Changes in Education

Changesin Education

Changesin Education

Educationhas changed drastically over the last one century in the aspects ofthe curriculum, methods of instruction, cost, and inclusiveness. Theprogressive nature of education in the country leaves room for acontinuous assessment and recommendation of new practices. Theattainment of skills and competencies is considered as a drivingforce for the economy. Therefore, it is necessary for the knowledgeimparted on the learners to be consistent with the dynamic economy(Spring, 2015). The last 100 years have experienced changes in aneducation setting, methods of instruction and inclusiveness althoughthere is still need for more investment, decongestion and balanceduse of technology.

First,education has taken a new stance on students’ participation inclass. In early 1900, learners were expected to be seen and not heard(Spring, 2015). Teachers expected the students to remain settled inclass, listen and reproduce the knowledge. Currently, tutors engagethe learners actively in class, and they expect them to express theirthoughts. Unlike in the past when the method of instruction was onesided, it has now evolved to include more than one parties (Spring,2015). In addition, the method of disciplining learners has reformeddrastically. In the past, the learners would physically punishapprentices. In the current setting, there is intense counseling,suspension from class and expulsion in cases of extreme disciplineinstances.

Secondly,the education setting has transformed greatly to embrace technology.Although advancement in devices is an external factor, it is worthnoting that learning institutions have been on the frontline ofadopting customized practices. According to Ravitch (2016), in thelast 50 years, learners could not be introduced to technology untillater in their career development. The innovations have changed theinstruction approaches with the teachers conducting online lessonsand learners deriving information from different websites. This hasbeen the source of increased participation and improved access toinformation (Ravitch, 2016).

Anotherpositive adjustment that has taken place over the last 100 years isthe increased inclusive of learners. The government, through itslegislations, has helped to increase the number of students whoaccess education. For example, President Bush signed into law the NoChild Left Behind Act in 2002 to ensure increased access toelementary and secondary school especially for children who hail fromlow-income families (Ravitch, 2016). Earlier in the decade, educationwas a major factor of social stratification since not all peoplecould access it. The tendency has been lacerated by the currentequality regulations in the sector.

However,the drastic changes, especially in higher education, have easedaccess to refined information leading to weaker professionals thanthere were several decades ago. Due to lack of domain-specificinformation, students had to go through many chapters seekingrelevant information, in the process they gained auxiliary knowledgethat propped their professionalism (Spring, 2015). They, therefore,had vast background knowledge of various subjects.

Inaddition, education has transformed into being personalized. Severaldecades ago, institutions required students to be physically presentand this enhanced control. Currently, technology allows learners totake lessons in the comfort of their homes without meeting the otherlearners (Spring, 2015). Consequently, the value of physicalinteraction has reduced greatly. According to Ravitch (2016), theessence of going to school is not only cast in gaining numerical orscientific skills. Versatile learners require sharing ideas, engagingin physical discussions and meeting people with varying ideologies.The current education system is gradually terminating this imperativeaspect of education.

Apartfrom losing the personal connection with each other, learners havealso lost touch with their educators. The past decade has increasedthe number of students without a consumerate increase in the size ofclassrooms. Instructors had enough time to monitor the studentsphysically both in elementary and higher learning institutions.Although having more learners in school is a prudent move towardsincreased literacy, it has lacerated to the teacher-studentconnection (Ravitch, 2016).

Variouschanges in the education sector need to be effected. First, thestakeholders should devise mechanisms to integrate the use oftechnology and physical instruction without any of the two methodsbeing dominant. Spring (2015) agree that striking a balance betweenthe two aspects would increase the value of instruction and improvethe relationship between students and teachers. In addition, thedepartment of education should consider the increased number ofenrollments and increase the infrastructure to accommodate the bignumber of learners. The move would add value to the No Child LeftBehind Act.

Theseimprovements would positively impact on the ethical dispositions ofeducators. Increased physical interaction between them and thestudents will strengthen their empathy and authenticity. Accordingto Callahan and Bok (2012), when sharing ideas and observinglearners, teachers can devise the best approaches that are effectivefor different groups of learners instead of subjecting them tostandard online tutorials. In a sell-structured learning environment,educators experience the importance of openness, self-disclosure andbeing real. They can only achieve this if they are in constantassociation with their subjects (Callahan &amp Bok, 2012). Secondly, decongesting the classroom would prop the value ofmeaningful purpose and vision. The goal of passing knowledge tolearners can only be effective if the environment in which learningtakes place does not disadvantage them.

Inconclusion, the last 100 years have been marked by extensive changesin the education sector. The school composition, methods ofinstruction and the use of technology are some notabletransformations. These have enabled an increased number of learnersto access education in the most efficient way. However, they havelacerated the student-teacher relationship and the quality ofinstruction. Creating a balance between the uses of technology anddecongesting the classrooms can have positive effective on theeducator dispositions and consequently the quality of the acquiredknowledge.

References

Callahan,S., &amp Bok, S. (Eds.). (2012). Ethicsteaching in higher education. NewYork N.Y.: Springer Science &amp Business Media.

Ravitch,D. (2016).The death and life of the great American school system: How testingand choice are undermining education.New York N.Y.: Basic Books.

Spring,J. (2015). Americaneducation.New York N.Y.: Routledge.