.L. (2014). Importance of Developing Community in Distance Education Courses. TechTrends, 58 (2), 20-24.

Muller, E.L. (2014). Developing the Faculty as a Writing Community. Academe, 100 (6), 34-38.

Roberson, S. (2013). Improving teaching and learning: Three models to reshape educational practice. Education, 134 (3), 340-358.

Sandoval-Lucero, E. (2014). Student-Centered Education for a Diverse 21st Century Student Population. Diverse, 1 (1), 22.

Sheail, P. (2015). The motif of meeting in digital education. Association for Educational Communications and Technology, 59 (1), 37-43.

Sinclair, C. (2015). Students’ perspectives on academic writing in the digital age. TechTrends, 59 (1), 44-49.

Sun, J. C.-Y., Martinez, B., & Seli, H. (2014). Just-in-Time or Plenty-of-Time Teaching? Different Electronic Feedback Devices and Their Effect on Student Engagement. Educational Technology & Society, 17 (2), 234–244.

AIR UNIVERSITY AND THE FUTURE OF EDUCATION: A REVIEW OF THE LITERATURE – INNOVATION

transformation

AIR UNIVERSITY AND THE FUTURE OF EDUCATION: A REVIEW OF THE LITERATURE – INNOVATION

Chapter 5 discusses Innovation.

Along with the future of education, innovation plays a significant role in the forward leaning domain of learning for the next generation. This section of the literature review includes a few innovative strategies based on current trends in education and will explain how AU might leverage these capabilities through and past transformation. First, information on emerging instructional technologies will be presented. This area of study cannot be overemphasized. Through technology, education has already been transformed in many ways and the next generation offers at least as much promise as what we have already witnessed. Next, we will look at innovators in instructional technology to see how these people are bringing education into a new renaissance. Technologies that are on the horizon will be discussed as well. While these are nascent technologies, they have some bearing on the present and may have direct application and significance in the future. Finally, the future of the field of education in general will be discussed.

Web 2.0 technology is an item of wide discussion in education today. With the flexibility and pervasive use of technology in the classroom today, it is important to understand the emerging technologies and trends coming o the forefront. “Learners today are digital learners and the instructional methods used need to match their needs. The vast amount of available online resources and tools is part of the everyday reality and has introduced a diverse set of instructional methods with applications in student learning” (Daher & Lazarevic, 2014, p. 42). With the introduction of the vast amount of instructional technologies and methods available, the opportunity for confusion and being overwhelmed has increased in concert with the opportunity to succeed. “Web 2.0 technology is a relatively new, fast changing, and developing area of advancement. As such, educational uses have only been introduced to instructors in the last few years” (Daher & Lazarevic, 2014, p. 43). In their study, Daher and Lazarevic found that in order for new Web 2.0 tools to be used successfully in the classroom, teachers needed to feel comfortable and successful using them. “Instructors with a graduate degree were more likely to use these tools for instruction. However with the appropriate training, participants reported being more likely to incorporate these tools. Since educators are interested in how to use technology, not how to master it, it will be more beneficial to use a product-based approach in training rather than focus on a product itself” (Daher & Lazarevic, 2014, p. 49). Therefore, the use of emerging technologies needs to be supported well in order to use them effectively and with the most impact.

To follow on the discussion of emerging technical capabilities in education, the next article includes an interview of an innovator in the field of instructional technology and what we will see in coming years. The conversation is recorded by Fred Baker. Baker begins his discussion with Jason Ravitz, Ph.D., an education outreach evaluation manager at Google. In discussing his research in the field of education, Ravitz states: “Across many years and projects, I have always sought to understand effective designs, conditions for innovation, and the equity of implementation and outcomes” (Baker, 2014, p. 13). This approach to understanding and implementing educational technology is about looking forward and setting the stage for optimal integration and success. Ravits then explains some of his focus on evaluation in education and how this is vital to the proper implementation of educational technology: “I also value opportunities to evaluate new products and services, designing ways to get feedback to people who need it, creating measures and “data dashboards”. This emphasis on creating feedback mechanisms for teaching and learning programs was the focus of my second post-doc at SRI International and helps explain my longevity at the Buck Institute for Education (BIE) where we worked with hundreds of schools” (Baker, 2014, p. 13). The concept of evaluation of new technologies is extremely important in discovering what and how these tools and products can be used to highest effect. Ravitz also discusses trends influencing the field right now: “Increasingly, we see efforts to improve computer science education so that more diverse students and women can get involved in creating the technologies of the future. In my new job at Google, I will be looking at how to evaluate computer science education initiatives like these” (Baker, 2014, p. 14). Additionally, Ravitz states, “Another trend for me has been use of information systems like Customer Relations Management (CRM) software in educational organizations. As new capabilities emerge, using these systems to support professional development and research on teaching and learning seems like a natural next step” (Baker, 2014, p. 14). Through the use of CRM, research can be managed more effectively, allowing for the growth and synthesis of information necessary for moving education forward. Finally, Ravitz answers a question concerning other areas impacting the field as it relates to critical thinking and collaboration: “I am intrigued by ideas from the Critical Thinking Consortium and Roland Case who emphasizes that application of shared criteria is at the heart of critical thinking. Combined with tools like Project Foundry or ShowEvidence, we could give rubrics a much needed overhaul, so they do a better job of promoting critical thinking when they are used” (Baker, 2014, p. 14). Dr. Ravitz’s advice bears minding and may have practical application for programs at AU, especially in the realms of research, evaluation, and critical thinking.

In their study concerning teachers’ attitudes toward new educational technologies introduced in the Horizon Report, Hodges and Prater discuss technologies these teachers would like to see integrated into their classrooms. “It is clear that teachers’ beliefs of the value or perceived usefulness of various technologies are important elements to consider when adopting technologies for teaching and learning” (Hodges & Prater, 2014, p. 71). Based on the responses of these teachers, it makes sense to keep in mind that these are educational professionals with years of practical experience whose advice should be taken very seriously. The Horizon Report “includes predictions for technologies that will be adopted in schools in three categories: one year or less, two to three years, and four to five years. Interested readers can access the report in its entirety online at: http://www.nmc.org/publications/horizon- report-2011-k-12-edition” (Hodges & Prater, 2014, p. 72). The choices most selected for technologies one year or less out from that time were cloud computing and mobiles while the most selected from two to three year out were GBL and open content. “Mobile devices were noted as capable of making learning fun for the students, and allowing easy access to remediation software” (Hodges & Prater, 2014, p. 75). Conversely, GBL was not viewed as favorably, mostly due to the amount of development needed to implement them and a general attitude of ambivalence toward GBL, specifically from leadership in education. However, the prevailing attitude toward technology in the classroom was positive, especially as it relates to interaction, collaboration, and open education that would allow more influx of ideas and information.

Tutaleni Asino discusses the future of the field of education in an article that looks at “three areas that should be discussed further as we contemplate the future and growth in the field of educational technology: (1) Interdisciplinary applications of educational technology; (2) Culture’s impact on learning and learners and (3) Considering culture-specific designs for learning” (Asino, 2015, p. 20). These three considerations are discussed by Dr. Patricia Young who states: “The United States Census population projections from the 2010 Census report a growing racially and ethnically diverse population by 2060 and that this population will peak in 2024” (Asino, 2015, p. 20). This projection highlights the need for a new way of looking at how education is delivered, socialized, and constructed. Culture’s impact on learners and learning is included in this discussion and is given wide importance. “Advocacy for the integration of culture seems to have made advances in school aged STEM (science, technology, engineering, and mathematics) related literature and in higher education literature on e-learning” (Asino, 2015, p. 21). Ultimately, the issue that continues to surface in education throughout every strata of society is the need to be ready for diversity. “Determining how people learn, think, behave and understand has applicability across disciplines and could change what, why and how designers create technologies” (Asino, 2015, p. 22). Kyle Peck follows some of these same thought patters in a slightly different way when he states: “Motivation to change seems to be powered by three primary factors: 1) a vision of what could be; 2) dissatisfaction with what is, and 3) evident, achievable next steps that can be taken to begin the transformation” (Asino, 2015, p. 24). The prevailing attitude is that the future of education must be forecasted using vision, what is not working now, and goal setting that makes sense for the future. Peck lays out a few ideas that could help education get there including: the growth and validation of online learning, flipped classrooms, MOOCs, open educational resources, competency-based learning, digital badges, prior learning assessment, and adaptive learning systems. Through these concepts and technologies, the future of education is an exciting place to be heading!

References

Asino, T.I. (2015). The future of our field. Association for Educational Communications and Technology, 59 (1), 20-30.

Baker, F.W. (2014). Conversations with innovators in learning and technology. TechTrends, 58 (5), 12-15.

Daher, T. (2014). Emerging instructional technologies: Exploring the extent of faculty use of web 2.0 tools at a midwestern community college. TechTrends, 58 (6), 42-50.

Hodges, C.B. & Prater, A.H. (2014). Technologies on the Horizon: Teachers Respond to the Horizon Report. TechTrends, 58 (3), 71-77.