Editing Group 1

'''H.E.L.P Teaching in 2040: The Evolving Role of Educators in Toronto's Future Classrooms
'''
= Abstract =

In 2040, the primary mode of schooling follows a remote-learning format with heavy screen based learning from the comfort of the students home. This poses the question: what is the role of the teacher if students are receiving their knowledge from technology? This paper examines four key topics: evaluation methods, Indigenous knowledge and relationships, hybrid learning, and mental health challenges for teachers. It concludes that by the year 2040, the role of educators in Toronto will evolve into that of  'technology facilitators' rather than the holistic teachers we see today.

==Individual narratives== 
[[Kimia - #1 The End of Meaningful Evaluation]]

[[Jessica - #2 Connection is Key for Learning in Indigenous Communities]] 

[[Vanessa - #3 Hybrid learning]]

[[Chantel - #4 Challenges for Teachers]]


= Diary Entries =


= References = 
Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review. International Journal of Environmental Research and Public Health, 19(17). https://doi.org/10.3390/ijerph191710706

Boud, D. (2000). "Sustainable Assessment: Rethinking Assessment for the Learning Society"

Brayboy & Maughan (2009). Indigenous Knowledge and the Story of the Bean, Harvard Educational Review, 79(1). 

Harris. S. Kara. Rogers. E. George., “Soft skills in the technology education classroom: What do students need?” The Technology Teacher (2008).