1. The Future of Education
Nicole Yatrousis
Post University

2. Educational Context
Emerson-Williams Elementary School is a public elementary school in Wethersfield, CT that serves 423 students.
The ethnicities at Emerson-Williams Elementary School range from 70% of the school population being White, 19% Hispanic/Latino students, 2% Black/African American students, 4% Asian students, and 5% two or more races (Wethersfield Board of Education, 2018).
Emerson-Williams Elementary School was founded in 1945, and is named after two important figures of education, Reverend Joseph Emerson and Reverend Elisha Williams.

3. Technologies
One piece of technology that is being utilized at Emerson-Williams Elementary School is a Makerspace.
Makerspaces are innovative areas of schools where students can create and utilize technology while learning new skills.
Makerspaces promote problem solving skills and collaborating with fellow students.
Another piece of technology that could be a possibility is affective computing.
Affective computing could be very effective in the future of education because with this type of technology, educators would be able to identify how a student is feeling and help to solve a problem.

4. Scenarios
Scenarios can be used in an educational setting to plan for possible new technology and how it will impact students in the future.
Advantages to the scenario process include that they can plan for several futures and scenarios can improve communication with a common dialogue being used in the workplace.
Disadvantages to the scenarios process are that the process is not an instantaneous result and data from various sources needs to be analyzed in order for scenarios to be successful.

5. Scanning
Scanning involves collecting data from various establishments and analyzing this information to plan for possible scenarios.
An advantage to scanning is that it can help to identify variables that could affect possible scenarios for the future.
A disadvantage to scanning is that researchers would need to identify many different variables that could affect a possible scenario, which is very time- consuming for researchers.

6. Affective Computing
Affective computing “estimates the internal emotional state of an individual based on facial expressions, vocal inflections, gestures, or other physiological cues” (p. 15).
Affective computing can be useful for self-regulating student’s emotions and for student learning outcomes.
Affective computing can analyze facial expression and body language to help a student in need of assistance.

7. Makerspaces
Makerspaces are innovative areas of a school where students can create and utilize technology while learning new skills.
According to Blakemore (2018), “Makerspaces in the school library allow for connections between making and literacy.
Makerspaces promote problem solving skills and collaborating with fellow students.

8. Economic Trends
Two economic trends that relate to education are accelerated technology and the achievement gap.
Accelerated technology relates to the field of education because technology is now being put at the forefront of education to prepare students for the future.
The achievement gap effects technology, such as Makerspaces and affective computing, because students from low-income housing are performing lower on standardized testing.

9. Demographic Trends
Two demographic trends that effect the field of education are America’s growing population and that the United States is becoming more culturally and racially diverse.
The growing population plays a role in education because increased population will impact class sizes and how we individualize education for students.
A more culturally and diverse country impacts the use of Makerspaces and affective computing in school districts because educators must include every child’s culture and race into this technology.

10. Vision/Plan
In five years, Emerson-Williams Elementary School could have a full Makerspace included in its library with affective computing technology readily available.
Inside of the Makerspace in the school library would include affective computing inside of computers.
Educators would be able to identify if a student is struggling with a learning objective based on their reaction.
An updated Makerspace with affective computing could change the learning outcome for many students at Emerson-Williams Elementary School.

11. Plan for Change
Preparation 1: Educate teachers on the ways that affective computing in the Makerspace could be beneficial to students.
Preparation 2: Train educators and students on how to use this new technology.
Preparation 3: The district must secure the funds or hire a grant writer to write a grant for this new technology.
Preparation 4: Secure more space in the Makerspace for new devices.
Preparation 5: Administration and educators should research and identify all of the possibilities of affective computing in the Makerspace.

12. Call for Action
A committee must be formed to start working on ideas for the future plan.
The committee should be presented to the school staff as a group of individuals who are willing to spare time to help install this new technology into this educational organization.
There will need to be an online conference to discuss new ideas, activities, or projects.
The committee will also present a proposal to the administration about installing affective computing in the Makerspace.
The committee can begin obtaining technology and providing professional developments once the proposal is accepted and funding is secure.

13. References
Hira, A. and Hynes, M. (2018). People, Means, and Activities: A conceptual framework for realizing the educational potential of Makerspaces. Education Research International,
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media Consortium Horizon Repot for Higher Education.  
Wethersfield Board of Education (2018). Emerson-Williams Elementary School. Wethersfield Public Schools.
Wu, C.H, Huang, Y.M., and Hwang, J.P. (2016). Review of affective computing in education/learning: Trends and challenges. British Journal of Educational Technology, 47(6),

14. References
Mietzner, D., & Reger, G. (2005). Advantages and disadvantages of scenario approaches for strategic foresight. Int. J. Technology Intelligence and Planning, 1(2), 220–239.
Roubelat, F. (2000). Scenario planning as a networking process. Technological Forecast and Social Change, 65,
Slaughter, R. (2000) Futures: Tools and techniques. Futures Study Centre, Indooroopilly, Qld.
Sobrero, P. (2004). The steps for futuring. Journal of Extention, 42(3).
Sools, A. & Moren, J.M. (2012). Towards narrative futuring in psychology: Becoming resilient by imagining the future. Graduate Journal of Social Science, 9 (2),

15. References
Bach, D. (2012). We need to rethink...everything. BizEd, 18(24).
Blakemore, M. (2018). Problem scoping: Design thinking & close reading Makerspaces in the school library. Knowledge Quest, 46(4),
Mone, G. (2015). Sensing emotions. Communications of the ACM, 58(9), /
Patnoudes, E. (2016). How affective data could change learning outcomes. Ed Tech K outcomes
Reardon, S. (2013). The Widening Income Achievement Gap - Education Leadership (p ). Retrieved from  leadership/may13/vol70/num08/The-Widening-Income-Achievement-Gap.aspx
Shrestha, L. B. & Heisler, E. J. (2011). The changing demographic profile of the United States [Electronic version]. Washington, DC: Congressional Research Service