Information and Communication Technology: Futuring Techniques/Tools

Title: Futuring Techniques/Tools: Understand and Demonstrate the use of Futuring Techniques/Tools in Technology
Discipline(s) or Field(s): Information and Communication Technologies
Authors: Len Bogner, Sylvia Tiala, Evan Sveum, Jerry Addie, University of Wisconsin-Stout
Submission Date: November 2, 2007

Executive Summary: The lesson topic Futuring Techniques/Tools is important to this course because the role of technology has a dramatic impact on many aspects of our lives it is important to study the effects it creates within individuals and in the global society. In order to do this not only do we need to look at the past but also we need to understand what directions it may take in the future. If we are to use the power of technology to improve lives of people then we must know what technologies will be commonplace and how to best apply them. Therefore, we must learn how to study and prepare for the future.

Learning Goals. The immediate academic learning goal of the lesson is to develop students’ ability to predict the future of technological advances by using futuring techniques/tools. A broader goal of the lesson was to develop students’ ability to understand technologies ripple effect on their lives, education, professions, and society.

Lesson Design. The Lesson Study is designed to use several different methods to try and comprehend if the students understand the concepts of futuring techniques/tools. The methods used include a quiz, a pre and post study question, an individual hands-on activity, and two hands-on team activities.

Major findings about student learning. The findings were mixed. The quiz and the team activity of creating a future wheel shows that students have an understanding of the importance of futuring techniques/tools. However, the individual activity shows a big disconnect between the goals of the Lesson Study and what the individual student retains about the futuring techniques/tools. The pre and post study question was indifferent in providing clear evidence of student understanding.

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