Table of Contents
Introduction
A paradigm refers to a model that shows the structural functioning of something usually the relationship between the various parts that make up the system. In the education sector, the education models play an important role in harmonizing various aspects that quantify the relevance of the content imparted into learners with correspondence to the market demands and how the knowledge gained in schools can be applied in real life situations as problem-solving tools(Holzman, 2016). These models seek to transform the education system from a passive learning process to a more inclusive system that combines project-based modes of learning with relevant skills to facilitate goal-setting as a self-direction tool by the learners. This will effectively prepare the learners for the life after school.
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The Education Models
Inquiry-based learning model
This study model used in the schools help the student to base their learning process on the personal experiences that leave them with a myriad of unanswered questions as to why most of the things in their course content are designed in a particular way. The old education systems did not accommodate this mode of learning where the learners have an opportunity to inquire about the various aspects of their study courses. The education process was a passive learning method that was mainly theory based. However, with the new inquiry-based learning model, the process consists of questions mainly bounded on the interests of various students, curiosity among other personal factors that enabled the learners to have knowledge founded on their own perspectives. The model is responsible for a better understanding of the concepts and makes the learning process a surreal and an enjoyable process. Moreover, this learning model allows the students to determine to some extent their course content and the learning activities(Smith & Sobel, 2014). By allowing this inquiry based learning, the social capital in schools will have been greatly supported. This is because the school board leadership can use the most popular questions and pertinent topics of concern which the students need more information to design the learning infrastructure. This way, most of the learner’s quest for knowledge will have been quenched thus making the education environment a learning community.
Interdisciplinary learning
This paradigm responds to the collaborative nature of the education system to provide for learner-tutor interactions through flexibility in the scheduling of the course content that covers a wide range of the applied learning infrastructure. This infrastructure is incorporated into the education models by the school board to provide a room for interdisciplinary learning designs where the schedules include practical activities such as workshops, symposiums, and seminars that form the basic foundation of a mode responsive education structure sensitive to the individual needs of each learner depending on the learning abilities(Smith & Sobel, 2014). This system enables the student to engage in a learning experience that is integrated with the continuous realities in the external community outside the class. The impact of this learning model on the moral order of the learners as this learning model provides respect to the choices of individual students mainly as a result of passion inherently evident in a responsive learning environment.
My Educational model
Technology-centered choice paradigm
In proposing my preferred education model, I would capitalize on the dynamic changes in the education applied in schools while proposing a more learner-sensitive model. This model will be more technology centred and have a room for choice by the learners to select what they want to study through a guided process. With the ongoing revolution in the technology sector, evolving of the entire education system to be more computer-based than the theoretical and practical aspect is sensible. This will digitalize the entire learning process where robots can be designed to teach core engineering concepts while demonstrating to the students through an online interactive forum(Gomez, et al., 2015). This will increase the economic value of the learners by equipping the students with the market requirements that require knowledge of some level of information technology in their line of work. However, this model should not eliminate the practical teacher-student learning process. The model will retain the other aspects of the learning process but also make them oriented towards a technological point of view. In this way, students will be able to advance the existing mathematical and programming models to an extent that the machines can be integrated with I high degree of human intelligence to a greater unimagined extent. The retaining of practical engaging activities will ensure that learners remain in a state to think critically and make appropriate decisions in real life. This model will, however, allow the learners to choose which field of IT that interests them most or even select the field in line with their passions and talents. Once the model is implemented, the learners are able to pursue their dreams through such systems and the impact on their economic value will be extensive.
This model will make the education process a learning community by helping students understand the concept of revolution in the information technology. Moreover, this model will allow the learners to appreciate the role of information technology in shaping the world today. These learning elite are expected to be all-rounded people expected to improve on existing infrastructure and resources in the community. Unless the learners are well equipped with sufficient knowledge about how these infrastructures are managed by the IT systems, then they cannot sufficiently give back to the society which is expected from their long-term learning experience at school.
Conclusion
The above-discussed education models are very relevant in transforming the school into a learning community. This is since; they are more learner-responsive by offering opportunities to the learners to pursue education from their own perspective. This increases the ability to comprehend the concepts and apply them in real life situations(Osagie, 2014). The learners have an opportunity to select their preferred fields of study in a wide range of disciplines across the school curriculum. Moreover, these models provide a room for extra infrastructure in the schools to give the study concepts a practical aspect and make schooling an important learning experience.
- Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to Improve: How America? s Schools Can Get Better at Getting Better. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.
- Osagie, R. O. (2014). The role of educational management in changing education paradigms in Nigeria. International Journal of Management in Education, 8(2), 117-125.
- Holzman, L. (2016). Schools for growth: radical alternatives to current education models. Routledge.
- Smith, G. A., & Sobel, D. (2014). Place-and community-based education in schools. Routledge.