1. Reed Intermediate School-A Vision for 2017 Jill Marak EDU505 – Future of Education Dr. Linda Kaiser

2. Reed Intermediate School Newtown, CT  Part of the Newtown Public School District  School opened in January 2003  Serves all students in grades 5 & 6 in the Newtown Public Schools  Population – 800 to 900 students per school year Reed Intermediate: 2012 2013 School of Distinction Award Reed Intermediate has been recognized as a School of Distinction by the State of Connecticut Department of Education, notably in the category of Highest Overall Performance. Schools of Distinction have achieved state targets for student performance as measured by the 2011/2012 Connecticut Mastery Test results and constitute the top 10% of schools across Connecticut.

3. Reed Intermediate School Mission Statement The mission of the Newtown Public Schools, a partnership of students, families, educators and community, is to INSPIRE EACH STUDENT TO EXCEL in attaining and applying the knowledge, skills and attributes that lead to personal success while becoming a contributing member of a dynamic global community. This is accomplished by creating an unparalleled learning environment characterized by high expectations, quality instruction, continuous improvement and civic responsibility.

4. Futuring  Educators use futuring to help predict class sizes, building needs, textbook needs and technology needs.  The most prepared educational system uses trends of the past and present to try to predict what they will need in the future.  Curriculums are based not only on what the students need in the immediate future but also what they will need to carry them into the more distant future.

5. Scenarios are methods used by a futurist to use past and present trends to build plausible future situations. These situations can be used to help predict future trends or to realize alternatives.. “They do not describe just one future, but that several realizable or desirable futures are placed side by side (multiple futures)” (Mietzner, D. & Reger, G., 2005). PROSCONS They do not describe just one future, but that several realisable or desirable futures are placed side by side (multiple futures). Mietzner, D., & Reger, G. (2005). Scenarios can be very time-consuming and choosing the participants for scenario building can be very difficult. The process of scenario building can improve communication between the participants. It is difficult to not focus on one likely or most desired scenario. The discussion of possible risks and outcomes can open the creative mind of all participants to new ideas and possibilities. Assembling data and interpreting it can also be very time-consuming and difficult.

6. Funding  Districts are dealing with increased costs and decreasing monies from federal, state and local governments.  Many districts looking to federal grants to help bridge the gap between costs and budgets.  “All entities receiving federal funds must provide evidence of efficacy for any product or service they purchase” (House, J., 2012).  Educational Foundations are being formed to help raise funds for schools.

7. Technology  “Technology in support of instruction is used for everything from student assessments, to individualized instruction, to grading, and to reporting student progress” (Gray, Thomas, and Lewis, 2010)  Digital Learning Environments – similar to digital books but can also contain videos, Web sites and simulations.  Mobile technology such as smartphones, tablets and netbooks are a large part of technology in the coming years.

8. Reed Intermediate School in 2017  The technologies used at the school will begin to transition from the desktop computers to more mobile devices such as tablets and netbooks.  Students will be involved in BYOD (Bring Your Own Device) as the wireless system in the building becomes more available at the student level. These programs can help ease the budget constraints encountered in attempting to provide mobile devices to all students.  The classroom of 2017 will also beginning to use digital text books instead of paper and ink text books; these books will have text and pictures but could also include video, simulation games and Web sites to enhance the student’s learning.

9. Preparation for Change  Budgets geared towards funding of new equipment, wireless systems, apps and professional development.  Grant writing and innovative funding options could help to ease budgetary constraints.  Examining the policies of student access to wireless could help to launch BYOD (Bring Your Own Device)programs that could help contain costs and ease the transition to mobile technology.

10. Call To Action The district should begin now to identify potential technologies and how those technologies will can be used. A database of the desired technologies and apps should be set up to compare factors such as cost, feasibility, uses of each technology examined, and any other pertinent information need to help the district make the most informed decision. This data can be kept on a public site so that the general public has access to it. An online forum should also be maintained so the members of the committee and the public can offer their input and keep updated on the progress of the committee.

11. References Cornish, E. (2004). Futuring: The explorations of the future. Bethesda: World Future Society. Gray, L, Thomas, N., & Lewis, L. (2010). Teachers’ use of technology in schools: 2009. Retrieved from National Center for Education Statistics: http://nces.ed.gov/pubs2010/2010040.pdf http://nces.ed.gov/pubs2010/2010040.pdf House, J. (September 24, 2012). 5 K-12 funding trends that follow the money. Retrieved from: http://thejournal.com/articles/2012/01/10/5-k-12-ed-tech-for-2012.aspx http://thejournal.com/articles/2012/01/10/5-k-12-ed-tech-for-2012.aspx Johnson, L., Adams, S., and Cummins, M. (2012). The NMC Horizon Report: 2012 K-12 Edition. Austin, Texas: The New Media Consortium. Mietzner, D., & Reger, G. (2005). Advantages and disadvantages of scenario approaches for strategic foresight. Int. J. Technology Intelligence and Planning, 1(2), 220-239. Moorcraft, R. (2007). The art of the clairvoyant, Editorial, Manager: British Journal of Administrative Management, pp. 4-5.