Amy's Individual Narrative

2024-04-10T05:30:19Z

Amy: /* Heading text */

In this world of technology taking over almost all of the school system, students are starting to lose their passion for learning and development. The school has become a technology-based environment where there is no recess and no interactions between students and teachers. Everyone's on their devices and connecting through their social media. Teachers are in virtual meetings, they have hall monitors that make sure that students are in class and if not redirect them back to classrooms. Everything they use is digital therefore they do not need to bring notebooks or pens to class. In this case, schools can save up plenty of money for devices and other stuff. Schools encourage students to bring their own devices but if they need a device, school boards offer devices through a program called the Student Device Program where students can borrow devices by requesting on their school page. They can keep the device until university or when they leave the school board (TDSB, 2021).

Since the announcement of transitioning education exclusively online, concerns about physical activities and face-to-face interactions have been widespread. John, a student who has experienced both modes of learning, finds himself at the center of this debate. His parents are adamant about preserving traditional learning methods for their son. Consequently, they have moved John from one school to another, dissatisfied with the shift to online learning that each institution has embraced, contrary to their wishes for his education. As John glanced around the classroom, he couldn't shake the feeling of disillusionment that had settled over him. The once vibrant halls echoed with the cold hum of technology, devoid of the lively chatter and laughter of students engaged in face-to-face interaction. It seemed like a distant memory now, the days when the classroom buzzed with the excitement of learning, the rustle of paper, and the scratching of pens against notebooks. Deep down, John longed for those simpler times, when learning was a tactile experience, when teachers and students connected on a personal level, and when the school day was punctuated by breaks filled with outdoor play and socializing. But in this new world of virtual classrooms and digital textbooks, such experiences were becoming increasingly rare.

As the monotony of the lesson droned on in the background, John exchanged a knowing glance with his friends. They shared a silent agreement, a shared yearning for something more than the cold glow of screens and the impersonal interactions of online communication. They yearned for the warmth of human connection, for the thrill of discovery that comes from hands-on learning, and for the sense of community that only face-to-face interaction can foster. In whispers and hushed tones, they began to hatch a plan. A plan to reclaim what they had lost, to breathe life back into the sterile halls of their school, and to reignite the flames of passion for learning that had begun to flicker and fade.

It started small at first, a few meetings in forgotten corners of the school, gathering like-minded students who shared their vision of a return to traditional learning methods. They talked of organizing protests, petitioning the administration, of spreading awareness among their peers. They knew it wouldn't be easy, that they would face resistance every step of the way, but they were determined to fight for what they believed in. Students who agreed with John said, “We wanted to have the old days back where we had lunch breaks, peer interactions and interesting ways of teaching lessons instead of boring classes where we just listen to the teacher. Even for gym class, we have to stand in front of the laptop and all we do is yoga.” In contrast, another group of students believes that online learning is more convenient, allowing them to focus on essential subjects. Additionally, some students argue that remaining online ensures that teachers do not monitor their activities during class.

John was determined to make a difference in his school, even if it meant starting small. His first move was to gather a group of like-minded friends who shared his vision. Together, they brainstormed ideas and developed a plan to introduce small but meaningful changes to their education system. They knew they couldn't overhaul the entire system overnight, but they were committed to making a difference in any way they could. He started small, proposing modest changes to the school curriculum that would incorporate more outdoor activities and experiential learning opportunities. He knew that convincing others would be an uphill battle, but he was undeterred. His first target was the science department. Armed with research and a persuasive argument, John approached his science teacher with a proposal to take the class on a field trip to a nearby nature reserve. He outlined the benefits of hands-on learning in a real-world environment and stressed the importance of connecting with nature. As they worked tirelessly to support their cause, they began to see signs of change. Slowly but surely, their voices began to be heard, their message of the importance of human connection and hands-on learning gaining traction among students and teachers alike.

As John walked through the newly revitalized halls of his school, he couldn't help but smile. The warmth of human connection was once again palpable, the excitement of learning tangible in the air. And though the road ahead was still long and uncertain, he knew that with perseverance and determination, they could build a future where the traditions of the past lived on alongside the innovations of the future.
== Individual Narrative ==

In this world of technology taking over almost all of the school system, students are starting to lose their passion for learning and development. The school has become a technology-based environment where there is no recess and no interactions between students and teachers. Everyone's on their devices and connecting through their social media. Teachers are in virtual meetings, they have hall monitors that make sure that students are in class and if not redirect them back to classrooms. Everything they use is digital therefore they do not need to bring notebooks or pens to class. In this case, schools can save up plenty of money for devices and other stuff. Schools encourage students to bring their own devices but if they need a device, school boards offer devices through a program called the Student Device Program where students can borrow devices by requesting on their school page. They can keep the device until university or when they leave the school board (TDSB, 2021).

Since the announcement of transitioning education exclusively online, concerns about physical activities and face-to-face interactions have been widespread. John, a student who has experienced both modes of learning, finds himself at the center of this debate. His parents are adamant about preserving traditional learning methods for their son. Consequently, they have moved John from one school to another, dissatisfied with the shift to online learning that each institution has embraced, contrary to their wishes for his education. As John glanced around the classroom, he couldn't shake the feeling of disillusionment that had settled over him. The once vibrant halls echoed with the cold hum of technology, devoid of the lively chatter and laughter of students engaged in face-to-face interaction. It seemed like a distant memory now, the days when the classroom buzzed with the excitement of learning, the rustle of paper, and the scratching of pens against notebooks. Deep down, John longed for those simpler times, when learning was a tactile experience, when teachers and students connected on a personal level, and when the school day was punctuated by breaks filled with outdoor play and socializing. But in this new world of virtual classrooms and digital textbooks, such experiences were becoming increasingly rare.

As the monotony of the lesson droned on in the background, John exchanged a knowing glance with his friends. They shared a silent agreement, a shared yearning for something more than the cold glow of screens and the impersonal interactions of online communication. They yearned for the warmth of human connection, for the thrill of discovery that comes from hands-on learning, and for the sense of community that only face-to-face interaction can foster. In whispers and hushed tones, they began to hatch a plan. A plan to reclaim what they had lost, to breathe life back into the sterile halls of their school, and to reignite the flames of passion for learning that had begun to flicker and fade.

It started small at first, a few meetings in forgotten corners of the school, gathering like-minded students who shared their vision of a return to traditional learning methods. They talked of organizing protests, petitioning the administration, of spreading awareness among their peers. They knew it wouldn't be easy, that they would face resistance every step of the way, but they were determined to fight for what they believed in. Students who agreed with John said, “We wanted to have the old days back where we had lunch breaks, peer interactions and interesting ways of teaching lessons instead of boring classes where we just listen to the teacher. Even for gym class, we have to stand in front of the laptop and all we do is yoga.” In contrast, another group of students believes that online learning is more convenient, allowing them to focus on essential subjects. Additionally, some students argue that remaining online ensures that teachers do not monitor their activities during class.

John was determined to make a difference in his school, even if it meant starting small. His first move was to gather a group of like-minded friends who shared his vision. Together, they brainstormed ideas and developed a plan to introduce small but meaningful changes to their education system. They knew they couldn't overhaul the entire system overnight, but they were committed to making a difference in any way they could. He started small, proposing modest changes to the school curriculum that would incorporate more outdoor activities and experiential learning opportunities. He knew that convincing others would be an uphill battle, but he was undeterred. His first target was the science department. Armed with research and a persuasive argument, John approached his science teacher with a proposal to take the class on a field trip to a nearby nature reserve. He outlined the benefits of hands-on learning in a real-world environment and stressed the importance of connecting with nature. As they worked tirelessly to support their cause, they began to see signs of change. Slowly but surely, their voices began to be heard, their message of the importance of human connection and hands-on learning gaining traction among students and teachers alike.

As John walked through the newly revitalized halls of his school, he couldn't help but smile. The warmth of human connection was once again palpable, the excitement of learning tangible in the air. And though the road ahead was still long and uncertain, he knew that with perseverance and determination, they could build a future where the traditions of the past lived on alongside the innovations of the future.

Amy's Individual Narrative

2024-04-10T05:29:43Z

Amy: Amy's Individual Narrative

2024-04-04T05:44:00Z

Amy: /* School Cultural Structure */

==Context==

'''In the year 2049, education has shifted to become de-streamed within all of Ontario, specifically becoming digital.'''

After the COVID-19 pandemic in 2019, the government realised that they could save so more money by continuing to have education online. Therefore, the government decided to make learning solely online. However, due to parents protesting about no one being able to stay home from work to look after their children, the government decided to still keep school boards intact. Students would still come into the school building, however they would be on their digital devices (chrome books) during their class period to attend their online classes. There would be teachers (and people hired and trusted by each board) physically present within the classrooms to supervise. By the year 2035, there would be one teacher for every subject of every grade level. The lessons would take place online so every student in Ontario could attend the same class. Every student would receive the same type of assessment and could use digital technologies to complete them. Grading would be done by AI in order to ensure equal and fair practice. There will still be staff within the building for administrative aid and maintenance, but no teaching will be done by any of these staff within the building. Students have different class periods and schedules and go to different classrooms to attend each of their online classes. Post Secondary admissions would shift from only considering grades, to also including interviews with students in order to help select students who could demonstrate civic responsibility without the use of digital tools.

==Educational Structure==
==School Cultural Structure==
In the year 2049, the world had undergone a profound transformation in education. With the advancement of technology, traditional classrooms have become obsolete relics of the past. Education is now entirely online, and students attend classes through virtual platforms like Zoom. In this new world, each subject had only one teacher, responsible for educating students from all corners of the globe. The days of specialized educators were long gone, replaced by a system that prioritized convenience over quality.

Despite the convenience of online education, students found it difficult to stay engaged. The monotony of staring at a screen for hours on end, listening to the same teacher drone on, had sapped away everyone’s motivation. The school culture had evolved as well. Gone were the days of bustling cafeterias and after-school clubs. Instead, social interactions were confined to virtual chat rooms and online forums. The school life in the future had been reduced to a pixelated facade. Even the concept of homework had lost its significance. With only one teacher per subject, the workload had become overwhelming. Assignments piled up faster than students could complete them, leading to a sense of frustration and helplessness. Students rely heavily on social media and popular culture, such as songs, to shape their socialization and behaviour. Students navigate their social interactions based on what they observe online and in media. As a result, everyone has access to the internet at school and they mostly communicate through technology instead of face-to-face interaction. This phenomenon is also attributed to the school environment, which shapes the prevailing school culture.

The school environment buzzed with the constant hum of smartphones and tablets, as students eagerly checked their feeds between classes. Every corner of the campus had become a potential backdrop for the perfect Instagram post or TikTok video, with students vying for likes and followers like currency. The role of teachers and staff had evolved into little more than glorified babysitters. They simply supervised the students, ensuring they didn't get into too much trouble while they scrolled through their feeds. In the future school environment, students are expected to attend class in person in a building, but there are no teachers in the classroom. Instead, every student will be meeting their teacher via a virtual classroom. Each subject will only have one teacher. The school environment has become technology-based, with every teacher assisted by an AI assistant that helps them mark grades and provide feedback. There will be hall monitors to ensure students are in class and not wandering around. Hall monitors equipped with advanced surveillance technology ensured that students remained in their designated classrooms, minimizing distractions and maximizing learning time. Any attempt to wander was promptly detected and redirected, maintaining order within the school environment.

In conclusion, in the year 2049, the landscape of education was drastically reshaped by technological advancements. The shift towards online education through virtual platforms like Zoom has led to an era of convenience, yet at the cost of engagement and depth of learning. Social interactions moved from bustling cafeterias to virtual chat rooms, and the role of teachers evolved into mere supervisors. As the school environment embraced technology, socialization became increasingly influenced by internet trends and popular culture, shaping behaviour and interactions. Thus, the future of education stood at a crossroads, where the integration of technology and the preservation of authentic human connection would define the school culture of generations to come.

==Government/Politics Structure==

From a GDP viewpoint, Ontario is thriving in comparison to its other provinces. In the year 2030, a new party had formed and been selected to represent the province; The Independence Party of Canada (IPC). The IPC stood for neoliberal ideologies that privatized the economy. Ontario was in the midst of unaffordable housing, increased homelessness, rising food prices, a mental health epidemic, and declining public institutions such as healthcare and schools.

In 2030, the IPC highlighted how the economy was to blame for these problems. The Ontario government had created these problems through mismanagement of public funds. Despite putting more money in these areas than ever before in its history, the situation continued to spiral. Therefore, the solution was to increase privatization, so that the province will gain more money overall, and success or failure in this neoliberal economy will be a result of the individuals’ merit.

Education was the IPC’s primary target. The IPC presented the pilot project of one teacher per subject for each grade.
In 2023, the Ontario government had been spending $34.7 billion in education. By the time of the 2030 elections, it had increased by an approximate $600 million per year to a total of $40 billion <ref>Goldberg 2023</ref>. In the pre-election political debate, the IPC promised Ontario citizens that they would save them 40 billion per year which would then be reinvested to supporting infrastructures in society. Their platform was based on the ideology of meritocracy, and the equitable learning that remote learning and AI grading provided. The IPC won by a landslide.

The IPC selected highly qualified curriculum developers who had written a number of academic articles that listed the benefits of privatization. These curriculum developers ensured that the Ontario curriculum from K-12 would allow students to reach their full potential through usage of digital technology, and an equitable grading schema that utilized AI to grade. The AI was developed to grade based on having key words in students answers which would highlight their usage of the IPC ideology. The entire curriculum aimed to create responsible citizens by teaching them values of meritocracy. The curriculum encourages digital competencies, and as such the IPC has invested in accessible centres for using digital technologies called Digital Labs. These centres replace public libraries, as anyone can access laptops using their Digital Lab ID cards. These centres ensure that anyone can participate on social media, have access to news, and utilize the internet and apps needed to complete work or school work. This way, even if someone were too poor to afford a phone or computer, they would not be left behind by the digital divide.

While teacher unions were against the implementation of the pilot project, it received a lot of support from parents who just wanted their children to be successful in schools. However, in the year 2042 after over a decade of the system in place, graduates of this system began protesting against it, as they believe that it is actually being used in favour of the upper-class who have the connections and social capital to perform better in interviews, and receive better jobs than the majority of the population that has become completely digitally dependent. The IPC and its supporters who provide generous donations to the province, deny the accusations. They vouch that the current system is a reflection of meritocracy, and those who work hard will obtain the occupations they want.

Across the province students have a graduation rate of 90% regardless of class, gender, or race. These statistics are often cited in public speeches because it highlights how the current system has created a successful and equitable curriculum for secondary students.
This change in schooling had a ripple effect on other elements in society, primarily the workforce.

The economy has had an increase in GDP. However, this is due to job creations in manufacturing and low-skill areas instead of unionized white-collar positions that have become extremely competitive. As students graduate high school, instead of developing critical thinking as the curriculum intends, they are digitally dependent on AI for completing school work. As such those who do not work hard to practice for interviews or know ahead of time the buzz word responses that the interviewers are looking for, consequently do not perform well and so they are unable to be admitted into post-secondary despite having near perfect averages in secondary schools. Current secondary school graduates have taken to protesting on the streets that despite their achievement in grade average, the system has made it even harder for students to enter post-secondary or have a chance at a secure job.

As the majority are stuck with the decision to either work in low paid, no benefits, and precarious conditions, or no job at all, there has consequently been an increase in crime and homelessness as some people do not think it is worth working super hard without the benefits being reflected. Meanwhile, many higher paid jobs are kept exclusive to the generations of upper-class as they require social capital not taught in secondary schools to perform in the interviews, and often learn skills from private tutors or attend private schools to prepare them in literacy, and mathematical skills without the use of AI, that are needed for post-secondary.

Ultimately, while the economy has increased thanks to neoliberal privatization, the overall living conditions for people have declined. The gap between rich and poor grows, and student graduating from secondary school do not have the knowledge needed to be successful in the current system.

==Links to Individual Narratives==

[[Individual Narrative for Education]]

[[https://wiki.seriousplaylab.com/index.php?title=Test]]

[[Linda's Individual Narrative]]

==References==
Goldberg, J. (2023, Aug. 22). Here’s the truth about Ontario’s education spending. Canadian Taxpayers Federation. https://www.taxpayer.com/newsroom/here%E2%80%99s-the-truth-about-ontario%E2%80%99s-education-spending

Group 2: Digital Overtake

2024-04-04T05:43:42Z

Amy: /* School Cultural Structure */

Group 2: Digital Overtake

2024-03-25T21:26:02Z

Amy: /* Links to Individual Narratives */

Test

2024-03-25T21:25:36Z

Amy:

Test Test

2024-03-25T21:21:33Z

Amy: /* Cats */

Playground

2024-03-25T21:21:24Z

Amy:

This is where you can mess around.

[[Kurtex47]]

[[The Educational Futurists]]

[[Disability and Music Education 2037]]

[[Group 1 - Test Test Test]]

Let's talk about the [[strike]].

So let's create some headings.

== Heading for My Playground ==

== Cats ==

Can cats be trusted?
narrative

== Dogs ==

Can dogs be trusted?

== Hippo ==

Why Hippos can't be trusted with expensive household items.

* test... i am currently writing '''''bold''''' stuff.

[[kurt's page]]

[[kurt's page]]

Playground

2024-03-25T21:20:51Z

Amy:

This is where you can mess around.

[[Kurtex47]]

[[The Educational Futurists]]

[[Disability and Music Education 2037]]

[[Group 1 - Test Test Test]]

Let's talk about the [[strike]].

So let's create some headings.

== Heading for My Playground ==

== Cats ==

Can cats be trusted?
Narrative
== Dogs ==

Can dogs be trusted?

== Hippo ==

Why Hippos can't be trusted with expensive household items.

* test... i am currently writing '''''bold''''' stuff.

[[kurt's page]]

[[kurt's page]]