Industrial Age to Knowledge Age
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ITEM 1: PART 1: ELEMENTARY SCHOOL SETTING: DRAWING ON THE ACTIVITIES AND REFLECTIONS The world is at the cusp of an information age. These changes have catapulted the industrial age into a knowledge age. This transition from the industrial to the knowledge age has come with its inherent challenges. This article will examine how organizations are being affected by rapid change and complex challenges associated with these transitions. The article will further examine the industrial age embedded in operation and practices of the organization. a) How the Elementary School is affected by rapid change and complex challenges associated with the move from Industrial Age to Knowledge Age In the elementary school, where I teach, children are in their budding stages of education. This makes it the most liable to rapid changes associated with the knowledge age. The knowledge era is characterized by technological advancements. The use technology in teaching has necessitated frequent adjustment of the qualifications of teachers in elementary school. There are inadequate teaching staffs that are competent in the latest technology that can enhance learning. The competitive landscape coupled with the rapid of increase in the number of students interested in technical and science oriented subjects is a big challenge. According to (Halal & Taylor, 1999), “The knowledge era is characterized by a new competitive landscape driven by globalization, technology, deregulation, and democratization (Uhl-Bien & Russ, 2008, p. 189) On the social front, globalization has led to a rapid growth in the number of children drawn from different cultural backgrounds. Even though, this has helped debunk the fallacies that breed racial prejudice; the challenges that affect the interaction between children in our multiracial elementary school remain insurmountable. Most children remain marginalized by the very education system that is meant to create social justice and equality because all students are assessed based on Standard Written English (SWE). There is a challenge in developing student-centered pedagogy and assessment tools that factor in the diversity of our students. There is a need to overcome the rigidity in lexicography in the classroom and embrace a versatile approach to teaching. There are inadequate staffs who can act as interpreters for children who do not understand English as a mode of communication. Teachers need to remain sensitive to the needs of children from different backgrounds and adopt means of education that is responsive to the needs of students (Whitby, 2007). b) Industrial age assumptions embedded in operation and current practices of the elementary school There are several industrial age assumptions embedded in the operations and current practices of my school. This ranges from the approach to teaching and learning to the organizational and leadership structures of my school. At my workplace, the education system assumes that all children in the school are inadequate. The educational system fails to recognize the unique talents and aspirations of every child. English language is a compulsory subject. Children who are unable to develop adequate skills are branded failures, and the school puts them through intensive training sessions to fix these inadequacies. The belief that all children are inadequate, and it is the duty of the school to fix them has left some students in limbo despite enormous talents. Some students who are gifted in sports are forced to go through formal training in courses that are not contributory to their careers in the future (Senge, Cambron-McCabe, Lucas, Smith, & Dutton, 2012).
The school follows a curriculum that was developed more than fifty years ago. No meaningful adjustments have been made to...
References: Melbourne Declaration on Educational Goals for Young Australians. (December 2008). 1-20.
Russ, M., Uhl-Bien, M., & McKelvey, B. (2007). Complexity Leadership Theory: Shifting Leadership From the Industrial Age to the Knowledge Age. Leadership Institute Faculty Publications, 299-321.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., & Dutton, J. (2012). Schools That Learn (Updated and Revised): A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. London: Crown Publishing Group.
Specialist Schools and Academies Trust. (September, 2006). Essential Questions for the Future School. Future Schools , 1-30.
Uhl-Bien, M., & Russ, M. (2008). Complexity Leadership. London: IAP.
Whitby, B. G. (2007). Having the Courage to See Freshly. Pedagogies for the 21st Century , 1-10.
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