Amy's Individual Narrative
Individual Narrative
In this world of technology taking over almost all of the school system, students are starting to lose their passion for learning and development. The school has become a technology-based environment where there is no recess and no interactions between students and teachers. Everyone's on their devices and connecting through their social media. Teachers are in virtual meetings, they have hall monitors that make sure that students are in class and if not redirect them back to classrooms. Everything they use is digital therefore they do not need to bring notebooks or pens to class. In this case, schools can save up plenty of money for devices and other stuff. Schools encourage students to bring their own devices but if they need a device, school boards offer devices through a program called the Student Device Program where students can borrow devices by requesting on their school page. They can keep the device until university or when they leave the school board[[1]].
Since the announcement of transitioning education exclusively online, concerns about physical activities and face-to-face interactions have been widespread. John, a student who has experienced both modes of learning, finds himself at the center of this debate. His parents are adamant about preserving traditional learning methods for their son. Consequently, they have moved John from one school to another, dissatisfied with the shift to online learning that each institution has embraced, contrary to their wishes for his education. As John glanced around the classroom, he couldn't shake the feeling of disillusionment that had settled over him. The once vibrant halls echoed with the cold hum of technology, devoid of the lively chatter and laughter of students engaged in face-to-face interaction. It seemed like a distant memory now, the days when the classroom buzzed with the excitement of learning, the rustle of paper, and the scratching of pens against notebooks. Deep down, John longed for those simpler times, when learning was a tactile experience, when teachers and students connected on a personal level, and when the school day was punctuated by breaks filled with outdoor play and socializing. But in this new world of virtual classrooms and digital textbooks, such experiences were becoming increasingly rare.
As the monotony of the lesson droned on in the background, John exchanged a knowing glance with his friends. They shared a silent agreement, a shared yearning for something more than the cold glow of screens and the impersonal interactions of online communication. They yearned for the warmth of human connection, for the thrill of discovery that comes from hands-on learning, and for the sense of community that only face-to-face interaction can foster. In whispers and hushed tones, they began to hatch a plan. A plan to reclaim what they had lost, to breathe life back into the sterile halls of their school, and to reignite the flames of passion for learning that had begun to flicker and fade.
It started small at first, a few meetings in forgotten corners of the school, gathering like-minded students who shared their vision of a return to traditional learning methods. They talked of organizing protests, petitioning the administration, of spreading awareness among their peers. They knew it wouldn't be easy, that they would face resistance every step of the way, but they were determined to fight for what they believed in. Students who agreed with John said, “We wanted to have the old days back where we had lunch breaks, peer interactions and interesting ways of teaching lessons instead of boring classes where we just listen to the teacher. Even for gym class, we have to stand in front of the laptop and all we do is yoga.” In contrast, another group of students believes that online learning is more convenient, allowing them to focus on essential subjects. Additionally, some students argue that remaining online ensures that teachers do not monitor their activities during class.
John was determined to make a difference in his school, even if it meant starting small. His first move was to gather a group of like-minded friends who shared his vision. Together, they brainstormed ideas and developed a plan to introduce small but meaningful changes to their education system. They knew they couldn't overhaul the entire system overnight, but they were committed to making a difference in any way they could. He started small, proposing modest changes to the school curriculum that would incorporate more outdoor activities and experiential learning opportunities. He knew that convincing others would be an uphill battle, but he was undeterred. His first target was the science department. Armed with research and a persuasive argument, John approached his science teacher with a proposal to take the class on a field trip to a nearby nature reserve. He outlined the benefits of hands-on learning in a real-world environment and stressed the importance of connecting with nature. As they worked tirelessly to support their cause, they began to see signs of change. Slowly but surely, their voices began to be heard, their message of the importance of human connection and hands-on learning gaining traction among students and teachers alike.
As John walked through the newly revitalized halls of his school, he couldn't help but smile. The warmth of human connection was once again palpable, the excitement of learning tangible in the air. And though the road ahead was still long and uncertain, he knew that with perseverance and determination, they could build a future where the traditions of the past lived on alongside the innovations of the future.
References
- TDSB. (2021). Student device program. Toronto District School Board. https://www.tdsb.on.ca/Student-Virtual-Learning-IT-Support/11-Student-Device-Program