Future Vision of Education READ NATURALLY A Virtual Based Classroom For Learners Ages Middle School to Adulthood.

1. Future Vision of EducationREAD NATURALLYA Virtual Based Classroom For Learners Ages Middle School to Adulthood.

2. The Goals Of Read Naturally • Read Naturally is a computer based Reading intervention program for middle school student’s as well as adult learners. The educational organization is a computer based program , with the future hopes of becoming a virtual classroom. The program was originally founded in 1991 where to date, it has since expanded its structured intervention applications. Being that this organization is a computer based program, students have better retention skills and higher fluency levels, as opposed to using non-technology based intervention programs. • Studies have shown that introducing interventions through the form of technology to a student who is involved with a subject struggle, helps them to gain a better understanding of what to retain and how to improve thinking skills. • Today’s teachers are slowly introducing ideas of technology into their classrooms. With the practice of technology based programs, teachers will eventually break out of their old patterns of teaching, and introduce the innovative ways that technology helps build the learning skills of students.

3. How Read Naturally Benefits Students • Individualized Program • Because Read Naturally is an individualized program, it minimizes both the anxiety and risk of boredom sometimes associated with learning to read. Students progress through reading levels at their own pace, so more advanced students don’t have to wait for less skilled students to catch up. At the same time, struggling readers can continue working on a story without feeling pressured to move ahead too quickly. Because students work without the distraction of their peers, they are more likely to stay on task and be engaged in reading. • Owning Their Success • Students using Read Naturally develop a sense of independence and autonomy by choosing their own stories, taking the time they need to master a story, and progressing through reading levels at their own pace. This approach allows them to take ownership of their learning and responsibility for their success. • High-Interest Stories • Read Naturally engages young readers with high-interest nonfiction stories—age-appropriate stories that tap into students’ natural curiosity about the world. Whether the topic is The Cloning Controversy or The Cuban Missile Crisis, Tarantulas or Tyrannosaurus Rex, Read Naturally keeps children intrigued and inspired to continue reading.Keeping It Fun • Read Naturally products improve reading ability by making it fun—a critically important element of our success. The high-interest stories, timers, quizzes, crossword puzzles, stickers, graphs, and posters not only teach the essentials of reading, they also keep students engaged, provide positive reinforcement, and encourage active participation in the learning process. • As a result of these qualities, teachers observe many positive changes in their students and in the classroom, including: • Increased levels of confidence, self-esteem, and personal pride • Improved attitudes toward school and learning • Greater interest in reading on their own • Decreased behavioral problems • Page retrieved from : (http://www.readnaturally.com/approach/benefits.htm)

4. About Read Naturally: “There are five major steps in defining your essential components of reading; Read Naturally addresses the needs of a broad range of at-risk readers such as phonemic awareness, phonics, fluency, vocabulary, and comprehension” (National Reading Panel , 2013, p.2). • Read Naturally is a computer based program that provides Reading Intervention to Lagging readers. • Eventually, technology will become the basis of learning and traditional style classrooms will no longer be implemented in the future of learning.

5. Read Naturally Testimonials • "Our students' fluency rates have increased through the utilization of your fluency program. The readings are engaging and students enjoy their participation! Students express that they are eager to keep coming back for more learning." – Joanne, Principal, Moodus, CT • "My students are very motivated to follow all steps and practice their reading. I like the vocabulary feature (synonyms/antonyms) where students can practice word knowledge while I am working with other students." – Malgorzata, Special Education Teacher, Lyme, CT • "I find the software very easy to use and the company very easy to deal with." – Leigh, Technology Director, Burlington, CT • "I love your products!" – Sharon, Classroom Teacher, Mansfield, CT • "Students have had very positive reactions to the product and even wanted to practice at home!" – Diane, Special Education Teacher, Niantic, CT (http://www.readnaturally.com/approach/quoteteacher.htm)

6. My vision of my educational organization for 2017: Read Naturally intervention program becomes a virtual based classroom of all ages. Keeping in mind that envisioning technology as a futurist means to envision the greater good of education in the classroom: Prepare AHEAD for a more desirable future! Pro’s & Con’s: Firstly, we must accept that technology is a very fast paced learning analytic, but, if we are open to learning how to properly use it, it can take us to new extremes. If we prepare now, older generations will eventually be aligned with technology; education will be more understood through virtual based classrooms.

7. Futuristic Visions in Education • Futuring is an important exercise for educational organizations because in reality, it prepares people for what’s to come next. • In order to become better futurists, we need to view technology in a new light. Technology is the new future because it’s quickly taking over most things. • Technology will be one of the things that we must learn about in the “now”, and recognize the theory that it is going to change, and our best bet is to just change with it.

8. Keep your Futuristic thoughts in mind • Scanning, the foundation of futuring, helps to structuralize observations within educational organizations. Though future problems may arise, our goals should remain positive when it comes to changes and trends. • Although scenarios do not predict the future, it does help make us prepared. While setting up plausible scenarios, society is able to function properly together because people can achieve the same goals; to develop and consider what is best for any future activity. More importantly, scenarios can help break the learning barrier there is between society and the use of technology. • If we learn to properly scan the environment and actively involve ourselves with past issues, it makes it easier to observe current data and present day issues more clearly. Allowing ourselves to become proactive to change helps make it possible to accept the future with open arms.

9. Key Reasons Why Multiple Forms of Technology Help to Build a Successful Impact On The Future Virtual Based Classroom • Technology is anticipated to play a key role in transforming education and training towards supporting deeper, higher-order learning” (Rodgers,2007). • Technology becomes a positive trend that people can eventually become accustomed to • The encouragement of the younger generation or tech savvy individuals will help support the way technology can be implemented into the world of education.

10. The Future of Education • Traditional Classrooms • Limits students to only one avenue of learning • Students are limited to class periods where time is of the essence. Adult learners have to travel to meet for classes which is inconvenient. • Learning in a classroom is harder for adults who are balancing so many life activities; adults would rather be saving money on gas for transportation and instead have access to a laptop or other type of technology devices as their way of learning. • Virtual Classrooms • Allows e-learners to experience a type of interaction that is close to every day face-to-face interaction” (Mansour, et.al, 2009, p.4). • Allows students to access their education from the convenience of their own home and through thier own technology device. • Ideas such as “Wearable flexible displays that can wrap around furniture and other curved surfaces, or, different types of clothing could eventually make smart phones, tablets and other computing devices obsolete” (Johnson et al. , 2013, p.16).

11. Low- Income Districts Struggle With Budget • “New state budgets are providing less per pupil funding for kindergarten through 12th grade than they did six years ago… if we do not have the proper funding the future will not be effective”Leachman,M& Mai, C. (2013). • . • When inadequate money is provided for a school, fewer educators can properly support the students of urgent priority. Educators cannot supply technology based intervention programs and other educational services to their students when there are such budget issues.

12. What Will Happen In The Future? • Teachers will learn how to implement technology in the classroom. • Classes and other intervention programs will become virtualized; students will rely on technology as a resourceful tool in providing them an education. • Multiple devices will provide convenience for learners of all ages, filling any technology gap that may occur.‘‘Anyone can now learn anything from anyone at any time’’ (Bonk, 2009,p. 13).

13. References • Bonk, C. (2009). The World is Open: How Web Technology is Revolutionizing Education. San Francisco, CA: Jossey-Bass. • Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Ludgate, H. (2013). NMC horizon report: 2013. K-12 edition. Austin, Texas: The New Media Consortium. Retrieved from http://www.nmc.org/pdf/2013-horizon-report-k12.pdf • Leachman,M& Mai, C. (2013). Most States Funding Schools Less Than Before the Recession. Retrieved from: http://www.cbpp.org/files/9-12-13sfp.pdf • Mansour, S., Bennett, L., & Rude-Parkins, C. (2009). How the Use of Second Life Affects E-Learners' Perceptions of Social Interaction in Online Courses. Journal of Systemics, Cybernetics & Informatics, 7(2), 1-6. • National Reading Panel (2013). Retrieved http://www.nationalreadingpanel.org/ • Rogers, Y. (2007) Can Mobile Devices Facilitate More Integrated Learning? Seminar at The Learning Sciences Research Institute, University of Nottingham, 6 November 2007. Available at http://mcs.open.ac.uk/yrr258/LSRI_seminar_Rodgers.pdf]. Retrieved from http://www.becta.org.uk • Read Naturally. (2013) Retrieved from http://www.readnaturally.com/approach/benefits.htm