Serious Play Lab Wiki - User contributions [en]

Diary of Rebecca

2024-04-09T20:51:38Z

Cenetinal: Created page with "Narrative by: Cenet Inal February 20, 2035 Joe and I have been considering for some time moving outside of Toronto. Joe works remotely meaning he could work anywhere he wants to. Myself on the other hand I would simply have to transfer school districts. I am pretty sure I won’t have a problem transferring to the rural school districts since many people have decided to move out of the city for a better life and as a result, they are in desperate need of elementary te..."

Narrative by: Cenet Inal

February 20, 2035

Joe and I have been considering for some time moving outside of Toronto. Joe works remotely meaning he could work anywhere he wants to. Myself on the other hand I would simply have to transfer school districts. I am pretty sure I won’t have a problem transferring to the rural school districts since many people have decided to move out of the city for a better life and as a result, they are in desperate need of elementary teachers in those school boards. As much as I am accustomed to our life in Toronto, life here has become unbelievably expensive to maintain and the city is beyond overcrowded. Though we’ve seen a decrease in population during the past two years, the levels of immigration post 2020 had and continue to have a significant effect on the population of Toronto. The mass immigration that occurred between the years of 2020 – 2024 caused many people to settle into the city of Toronto for its job opportunities and diverse communities, however we are just starting to see the beginning of the effects of this being reversed. Despite government assistance programs I truly believe though for Toronto to become in a liveable condition with lower life costs and to become more lightly populated. To provide a better future for the kids it seems like a good idea to talk to Joe tonight and actually start looking into moving outside the city.

One of the concerns I have about moving outside the city is the weather. In the winter even when you simply step outside the Greater Toronto Area you are able to see the change in weather. Though climate change is really starting to show its effects so really, I am not entirely sure how the weather will be. The weather today was surprisingly warm, it was a whole 15 degrees Celsius, though I am not sure why I am so surprised, we’ve been having surprisingly mild winters since 2024, and the winters have only been warmer ever since. There has been quite an effort to reduce climate change. For instance, upon receiving backlash from the citizens about yet another increase in carbon tax, the federal government that was elected in the year 2025 eliminated the carbon tax. After tons of protests by citizens in the past few regarding climate change the government recently allocated a higher budget to improve transportation. The aim is to try and improve the infrastructure of the existing transportation to make it more reliable, so people choose to take public transportation. As well, the government also wants to make the transportation between cities more reliable, to reduce traffic on the highways and keep the communities in the province connected.

A concern I have about moving in general is leaving my comfort zone. I have been at the school I am currently teaching at for 6 years now. Some of the students in my current 6th grade class I have taught two years in a row already as they were previously in my grade 4 and 5 classes. Moving to a new district means building new relationships with my students, which could take a lot of time and effort. In the class I have right now I know my students and they know me well enough that they do not take advantage of the technology we use in the classroom and use it for alternative things. When I call in substitute teachers, I am comfortable enough to leave a plan where students can engage in the assigned e-lit and e-math games that I have left for them to complete their rote learning for the day. I am able to be creative with the curriculum because I know my students’ abilities. Like today I had my students engage with Chat GPT in ways that could enhance their critical thinking. I gave them all the same assignment to write a short story with the same prompt using Chat GPT and compare their stories with their groups. I then asked them to slightly change the prompting, the wording etc. and asked them again to share their responses with their groups. I then asked them to share their results and we discussed some of the limitations and possibilities of using A.I..

Much of what we teach now relies on Indigenous pedagogy. The school system looks very different now than from when I was in school and even from when I was completing my teaching degree. As teachers there is an expectation for us to heavily focus on what is relevant to our students. Moving from the city to a rural area would indicate having to re – learn a lot of different things. Some questions that are pondering in my mind are: do the students in rural areas have different learning relevancies, if so what are they? When I spoke to my grade 6 students today, many of learning what is relevant to them were issues and concerns about living in the city. For instance, one of my students was super excited about being able to take geography in the 7th grade, in hopes of being able to do some city planning in the class. What I am thinking in my mind then is what is relevant for those students in the rural areas? I guess my concern then lies with am I equipped or knowledgeable enough to teach this? Yes, we have a base curriculum to teach our students, but if you talk to any teacher, they will tell you that teaching goes beyond teaching the curriculum.

Though moving means there will be a lot of changes in my life I think it will ultimately be what is best for my family. Our living costs will significantly decrease as we might be able to afford our own house instead of renting. In the summer we have the capacity to grow our own food. I won’t have to sit for hours in traffic trying to get home from work. The kids will be exposed to fresher air away from the city pollution. In general the family will live a less stressful life if we move.

The Educational Evolutionaries (2035-2045)

2024-04-09T20:48:46Z

Cenetinal:

World Creators: Cenet Inal, Anabel Ranga and Yi

== History and Politics ==
Between 2035 and 2045, society and politics undergo significant transformations. The rise of remote work, propelled by technological advancements and the lessons from the COVID-19 pandemic, lead to a re-evaluation of urban living. This shift brings about a trend towards de-urbanization, as people seek more sustainable and less crowded environments.<ref> [De-urbanization, Online Image]. S R Dalvi (I) Foundation. https://srdalvifoundation.com/wp-content/uploads/2023/05/blog-image-2023-05-10T150117.909-1024x512.png </ref> This transition impacts Toronto's multicultural dynamic, leading to a more dispersed, yet digitally connected community. Environmental sustainability becomes a core focus, with green technologies integrated into everyday life and education, fostering a generation more conscious of ecological issues. The role of physical spaces in education also evolves, with schools becoming more community-centred, offering spaces for social interaction and hands-on learning in a world where digital connections dominate.
[[File:Image of deurbanization.png|thumb|left|Move towards de-urbanization]]

In response to these societal shifts, the Canadian government implements a series of groundbreaking policies aimed at managing the transition effectively. Recognizing the challenges and opportunities of a de-urbanizing population, the government invests heavily in digital infrastructure to support remote work and education across the country. This includes enhancing internet connectivity in rural and remote areas, thus ensuring equitable access to digital resources. To address the increased cost of living and homelessness, policies focusing on affordable housing and social welfare programs are expanded, with a special emphasis on sustainable development and green living spaces. The government also plays a pivotal role in integrating environmental sustainability into the national curriculum, preparing future generations for the challenges of climate change. Furthermore, recognizing the importance of mental health in a society leaning towards individualism, substantial resources are allocated towards expanding mental health services and community support networks.

The shadow of COVID-19 looms large over this period, shaping societal norms and political landscapes. The pandemic's aftermath accentuates societal disparities and propels a shift towards individualism, exacerbating the divide between communities within Toronto's multicultural mosaic. The crisis also impacts the evolution of educational systems and technological integration, addressing both the challenges and opportunities these changes present. The pandemic also serves as a stark reminder of the interconnectedness of global communities and the collective action required to tackle global challenges. The swift spread of the virus across borders demonstrated the need for international co-operation in health and environmental policies, influencing a shift towards more collaborative approaches to addressing climate change, disease prevention, and disaster responses in the subsequent years.

As remote work becomes the norm, the concept of a workspace undergoes a radical transformation.<ref> [Remote work, Online Image]. Futurist Speaker. https://futuristspeaker.com/wp-content/uploads/2022/05/futurist-thomas-frey-who-is-moving-out-of-the-city.jpg </ref> Homes are redesigned to accommodate professional needs, leading to innovations in residential architecture. Companies, in turn, reduce their physical footprints, leading to a reconsideration of commercial real estate and urban planning. Cities adapt by repurposing their infrastructure, turning empty office buildings into residential units, community centres, or green spaces, further promoting environmental sustainability.[[File:Remote work.jpg|thumb|right|Increase of remote work]]

In this transformative era, the importance of mental health and community support networks becomes increasingly prominent. As society grapples with the challenges of de-urbanization and the move towards a more individualistic culture, there emerges a growing awareness of the psychological impacts of such shifts. Initiatives aimed at bolstering mental health services and creating robust support systems become crucial. The political landscape also shifts in response to these societal changes. Governments adopt more decentralised models to manage the dispersed population effectively. Policy-making becomes more participatory, with digital platforms enabling citizens to have a direct say in their governance. This leads to a reimagining of democracy, where digital engagement tools become as fundamental to the political process as traditional voting booths.

Internationally, the spread of technology and the push for sustainability foster greater cooperation among nations. Climate change and environmental preservation become central themes in diplomatic relations, leading to the formation of global coalitions focused on green technology, renewable energy, and ecological restoration projects.

In conclusion, the period between 2035 and 2045 marks a pivot towards a more sustainable, technologically integrated, and individually tailored society. These changes offer a vision of a future where humanity adapts, innovates, and thrives in harmony with the planet and each other.

== Education ==
=== Elementary Education ===
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.

Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.

[[File:Literacy games.webp|thumb|Online Games to be used for rote learning ]]

The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.<ref> [Online literacy game, Online Image]. Reading Eggs. https://readingeggs.co.uk/articles/2019-09-16-literacy-games-for-kids/ </ref>

Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education.[[File:E-learning hub.jpg|400px|frame|right|E-learning hubs located within each school]]

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right)<ref> [E -Learning hub, Online Image] I Pinimg. https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg </ref>. Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, education cannot be discussed without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, that is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==
[[Diary of Rebecca]]
== References ==

The Educational Evolutionaries (2035-2045)

2024-04-08T21:36:48Z

Cenetinal:

The Educational Evolutionaries (2035-2045)

2024-04-08T19:29:46Z

Cenetinal: /* Elementary Education */

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
Between 2035 and 2045, society and politics undergo significant transformations. The rise of remote work, propelled by technological advancements and the lessons from the COVID-19 pandemic, lead to a re-evaluation of urban living. This shift brings about a trend towards de-urbanization, as people seek more sustainable and less crowded environments. This transition impacts Toronto's multicultural dynamic, leading to a more dispersed, yet digitally connected community. Environmental sustainability becomes a core focus, with green technologies integrated into everyday life and education, fostering a generation more conscious of ecological issues. The role of physical spaces in education also evolves, with schools becoming more community-centred, offering spaces for social interaction and hands-on learning in a world where digital connections dominate.<ref> [Remote Work, Online Image]. Imgur. https://imgur.com/a/xfruYT8 </ref>[[File:Remote.png|50px|frame|right|remote work and education]]

In response to these societal shifts, the Canadian government implements a series of groundbreaking policies aimed at managing the transition effectively. Recognizing the challenges and opportunities of a de-urbanizing population, the government invests heavily in digital infrastructure to support remote work and education across the country. This includes enhancing internet connectivity in rural and remote areas, thus ensuring equitable access to digital resources. To address the increased cost of living and homelessness, policies focusing on affordable housing and social welfare programs are expanded, with a special emphasis on sustainable development and green living spaces. The government also plays a pivotal role in integrating environmental sustainability into the national curriculum, preparing future generations for the challenges of climate change. Furthermore, recognizing the importance of mental health in a society leaning towards individualism, substantial resources are allocated towards expanding mental health services and community support networks.

The shadow of COVID-19 looms large over this period, shaping societal norms and political landscapes. The pandemic's aftermath accentuates societal disparities and propels a shift towards individualism, exacerbating the divide between communities within Toronto's multicultural mosaic. The crisis also impacts the evolution of educational systems and technological integration, addressing both the challenges and opportunities these changes present. The pandemic also serves as a stark reminder of the interconnectedness of global communities and the collective action required to tackle global challenges. The swift spread of the virus across borders demonstrated the need for international co-operation in health and environmental policies, influencing a shift towards more collaborative approaches to addressing climate change, disease prevention, and disaster responses in the subsequent years.
As remote work becomes the norm, the concept of a workspace undergoes a radical transformation. Homes are redesigned to accommodate professional needs, leading to innovations in residential architecture. Companies, in turn, reduce their physical footprints, leading to a reconsideration of commercial real estate and urban planning. Cities adapt by repurposing their infrastructure, turning empty office buildings into residential units, community centres, or green spaces, further promoting environmental sustainability.

In this transformative era, the importance of mental health and community support networks becomes increasingly prominent. As society grapples with the challenges of de-urbanization and the move towards a more individualistic culture, there emerges a growing awareness of the psychological impacts of such shifts. Initiatives aimed at bolstering mental health services and creating robust support systems become crucial. The political landscape also shifts in response to these societal changes. Governments adopt more decentralised models to manage the dispersed population effectively. Policy-making becomes more participatory, with digital platforms enabling citizens to have a direct say in their governance. This leads to a reimagining of democracy, where digital engagement tools become as fundamental to the political process as traditional voting booths.

Internationally, the spread of technology and the push for sustainability foster greater cooperation among nations. Climate change and environmental preservation become central themes in diplomatic relations, leading to the formation of global coalitions focused on green technology, renewable energy, and ecological restoration projects.

In conclusion, the period between 2035 and 2045 marks a pivot towards a more sustainable, technologically integrated, and individually tailored society. These changes offer a vision of a future where humanity adapts, innovates, and thrives in harmony with the planet and each other.

== Education ==
=== Elementary Education ===
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.

Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.

[[File:Literacy games.webp|thumb|Online Games to be used for rote learning ]]

The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.<ref> [Online literacy game, Online Image]. Reading Eggs. https://readingeggs.co.uk/articles/2019-09-16-literacy-games-for-kids/ </ref>

Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education.[[File:E-learning hub.jpg|400px|frame|right|E-learning hubs located within each school]]

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right)<ref> [E -Learning Hub, Online Image] https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg </ref>. Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==

The Educational Evolutionaries (2035-2045)

2024-04-08T19:28:20Z

Cenetinal: /* Elementary Education */

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
Between 2035 and 2045, society and politics undergo significant transformations. The rise of remote work, propelled by technological advancements and the lessons from the COVID-19 pandemic, lead to a re-evaluation of urban living. This shift brings about a trend towards de-urbanization, as people seek more sustainable and less crowded environments. This transition impacts Toronto's multicultural dynamic, leading to a more dispersed, yet digitally connected community. Environmental sustainability becomes a core focus, with green technologies integrated into everyday life and education, fostering a generation more conscious of ecological issues. The role of physical spaces in education also evolves, with schools becoming more community-centred, offering spaces for social interaction and hands-on learning in a world where digital connections dominate.<ref> [Remote Work, Online Image]. Imgur. https://imgur.com/a/xfruYT8 </ref>[[File:Remote.png|50px|frame|right|remote work and education]]

In response to these societal shifts, the Canadian government implements a series of groundbreaking policies aimed at managing the transition effectively. Recognizing the challenges and opportunities of a de-urbanizing population, the government invests heavily in digital infrastructure to support remote work and education across the country. This includes enhancing internet connectivity in rural and remote areas, thus ensuring equitable access to digital resources. To address the increased cost of living and homelessness, policies focusing on affordable housing and social welfare programs are expanded, with a special emphasis on sustainable development and green living spaces. The government also plays a pivotal role in integrating environmental sustainability into the national curriculum, preparing future generations for the challenges of climate change. Furthermore, recognizing the importance of mental health in a society leaning towards individualism, substantial resources are allocated towards expanding mental health services and community support networks.

The shadow of COVID-19 looms large over this period, shaping societal norms and political landscapes. The pandemic's aftermath accentuates societal disparities and propels a shift towards individualism, exacerbating the divide between communities within Toronto's multicultural mosaic. The crisis also impacts the evolution of educational systems and technological integration, addressing both the challenges and opportunities these changes present. The pandemic also serves as a stark reminder of the interconnectedness of global communities and the collective action required to tackle global challenges. The swift spread of the virus across borders demonstrated the need for international co-operation in health and environmental policies, influencing a shift towards more collaborative approaches to addressing climate change, disease prevention, and disaster responses in the subsequent years.
As remote work becomes the norm, the concept of a workspace undergoes a radical transformation. Homes are redesigned to accommodate professional needs, leading to innovations in residential architecture. Companies, in turn, reduce their physical footprints, leading to a reconsideration of commercial real estate and urban planning. Cities adapt by repurposing their infrastructure, turning empty office buildings into residential units, community centres, or green spaces, further promoting environmental sustainability.

In this transformative era, the importance of mental health and community support networks becomes increasingly prominent. As society grapples with the challenges of de-urbanization and the move towards a more individualistic culture, there emerges a growing awareness of the psychological impacts of such shifts. Initiatives aimed at bolstering mental health services and creating robust support systems become crucial. The political landscape also shifts in response to these societal changes. Governments adopt more decentralised models to manage the dispersed population effectively. Policy-making becomes more participatory, with digital platforms enabling citizens to have a direct say in their governance. This leads to a reimagining of democracy, where digital engagement tools become as fundamental to the political process as traditional voting booths.

Internationally, the spread of technology and the push for sustainability foster greater cooperation among nations. Climate change and environmental preservation become central themes in diplomatic relations, leading to the formation of global coalitions focused on green technology, renewable energy, and ecological restoration projects.

In conclusion, the period between 2035 and 2045 marks a pivot towards a more sustainable, technologically integrated, and individually tailored society. These changes offer a vision of a future where humanity adapts, innovates, and thrives in harmony with the planet and each other.

== Education ==
=== Elementary Education ===
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.

Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.

The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.<ref> [Online literacy game, Online Image]. Reading Eggs. https://readingeggs.co.uk/articles/2019-09-16-literacy-games-for-kids/ </ref>

[[File:Literacy games.webp|thumb|Online Games to be used for rote learning ]]

Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education.[[File:E-learning hub.jpg|400px|frame|right|E-learning hubs located within each school]]

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right)<ref> [E -Learning Hub, Online Image] https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg </ref>. Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==

File:Literacy games.webp

2024-04-08T19:24:41Z

Cenetinal:

Literacy game for rote learning

File:ONLINE LEARNING.jpg

2024-04-08T19:11:24Z

Cenetinal:

Online math learning game for rote learning

The Educational Evolutionaries (2035-2045)

2024-04-08T19:10:01Z

Cenetinal: /* Elementary Education */

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
Between 2035 and 2045, society and politics undergo significant transformations. The rise of remote work, propelled by technological advancements and the lessons from the COVID-19 pandemic, lead to a re-evaluation of urban living. This shift brings about a trend towards de-urbanization, as people seek more sustainable and less crowded environments. This transition impacts Toronto's multicultural dynamic, leading to a more dispersed, yet digitally connected community. Environmental sustainability becomes a core focus, with green technologies integrated into everyday life and education, fostering a generation more conscious of ecological issues. The role of physical spaces in education also evolves, with schools becoming more community-centred, offering spaces for social interaction and hands-on learning in a world where digital connections dominate.<ref> [Remote Work, Online Image]. Imgur. https://imgur.com/a/xfruYT8 </ref>[[File:Remote.png|50px|frame|right|remote work and education]]

In response to these societal shifts, the Canadian government implements a series of groundbreaking policies aimed at managing the transition effectively. Recognizing the challenges and opportunities of a de-urbanizing population, the government invests heavily in digital infrastructure to support remote work and education across the country. This includes enhancing internet connectivity in rural and remote areas, thus ensuring equitable access to digital resources. To address the increased cost of living and homelessness, policies focusing on affordable housing and social welfare programs are expanded, with a special emphasis on sustainable development and green living spaces. The government also plays a pivotal role in integrating environmental sustainability into the national curriculum, preparing future generations for the challenges of climate change. Furthermore, recognizing the importance of mental health in a society leaning towards individualism, substantial resources are allocated towards expanding mental health services and community support networks.

The shadow of COVID-19 looms large over this period, shaping societal norms and political landscapes. The pandemic's aftermath accentuates societal disparities and propels a shift towards individualism, exacerbating the divide between communities within Toronto's multicultural mosaic. The crisis also impacts the evolution of educational systems and technological integration, addressing both the challenges and opportunities these changes present. The pandemic also serves as a stark reminder of the interconnectedness of global communities and the collective action required to tackle global challenges. The swift spread of the virus across borders demonstrated the need for international co-operation in health and environmental policies, influencing a shift towards more collaborative approaches to addressing climate change, disease prevention, and disaster responses in the subsequent years.
As remote work becomes the norm, the concept of a workspace undergoes a radical transformation. Homes are redesigned to accommodate professional needs, leading to innovations in residential architecture. Companies, in turn, reduce their physical footprints, leading to a reconsideration of commercial real estate and urban planning. Cities adapt by repurposing their infrastructure, turning empty office buildings into residential units, community centres, or green spaces, further promoting environmental sustainability.

In this transformative era, the importance of mental health and community support networks becomes increasingly prominent. As society grapples with the challenges of de-urbanization and the move towards a more individualistic culture, there emerges a growing awareness of the psychological impacts of such shifts. Initiatives aimed at bolstering mental health services and creating robust support systems become crucial. The political landscape also shifts in response to these societal changes. Governments adopt more decentralised models to manage the dispersed population effectively. Policy-making becomes more participatory, with digital platforms enabling citizens to have a direct say in their governance. This leads to a reimagining of democracy, where digital engagement tools become as fundamental to the political process as traditional voting booths.

Internationally, the spread of technology and the push for sustainability foster greater cooperation among nations. Climate change and environmental preservation become central themes in diplomatic relations, leading to the formation of global coalitions focused on green technology, renewable energy, and ecological restoration projects.

In conclusion, the period between 2035 and 2045 marks a pivot towards a more sustainable, technologically integrated, and individually tailored society. These changes offer a vision of a future where humanity adapts, innovates, and thrives in harmony with the planet and each other.

== Education ==
=== Elementary Education ===
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.

Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.

The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.

Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education.[[File:E-learning hub.jpg|400px|frame|right|E-learning hubs located within each school]]

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right)<ref> [E -Learning Hub, Online Image] https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg </ref>. Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==

File:ONLINE MATH GAMES.jpg

2024-04-08T19:08:26Z

Cenetinal:

Online math game

The Educational Evolutionaries (2035-2045)

2024-04-08T18:21:24Z

Cenetinal: /* References */

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
Between 2035 and 2045, society and politics undergo significant transformations. The rise of remote work, propelled by technological advancements and the lessons from the COVID-19 pandemic, lead to a re-evaluation of urban living. This shift brings about a trend towards de-urbanization, as people seek more sustainable and less crowded environments. This transition impacts Toronto's multicultural dynamic, leading to a more dispersed, yet digitally connected community. Environmental sustainability becomes a core focus, with green technologies integrated into everyday life and education, fostering a generation more conscious of ecological issues. The role of physical spaces in education also evolves, with schools becoming more community-centred, offering spaces for social interaction and hands-on learning in a world where digital connections dominate.[[File:Remote.png|50px|frame|right|remote work and education]]<ref> [Remote Work, Online Image]. Imgur. https://imgur.com/a/xfruYT8 </ref>

In response to these societal shifts, the Canadian government implements a series of groundbreaking policies aimed at managing the transition effectively. Recognizing the challenges and opportunities of a de-urbanizing population, the government invests heavily in digital infrastructure to support remote work and education across the country. This includes enhancing internet connectivity in rural and remote areas, thus ensuring equitable access to digital resources. To address the increased cost of living and homelessness, policies focusing on affordable housing and social welfare programs are expanded, with a special emphasis on sustainable development and green living spaces. The government also plays a pivotal role in integrating environmental sustainability into the national curriculum, preparing future generations for the challenges of climate change. Furthermore, recognizing the importance of mental health in a society leaning towards individualism, substantial resources are allocated towards expanding mental health services and community support networks.

The shadow of COVID-19 looms large over this period, shaping societal norms and political landscapes. The pandemic's aftermath accentuates societal disparities and propels a shift towards individualism, exacerbating the divide between communities within Toronto's multicultural mosaic. The crisis also impacts the evolution of educational systems and technological integration, addressing both the challenges and opportunities these changes present. The pandemic also serves as a stark reminder of the interconnectedness of global communities and the collective action required to tackle global challenges. The swift spread of the virus across borders demonstrated the need for international co-operation in health and environmental policies, influencing a shift towards more collaborative approaches to addressing climate change, disease prevention, and disaster responses in the subsequent years.
As remote work becomes the norm, the concept of a workspace undergoes a radical transformation. Homes are redesigned to accommodate professional needs, leading to innovations in residential architecture. Companies, in turn, reduce their physical footprints, leading to a reconsideration of commercial real estate and urban planning. Cities adapt by repurposing their infrastructure, turning empty office buildings into residential units, community centres, or green spaces, further promoting environmental sustainability.

In this transformative era, the importance of mental health and community support networks becomes increasingly prominent. As society grapples with the challenges of de-urbanization and the move towards a more individualistic culture, there emerges a growing awareness of the psychological impacts of such shifts. Initiatives aimed at bolstering mental health services and creating robust support systems become crucial. The political landscape also shifts in response to these societal changes. Governments adopt more decentralised models to manage the dispersed population effectively. Policy-making becomes more participatory, with digital platforms enabling citizens to have a direct say in their governance. This leads to a reimagining of democracy, where digital engagement tools become as fundamental to the political process as traditional voting booths.

Internationally, the spread of technology and the push for sustainability foster greater cooperation among nations. Climate change and environmental preservation become central themes in diplomatic relations, leading to the formation of global coalitions focused on green technology, renewable energy, and ecological restoration projects.

In conclusion, the period between 2035 and 2045 marks a pivot towards a more sustainable, technologically integrated, and individually tailored society. These changes offer a vision of a future where humanity adapts, innovates, and thrives in harmony with the planet and each other.

== Education ==
=== Elementary Education ===
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.

Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.
[[File:Holistic tree 2.jpg|thumb]]<ref> [Holistic Tree, Online Image]. DPSG Sushant Lok.https://www.dpsgs.org/sushant-lok/blog/6-benefits-of-having-holistic-education-in-schools </ref>
The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.

Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education. [[File:E-learning hub.jpg|400px|frame|right|E-learning hubs located within each school]]<ref> [E -Learning Hub, Online Image]. https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg </ref>

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right). Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==

The Educational Evolutionaries (2035-2045)

2024-04-08T18:21:10Z

Cenetinal: /* Secondary Education */

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
Between 2035 and 2045, society and politics undergo significant transformations. The rise of remote work, propelled by technological advancements and the lessons from the COVID-19 pandemic, lead to a re-evaluation of urban living. This shift brings about a trend towards de-urbanization, as people seek more sustainable and less crowded environments. This transition impacts Toronto's multicultural dynamic, leading to a more dispersed, yet digitally connected community. Environmental sustainability becomes a core focus, with green technologies integrated into everyday life and education, fostering a generation more conscious of ecological issues. The role of physical spaces in education also evolves, with schools becoming more community-centred, offering spaces for social interaction and hands-on learning in a world where digital connections dominate.[[File:Remote.png|50px|frame|right|remote work and education]]<ref> [Remote Work, Online Image]. Imgur. https://imgur.com/a/xfruYT8 </ref>

In response to these societal shifts, the Canadian government implements a series of groundbreaking policies aimed at managing the transition effectively. Recognizing the challenges and opportunities of a de-urbanizing population, the government invests heavily in digital infrastructure to support remote work and education across the country. This includes enhancing internet connectivity in rural and remote areas, thus ensuring equitable access to digital resources. To address the increased cost of living and homelessness, policies focusing on affordable housing and social welfare programs are expanded, with a special emphasis on sustainable development and green living spaces. The government also plays a pivotal role in integrating environmental sustainability into the national curriculum, preparing future generations for the challenges of climate change. Furthermore, recognizing the importance of mental health in a society leaning towards individualism, substantial resources are allocated towards expanding mental health services and community support networks.

The shadow of COVID-19 looms large over this period, shaping societal norms and political landscapes. The pandemic's aftermath accentuates societal disparities and propels a shift towards individualism, exacerbating the divide between communities within Toronto's multicultural mosaic. The crisis also impacts the evolution of educational systems and technological integration, addressing both the challenges and opportunities these changes present. The pandemic also serves as a stark reminder of the interconnectedness of global communities and the collective action required to tackle global challenges. The swift spread of the virus across borders demonstrated the need for international co-operation in health and environmental policies, influencing a shift towards more collaborative approaches to addressing climate change, disease prevention, and disaster responses in the subsequent years.
As remote work becomes the norm, the concept of a workspace undergoes a radical transformation. Homes are redesigned to accommodate professional needs, leading to innovations in residential architecture. Companies, in turn, reduce their physical footprints, leading to a reconsideration of commercial real estate and urban planning. Cities adapt by repurposing their infrastructure, turning empty office buildings into residential units, community centres, or green spaces, further promoting environmental sustainability.

In this transformative era, the importance of mental health and community support networks becomes increasingly prominent. As society grapples with the challenges of de-urbanization and the move towards a more individualistic culture, there emerges a growing awareness of the psychological impacts of such shifts. Initiatives aimed at bolstering mental health services and creating robust support systems become crucial. The political landscape also shifts in response to these societal changes. Governments adopt more decentralised models to manage the dispersed population effectively. Policy-making becomes more participatory, with digital platforms enabling citizens to have a direct say in their governance. This leads to a reimagining of democracy, where digital engagement tools become as fundamental to the political process as traditional voting booths.

Internationally, the spread of technology and the push for sustainability foster greater cooperation among nations. Climate change and environmental preservation become central themes in diplomatic relations, leading to the formation of global coalitions focused on green technology, renewable energy, and ecological restoration projects.

In conclusion, the period between 2035 and 2045 marks a pivot towards a more sustainable, technologically integrated, and individually tailored society. These changes offer a vision of a future where humanity adapts, innovates, and thrives in harmony with the planet and each other.

== Education ==
=== Elementary Education ===
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.

Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.
[[File:Holistic tree 2.jpg|thumb]]<ref> [Holistic Tree, Online Image]. DPSG Sushant Lok.https://www.dpsgs.org/sushant-lok/blog/6-benefits-of-having-holistic-education-in-schools </ref>
The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.

Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education. [[File:E-learning hub.jpg|400px|frame|right|E-learning hubs located within each school]]<ref> [E -Learning Hub, Online Image]. https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg </ref>

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right). Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==

https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg

The Educational Evolutionaries (2035-2045)

2024-04-08T18:07:53Z

Cenetinal: /* References */

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
Between 2035 and 2045, society and politics undergo significant transformations. The rise of remote work, propelled by technological advancements and the lessons from the COVID-19 pandemic, lead to a re-evaluation of urban living. This shift brings about a trend towards de-urbanization, as people seek more sustainable and less crowded environments. This transition impacts Toronto's multicultural dynamic, leading to a more dispersed, yet digitally connected community. Environmental sustainability becomes a core focus, with green technologies integrated into everyday life and education, fostering a generation more conscious of ecological issues. The role of physical spaces in education also evolves, with schools becoming more community-centred, offering spaces for social interaction and hands-on learning in a world where digital connections dominate.[[File:Remote.png|50px|frame|right|remote work and education]]<ref> [Remote Work, Online Image]. Imgur. https://imgur.com/a/xfruYT8 </ref>

In response to these societal shifts, the Canadian government implements a series of groundbreaking policies aimed at managing the transition effectively. Recognizing the challenges and opportunities of a de-urbanizing population, the government invests heavily in digital infrastructure to support remote work and education across the country. This includes enhancing internet connectivity in rural and remote areas, thus ensuring equitable access to digital resources. To address the increased cost of living and homelessness, policies focusing on affordable housing and social welfare programs are expanded, with a special emphasis on sustainable development and green living spaces. The government also plays a pivotal role in integrating environmental sustainability into the national curriculum, preparing future generations for the challenges of climate change. Furthermore, recognizing the importance of mental health in a society leaning towards individualism, substantial resources are allocated towards expanding mental health services and community support networks.

The shadow of COVID-19 looms large over this period, shaping societal norms and political landscapes. The pandemic's aftermath accentuates societal disparities and propels a shift towards individualism, exacerbating the divide between communities within Toronto's multicultural mosaic. The crisis also impacts the evolution of educational systems and technological integration, addressing both the challenges and opportunities these changes present. The pandemic also serves as a stark reminder of the interconnectedness of global communities and the collective action required to tackle global challenges. The swift spread of the virus across borders demonstrated the need for international co-operation in health and environmental policies, influencing a shift towards more collaborative approaches to addressing climate change, disease prevention, and disaster responses in the subsequent years.
As remote work becomes the norm, the concept of a workspace undergoes a radical transformation. Homes are redesigned to accommodate professional needs, leading to innovations in residential architecture. Companies, in turn, reduce their physical footprints, leading to a reconsideration of commercial real estate and urban planning. Cities adapt by repurposing their infrastructure, turning empty office buildings into residential units, community centres, or green spaces, further promoting environmental sustainability.

In this transformative era, the importance of mental health and community support networks becomes increasingly prominent. As society grapples with the challenges of de-urbanization and the move towards a more individualistic culture, there emerges a growing awareness of the psychological impacts of such shifts. Initiatives aimed at bolstering mental health services and creating robust support systems become crucial. The political landscape also shifts in response to these societal changes. Governments adopt more decentralised models to manage the dispersed population effectively. Policy-making becomes more participatory, with digital platforms enabling citizens to have a direct say in their governance. This leads to a reimagining of democracy, where digital engagement tools become as fundamental to the political process as traditional voting booths.

Internationally, the spread of technology and the push for sustainability foster greater cooperation among nations. Climate change and environmental preservation become central themes in diplomatic relations, leading to the formation of global coalitions focused on green technology, renewable energy, and ecological restoration projects.

In conclusion, the period between 2035 and 2045 marks a pivot towards a more sustainable, technologically integrated, and individually tailored society. These changes offer a vision of a future where humanity adapts, innovates, and thrives in harmony with the planet and each other.

== Education ==
=== Elementary Education ===
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.

Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.
[[File:Holistic tree 2.jpg|thumb]]<ref> [Holistic Tree, Online Image]. DPSG Sushant Lok.https://www.dpsgs.org/sushant-lok/blog/6-benefits-of-having-holistic-education-in-schools </ref>
The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.

Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education. [[File:E-learning hub.jpg|400px|frame|right|E-learning hubs located within each school]]

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right). Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==

https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg

The Educational Evolutionaries (2035-2045)

2024-04-08T18:07:11Z

Cenetinal: /* History and Politics */

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
Between 2035 and 2045, society and politics undergo significant transformations. The rise of remote work, propelled by technological advancements and the lessons from the COVID-19 pandemic, lead to a re-evaluation of urban living. This shift brings about a trend towards de-urbanization, as people seek more sustainable and less crowded environments. This transition impacts Toronto's multicultural dynamic, leading to a more dispersed, yet digitally connected community. Environmental sustainability becomes a core focus, with green technologies integrated into everyday life and education, fostering a generation more conscious of ecological issues. The role of physical spaces in education also evolves, with schools becoming more community-centred, offering spaces for social interaction and hands-on learning in a world where digital connections dominate.[[File:Remote.png|50px|frame|right|remote work and education]]<ref> [Remote Work, Online Image]. Imgur. https://imgur.com/a/xfruYT8 </ref>

In response to these societal shifts, the Canadian government implements a series of groundbreaking policies aimed at managing the transition effectively. Recognizing the challenges and opportunities of a de-urbanizing population, the government invests heavily in digital infrastructure to support remote work and education across the country. This includes enhancing internet connectivity in rural and remote areas, thus ensuring equitable access to digital resources. To address the increased cost of living and homelessness, policies focusing on affordable housing and social welfare programs are expanded, with a special emphasis on sustainable development and green living spaces. The government also plays a pivotal role in integrating environmental sustainability into the national curriculum, preparing future generations for the challenges of climate change. Furthermore, recognizing the importance of mental health in a society leaning towards individualism, substantial resources are allocated towards expanding mental health services and community support networks.

The shadow of COVID-19 looms large over this period, shaping societal norms and political landscapes. The pandemic's aftermath accentuates societal disparities and propels a shift towards individualism, exacerbating the divide between communities within Toronto's multicultural mosaic. The crisis also impacts the evolution of educational systems and technological integration, addressing both the challenges and opportunities these changes present. The pandemic also serves as a stark reminder of the interconnectedness of global communities and the collective action required to tackle global challenges. The swift spread of the virus across borders demonstrated the need for international co-operation in health and environmental policies, influencing a shift towards more collaborative approaches to addressing climate change, disease prevention, and disaster responses in the subsequent years.
As remote work becomes the norm, the concept of a workspace undergoes a radical transformation. Homes are redesigned to accommodate professional needs, leading to innovations in residential architecture. Companies, in turn, reduce their physical footprints, leading to a reconsideration of commercial real estate and urban planning. Cities adapt by repurposing their infrastructure, turning empty office buildings into residential units, community centres, or green spaces, further promoting environmental sustainability.

In this transformative era, the importance of mental health and community support networks becomes increasingly prominent. As society grapples with the challenges of de-urbanization and the move towards a more individualistic culture, there emerges a growing awareness of the psychological impacts of such shifts. Initiatives aimed at bolstering mental health services and creating robust support systems become crucial. The political landscape also shifts in response to these societal changes. Governments adopt more decentralised models to manage the dispersed population effectively. Policy-making becomes more participatory, with digital platforms enabling citizens to have a direct say in their governance. This leads to a reimagining of democracy, where digital engagement tools become as fundamental to the political process as traditional voting booths.

Internationally, the spread of technology and the push for sustainability foster greater cooperation among nations. Climate change and environmental preservation become central themes in diplomatic relations, leading to the formation of global coalitions focused on green technology, renewable energy, and ecological restoration projects.

In conclusion, the period between 2035 and 2045 marks a pivot towards a more sustainable, technologically integrated, and individually tailored society. These changes offer a vision of a future where humanity adapts, innovates, and thrives in harmony with the planet and each other.

== Education ==
=== Elementary Education ===
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.

Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.
[[File:Holistic tree 2.jpg|thumb]]<ref> [Holistic Tree, Online Image]. DPSG Sushant Lok.https://www.dpsgs.org/sushant-lok/blog/6-benefits-of-having-holistic-education-in-schools </ref>
The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.

Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education. [[File:E-learning hub.jpg|400px|frame|right|E-learning hubs located within each school]]

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right). Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==

https://imgur.com/a/xfruYT8

https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg

The Educational Evolutionaries (2035-2045)

2024-04-08T18:03:56Z

Cenetinal: /* References */

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
Between 2035 and 2045, society and politics undergo significant transformations. The rise of remote work, propelled by technological advancements and the lessons from the COVID-19 pandemic, lead to a re-evaluation of urban living. This shift brings about a trend towards de-urbanization, as people seek more sustainable and less crowded environments. This transition impacts Toronto's multicultural dynamic, leading to a more dispersed, yet digitally connected community. Environmental sustainability becomes a core focus, with green technologies integrated into everyday life and education, fostering a generation more conscious of ecological issues. The role of physical spaces in education also evolves, with schools becoming more community-centred, offering spaces for social interaction and hands-on learning in a world where digital connections dominate.[[File:Remote.png|50px|frame|right|remote work and education]]

In response to these societal shifts, the Canadian government implements a series of groundbreaking policies aimed at managing the transition effectively. Recognizing the challenges and opportunities of a de-urbanizing population, the government invests heavily in digital infrastructure to support remote work and education across the country. This includes enhancing internet connectivity in rural and remote areas, thus ensuring equitable access to digital resources. To address the increased cost of living and homelessness, policies focusing on affordable housing and social welfare programs are expanded, with a special emphasis on sustainable development and green living spaces. The government also plays a pivotal role in integrating environmental sustainability into the national curriculum, preparing future generations for the challenges of climate change. Furthermore, recognizing the importance of mental health in a society leaning towards individualism, substantial resources are allocated towards expanding mental health services and community support networks.

The shadow of COVID-19 looms large over this period, shaping societal norms and political landscapes. The pandemic's aftermath accentuates societal disparities and propels a shift towards individualism, exacerbating the divide between communities within Toronto's multicultural mosaic. The crisis also impacts the evolution of educational systems and technological integration, addressing both the challenges and opportunities these changes present. The pandemic also serves as a stark reminder of the interconnectedness of global communities and the collective action required to tackle global challenges. The swift spread of the virus across borders demonstrated the need for international co-operation in health and environmental policies, influencing a shift towards more collaborative approaches to addressing climate change, disease prevention, and disaster responses in the subsequent years.
As remote work becomes the norm, the concept of a workspace undergoes a radical transformation. Homes are redesigned to accommodate professional needs, leading to innovations in residential architecture. Companies, in turn, reduce their physical footprints, leading to a reconsideration of commercial real estate and urban planning. Cities adapt by repurposing their infrastructure, turning empty office buildings into residential units, community centres, or green spaces, further promoting environmental sustainability.

In this transformative era, the importance of mental health and community support networks becomes increasingly prominent. As society grapples with the challenges of de-urbanization and the move towards a more individualistic culture, there emerges a growing awareness of the psychological impacts of such shifts. Initiatives aimed at bolstering mental health services and creating robust support systems become crucial. The political landscape also shifts in response to these societal changes. Governments adopt more decentralised models to manage the dispersed population effectively. Policy-making becomes more participatory, with digital platforms enabling citizens to have a direct say in their governance. This leads to a reimagining of democracy, where digital engagement tools become as fundamental to the political process as traditional voting booths.

Internationally, the spread of technology and the push for sustainability foster greater cooperation among nations. Climate change and environmental preservation become central themes in diplomatic relations, leading to the formation of global coalitions focused on green technology, renewable energy, and ecological restoration projects.

In conclusion, the period between 2035 and 2045 marks a pivot towards a more sustainable, technologically integrated, and individually tailored society. These changes offer a vision of a future where humanity adapts, innovates, and thrives in harmony with the planet and each other.

== Education ==
=== Elementary Education ===
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.

Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.
[[File:Holistic tree 2.jpg|thumb]]<ref> [Holistic Tree, Online Image]. DPSG Sushant Lok.https://www.dpsgs.org/sushant-lok/blog/6-benefits-of-having-holistic-education-in-schools </ref>
The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.

Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education. [[File:E-learning hub.jpg|400px|frame|right|E-learning hubs located within each school]]

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right). Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==

https://imgur.com/a/xfruYT8

https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg

The Educational Evolutionaries (2035-2045)

2024-04-08T18:03:26Z

Cenetinal: /* Elementary Education */

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
Between 2035 and 2045, society and politics undergo significant transformations. The rise of remote work, propelled by technological advancements and the lessons from the COVID-19 pandemic, lead to a re-evaluation of urban living. This shift brings about a trend towards de-urbanization, as people seek more sustainable and less crowded environments. This transition impacts Toronto's multicultural dynamic, leading to a more dispersed, yet digitally connected community. Environmental sustainability becomes a core focus, with green technologies integrated into everyday life and education, fostering a generation more conscious of ecological issues. The role of physical spaces in education also evolves, with schools becoming more community-centred, offering spaces for social interaction and hands-on learning in a world where digital connections dominate.[[File:Remote.png|50px|frame|right|remote work and education]]

In response to these societal shifts, the Canadian government implements a series of groundbreaking policies aimed at managing the transition effectively. Recognizing the challenges and opportunities of a de-urbanizing population, the government invests heavily in digital infrastructure to support remote work and education across the country. This includes enhancing internet connectivity in rural and remote areas, thus ensuring equitable access to digital resources. To address the increased cost of living and homelessness, policies focusing on affordable housing and social welfare programs are expanded, with a special emphasis on sustainable development and green living spaces. The government also plays a pivotal role in integrating environmental sustainability into the national curriculum, preparing future generations for the challenges of climate change. Furthermore, recognizing the importance of mental health in a society leaning towards individualism, substantial resources are allocated towards expanding mental health services and community support networks.

The shadow of COVID-19 looms large over this period, shaping societal norms and political landscapes. The pandemic's aftermath accentuates societal disparities and propels a shift towards individualism, exacerbating the divide between communities within Toronto's multicultural mosaic. The crisis also impacts the evolution of educational systems and technological integration, addressing both the challenges and opportunities these changes present. The pandemic also serves as a stark reminder of the interconnectedness of global communities and the collective action required to tackle global challenges. The swift spread of the virus across borders demonstrated the need for international co-operation in health and environmental policies, influencing a shift towards more collaborative approaches to addressing climate change, disease prevention, and disaster responses in the subsequent years.
As remote work becomes the norm, the concept of a workspace undergoes a radical transformation. Homes are redesigned to accommodate professional needs, leading to innovations in residential architecture. Companies, in turn, reduce their physical footprints, leading to a reconsideration of commercial real estate and urban planning. Cities adapt by repurposing their infrastructure, turning empty office buildings into residential units, community centres, or green spaces, further promoting environmental sustainability.

In this transformative era, the importance of mental health and community support networks becomes increasingly prominent. As society grapples with the challenges of de-urbanization and the move towards a more individualistic culture, there emerges a growing awareness of the psychological impacts of such shifts. Initiatives aimed at bolstering mental health services and creating robust support systems become crucial. The political landscape also shifts in response to these societal changes. Governments adopt more decentralised models to manage the dispersed population effectively. Policy-making becomes more participatory, with digital platforms enabling citizens to have a direct say in their governance. This leads to a reimagining of democracy, where digital engagement tools become as fundamental to the political process as traditional voting booths.

Internationally, the spread of technology and the push for sustainability foster greater cooperation among nations. Climate change and environmental preservation become central themes in diplomatic relations, leading to the formation of global coalitions focused on green technology, renewable energy, and ecological restoration projects.

In conclusion, the period between 2035 and 2045 marks a pivot towards a more sustainable, technologically integrated, and individually tailored society. These changes offer a vision of a future where humanity adapts, innovates, and thrives in harmony with the planet and each other.

== Education ==
=== Elementary Education ===
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.

Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.
[[File:Holistic tree 2.jpg|thumb]]<ref> [Holistic Tree, Online Image]. DPSG Sushant Lok.https://www.dpsgs.org/sushant-lok/blog/6-benefits-of-having-holistic-education-in-schools </ref>
The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.

Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education. [[File:E-learning hub.jpg|400px|frame|right|E-learning hubs located within each school]]

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right). Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==

[Holistic Tree, Online Image]. DPSG Sushant Lok.https://www.dpsgs.org/sushant-lok/blog/6-benefits-of-having-holistic-education-in-schools

https://imgur.com/a/xfruYT8

https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg

The Educational Evolutionaries (2035-2045)

2024-04-08T17:59:11Z

Cenetinal: /* References */

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
Between 2035 and 2045, society and politics undergo significant transformations. The rise of remote work, propelled by technological advancements and the lessons from the COVID-19 pandemic, lead to a re-evaluation of urban living. This shift brings about a trend towards de-urbanization, as people seek more sustainable and less crowded environments. This transition impacts Toronto's multicultural dynamic, leading to a more dispersed, yet digitally connected community. Environmental sustainability becomes a core focus, with green technologies integrated into everyday life and education, fostering a generation more conscious of ecological issues. The role of physical spaces in education also evolves, with schools becoming more community-centred, offering spaces for social interaction and hands-on learning in a world where digital connections dominate.[[File:Remote.png|50px|frame|right|remote work and education]]

In response to these societal shifts, the Canadian government implements a series of groundbreaking policies aimed at managing the transition effectively. Recognizing the challenges and opportunities of a de-urbanizing population, the government invests heavily in digital infrastructure to support remote work and education across the country. This includes enhancing internet connectivity in rural and remote areas, thus ensuring equitable access to digital resources. To address the increased cost of living and homelessness, policies focusing on affordable housing and social welfare programs are expanded, with a special emphasis on sustainable development and green living spaces. The government also plays a pivotal role in integrating environmental sustainability into the national curriculum, preparing future generations for the challenges of climate change. Furthermore, recognizing the importance of mental health in a society leaning towards individualism, substantial resources are allocated towards expanding mental health services and community support networks.

The shadow of COVID-19 looms large over this period, shaping societal norms and political landscapes. The pandemic's aftermath accentuates societal disparities and propels a shift towards individualism, exacerbating the divide between communities within Toronto's multicultural mosaic. The crisis also impacts the evolution of educational systems and technological integration, addressing both the challenges and opportunities these changes present. The pandemic also serves as a stark reminder of the interconnectedness of global communities and the collective action required to tackle global challenges. The swift spread of the virus across borders demonstrated the need for international co-operation in health and environmental policies, influencing a shift towards more collaborative approaches to addressing climate change, disease prevention, and disaster responses in the subsequent years.
As remote work becomes the norm, the concept of a workspace undergoes a radical transformation. Homes are redesigned to accommodate professional needs, leading to innovations in residential architecture. Companies, in turn, reduce their physical footprints, leading to a reconsideration of commercial real estate and urban planning. Cities adapt by repurposing their infrastructure, turning empty office buildings into residential units, community centres, or green spaces, further promoting environmental sustainability.

In this transformative era, the importance of mental health and community support networks becomes increasingly prominent. As society grapples with the challenges of de-urbanization and the move towards a more individualistic culture, there emerges a growing awareness of the psychological impacts of such shifts. Initiatives aimed at bolstering mental health services and creating robust support systems become crucial. The political landscape also shifts in response to these societal changes. Governments adopt more decentralised models to manage the dispersed population effectively. Policy-making becomes more participatory, with digital platforms enabling citizens to have a direct say in their governance. This leads to a reimagining of democracy, where digital engagement tools become as fundamental to the political process as traditional voting booths.

Internationally, the spread of technology and the push for sustainability foster greater cooperation among nations. Climate change and environmental preservation become central themes in diplomatic relations, leading to the formation of global coalitions focused on green technology, renewable energy, and ecological restoration projects.

In conclusion, the period between 2035 and 2045 marks a pivot towards a more sustainable, technologically integrated, and individually tailored society. These changes offer a vision of a future where humanity adapts, innovates, and thrives in harmony with the planet and each other.

== Education ==
=== Elementary Education ===
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.

Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.
[[File:Holistic tree 2.jpg|thumb]]
The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.

Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education. [[File:E-learning hub.jpg|400px|frame|right|E-learning hubs located within each school]]

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right). Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==

[Holistic Tree, Online Image]. DPSG Sushant Lok.https://www.dpsgs.org/sushant-lok/blog/6-benefits-of-having-holistic-education-in-schools

https://imgur.com/a/xfruYT8

https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg

The Educational Evolutionaries (2035-2045)

2024-04-08T17:56:54Z

Cenetinal: /* Elementary Education */

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
Between 2035 and 2045, society and politics undergo significant transformations. The rise of remote work, propelled by technological advancements and the lessons from the COVID-19 pandemic, lead to a re-evaluation of urban living. This shift brings about a trend towards de-urbanization, as people seek more sustainable and less crowded environments. This transition impacts Toronto's multicultural dynamic, leading to a more dispersed, yet digitally connected community. Environmental sustainability becomes a core focus, with green technologies integrated into everyday life and education, fostering a generation more conscious of ecological issues. The role of physical spaces in education also evolves, with schools becoming more community-centred, offering spaces for social interaction and hands-on learning in a world where digital connections dominate.[[File:Remote.png|50px|frame|right|remote work and education]]

In response to these societal shifts, the Canadian government implements a series of groundbreaking policies aimed at managing the transition effectively. Recognizing the challenges and opportunities of a de-urbanizing population, the government invests heavily in digital infrastructure to support remote work and education across the country. This includes enhancing internet connectivity in rural and remote areas, thus ensuring equitable access to digital resources. To address the increased cost of living and homelessness, policies focusing on affordable housing and social welfare programs are expanded, with a special emphasis on sustainable development and green living spaces. The government also plays a pivotal role in integrating environmental sustainability into the national curriculum, preparing future generations for the challenges of climate change. Furthermore, recognizing the importance of mental health in a society leaning towards individualism, substantial resources are allocated towards expanding mental health services and community support networks.

The shadow of COVID-19 looms large over this period, shaping societal norms and political landscapes. The pandemic's aftermath accentuates societal disparities and propels a shift towards individualism, exacerbating the divide between communities within Toronto's multicultural mosaic. The crisis also impacts the evolution of educational systems and technological integration, addressing both the challenges and opportunities these changes present. The pandemic also serves as a stark reminder of the interconnectedness of global communities and the collective action required to tackle global challenges. The swift spread of the virus across borders demonstrated the need for international co-operation in health and environmental policies, influencing a shift towards more collaborative approaches to addressing climate change, disease prevention, and disaster responses in the subsequent years.
As remote work becomes the norm, the concept of a workspace undergoes a radical transformation. Homes are redesigned to accommodate professional needs, leading to innovations in residential architecture. Companies, in turn, reduce their physical footprints, leading to a reconsideration of commercial real estate and urban planning. Cities adapt by repurposing their infrastructure, turning empty office buildings into residential units, community centres, or green spaces, further promoting environmental sustainability.

In this transformative era, the importance of mental health and community support networks becomes increasingly prominent. As society grapples with the challenges of de-urbanization and the move towards a more individualistic culture, there emerges a growing awareness of the psychological impacts of such shifts. Initiatives aimed at bolstering mental health services and creating robust support systems become crucial. The political landscape also shifts in response to these societal changes. Governments adopt more decentralised models to manage the dispersed population effectively. Policy-making becomes more participatory, with digital platforms enabling citizens to have a direct say in their governance. This leads to a reimagining of democracy, where digital engagement tools become as fundamental to the political process as traditional voting booths.

Internationally, the spread of technology and the push for sustainability foster greater cooperation among nations. Climate change and environmental preservation become central themes in diplomatic relations, leading to the formation of global coalitions focused on green technology, renewable energy, and ecological restoration projects.

In conclusion, the period between 2035 and 2045 marks a pivot towards a more sustainable, technologically integrated, and individually tailored society. These changes offer a vision of a future where humanity adapts, innovates, and thrives in harmony with the planet and each other.

== Education ==
=== Elementary Education ===
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.

Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.
[[File:Holistic tree 2.jpg|thumb]]
The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.

Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education. [[File:E-learning hub.jpg|400px|frame|right|E-learning hubs located within each school]]

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right). Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==
https://imgur.com/a/xfruYT8

https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg

File:Holistic tree 2.jpg

2024-04-08T17:54:32Z

Cenetinal:

[Holistic Tree, Online Image]. DPSG Sushant Lok.https://www.dpsgs.org/sushant-lok/blog/6-benefits-of-having-holistic-education-in-schools

The Educational Evolutionaries (2035-2045)

2024-04-03T23:50:21Z

Cenetinal: /* Elementary Education */

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
== Education ==
== Elementary Education ==
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.

Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.

The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.

Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education. [[File:E-learning hub.jpg|500px|frame|right|E-learning hubs located within each school]]

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right). Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==
https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg

The Educational Evolutionaries (2035-2045)

2024-04-03T23:49:04Z

Cenetinal: /* = Elementary Education */

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
== Education ==
== Elementary Education ==
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.
Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.
The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.
Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education. [[File:E-learning hub.jpg|500px|frame|right|E-learning hubs located within each school]]

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right). Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==
https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg

The Educational Evolutionaries (2035-2045)

2024-04-03T23:48:50Z

Cenetinal:

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
== Education ==
=== Elementary Education ==
The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.
Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.
The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.
Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education. [[File:E-learning hub.jpg|500px|frame|right|E-learning hubs located within each school]]

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right). Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==
https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg

The Educational Evolutionaries (2035-2045)

2024-04-03T23:42:25Z

Cenetinal: /* Elementary Education */

World Creators: Cenet, Anabel Ranga and Yi

== History and Politics ==
== Education ==
=== Elementary Education ===

The COVID-19 pandemic accentuated a lot of the existing problems in society especially in the field of education. Post-pandemic teachers, parents and administrators saw many negative effects of online learning in the elementary levels of education. A variety of problems arose including, but not limited to issues with socialization and development of social skills, students not reaching curriculum expectations and lacking the basic literacy and mathematics skills. As a result, during the years 2035 - 2045 though technology makes a presence in different ways in the elementary division, students have not switched to a hybrid or online format of learning. Along with the negative repercussions of the COVID-19 pandemic, society as a whole realized the significance that elementary education has in providing students with foundational knowledge required to advance in their education. Hence, though formal schooling is still present in the elementary division, it looks different.

Throughout the years of 2035 – 2045, various Indigenous pedagogies are adopted into the education system to target various issues that arose in the years prior. One of the most significant issues that arose amongst students was the desire to learn. Though this issue has always been present in the education system, it was amplified after the COVID-19 pandemic. There was a substantial lack of motivation amongst students to learn, especially in the elementary division. At first, this issue was attempted to be solved by creating engaging lessons and incorporating technology into the class, however, the year 2024 revealed that a deeper solution was required as these pedagogical changes were deemed ineffective. With the introduction of various technologies such as ChatGPT and other generative AI, as well as the level of accessibility of basic knowledge through the internet, students no longer saw a value in what they were learning and as a result were not motivated to learn. Consequently, throughout the years of 2035 - 2045, elementary education adopts Indigenous pedagogies that emphasize teaching the relevancy in what students are learning. These pedagogies improve the motivation of students as they start to see the value of their education.

The years 2023 and 2024 saw the return of rote style learning, but in the format of online games. For instance, education games such as mPower and Knowledgehook were introduced into the elementary schooling system as a way to keep students engaged in literacy and mathematical content. The core of those games contained rote learning because in order to obtain the correct answer, students were required to have some sort of knowledge of facts. These types of games continue to be prevalent in the years 2035 - 2045, as school boards realized (in the years 2023 and 2024) the benefits of repetition of content and memorization for retaining knowledge. That being said, unlike the past where the curriculum favoured solely rote learning or solely inquiry learning, in the years 2035 – 2045 there is a realization that both are required to provide a quality education. The rote learning which is done through students' use of technology, through means such as games, provides students with the basic literacy and mathematics skills, while the teacher in the classroom serves as a facilitator for inquiry-based learning tasks. For instance, a junior grade literacy-based inquiry task might look like having students exploring their family tree/history by engaging with family members and recording their stories either through digital and assistive technologies or recording them on paper. This means that teachers have gradually moved away from primarily assessing based on knowledge to assessing students ability to critically think and analyze.

Another aspect of education that has been influenced by Indigenous pedagogies is the move away from learning in a checkbox format to learning being seen in a more holistic way. Content being taught in the classroom is now interwoven and concepts are revisited several times throughout the year as opposed to being taught and then simply forgotten about. This will occur in the more inquiry-based tasks completed in the classroom. For instance, in mathematics this might look like providing students with numeracy problems and tasks that have more than one way of obtaining the correct answer.

=== Secondary Education ===
Although the older generations may still recognize the elementary education system, the same cannot be entirely said about secondary education. Secondary education between the years 2035 - 2045 in Toronto has become much more technologically advanced and personalized.

Following the return to in-person learning after the COVID-19 pandemic, educators noticed an extreme lack of motivation amongst secondary students. At the same time, students were often heard voicing their frustration in having to learn concepts and subjects which they felt were not relevant to their future goals and endeavours. After years of trying to resolve these issues with teaching strategies such as culturally relevant and responsive pedagogy, the shift was finally made to a stronger focus on personalized education.

Students are still required to take English (4 credits) and French (1 credit). As well, with technology being an integral part of life and society, students are also required to take a mandatory technology basics course (1 credit). However, aside from these mandatory courses, students are able to choose their courses from Grade 9 all the way through Grade 12, according to their desired path. Students still have the option of choosing to follow the old structure and system of courses if they are unsure of which career path they would like to pursue, however, in order to maximize students' motivation and interest in what they are learning, the choice is completely up to them. Therefore, it can be said that the role of schooling has shifted from a more generalized education to a personalized education. [[File:E-learning hub.jpg|500px|frame|right|E-learning hubs located within each school]]

In terms of the structure, formal schooling institutions have persisted. However, due to the success of online education during the pandemic years (2020 - 2022) and technological advancements, the secondary education system now consists of many more e-learning and blended courses. While in the past there was a teacher physically present teaching each and every course, that is no longer the case. Courses which the government deemed to be content heavy, such as English and history, have been completely transformed into e-learning courses. With this, students have the choice of attending their class from home or coming to school and attending their course(s) in one of the designated e-learning hubs (please see image to right). Contrarily, courses which the government deemed to be hands-on are taught by teachers on-site. These courses include: STEM subjects, physical education, art and other technical subjects. Regardless of the course format, all courses include elements of virtual reality, augmented reality and simulations in order to create a more immersive learning experience that is both interactive and engaging. With the cutting edge technology, students are able to learn complex concepts like never before!

In addition to this, not only has technology impacted the structure of schooling, but has also impacted assessments in secondary education. Back in 2022, when ChatGPT first began gaining popularity, educators across Toronto were puzzled as to how to assess student learning, as countless students were using artificial intelligence to complete many of their assignments. To this end, the Ontario curriculum changed the assessment and evaluation system by drastically reducing the importance and weight of the knowledge/understanding category and instead focusing more so on thinking/inquiry, application and of course, communication. The thought behind this was that with technology being so advanced and readily available, students no longer need to be able to regurgitate basic facts as they can find this information with a few clicks. Instead, the focus is now on being able to critically think, applying knowledge in real world scenarios and effectively communicating one's thoughts and ideas.

With regards to the Ontario curriculum, not only has assessment changed, but another major shift has been seen in Indigenous education. In the early 2020’s, there was more of a focus on the incorporation of Indigenous pedagogies and educators were taking the beginning steps to learn about how to respectfully and effectively incorporate and engage with these pedagogies. Although it took time to learn and establish relationships, Indigenous pedagogies are now part of every course and continue to expand. Not only has this significantly increased equity, inclusion and decolonization, but has also aided in increasing student motivation and interest as they are excited to learn about not only Western pedagogies, but Indigenous pedagogies as well.

Finally, we cannot talk about education without acknowledging how schools are aiding in the climate crisis. Whereas years ago, single use plastics could be seen used all throughout schools, this is no longer the case. Single use plastics are completely banned in schools and now only items which are biodegradable, compostable, plant-based and/or compressed fibers can be used.

== Notable Stories ==

== References ==
https://i.pinimg.com/736x/78/13/c6/7813c6c2552bd8c443c4100e357f8fbd.jpg