The digital frontier: Envisioning future technologies impact on the classroom

Abstract

Global advances in technology and information are purportedly propelling transformations and disruptions across many sectors, including education. However, historical reviews of technology integration in education mainly reveal weak or ineffectual impacts on learning, and only minor reforms to date within the education system. This study adopted a futures studies methodological approach to explore how K-12 educational spaces and experiences might be shaped by emerging and emergent technologies. In this regard, a series of vignettes are presented which critically examine the potential of augmented reality technologies, artificial intelligence, and smart materials technologies to transform future learning experiences and learning environments across K-12 education contexts, while also challenging assumptions about, and considering influences on, these futures. The focus of the study was not to predict a single or desired future for education, but rather to critically consider a range of possible education futures informed by the articulation of these three vignettes. The paper concludes with discourse on an emergent pedagogic approach that has the potential to prepare teachers and learners to interact and flourish within radically re-configured learning spaces that lean on the aforementioned technologies to support transitions within and beyond the school and its connected communities.