Education for better future essay

Frequently asked questions about the This I Believe project, educational opportunities and more Education is what gives a person the core knowledge needed to be successful throughout their time in the workforce, exploring different careers. It is important to challenge yourself to become stronger and better at the skills you need to develop in order to have an enjoyable, fulfilling life. I have challenged myself throughout may life by taking difficult courses in an exceptional school, in doing so I believe that I will find success in the future.

All of my hard work will most likely pay off when I enter a good college and afterward a steady, high -paying career.

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As a high school student I have always chosen the most difficult, advanced and yet most fulfilling courses I was able to handle. I am currently working to achieve all that I can in the math and science fields which I have always done the best in, and currently take the most accelerated programs I can.

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On top of studying hard in my core subject areas I also compete in the science fair every year to showcase the hard work I put into a year- long project. I believe taking classes such a Advanced Placement Calculus and Physics and Science Research have bettered my life, making me feel positive about myself and how I have accomplished so much in such challenging environments. Being so proactive in educational settings is important to me in that I feel as though it gives me a head start in the soon to come search for colleges.

Characteristics such as these are what colleges and employers look for in a person and I have always done my best to demonstrate them. In seeking a good, worthwhile life I have always done my best to stand out and achieve all I can.

Education Leads to a Better Future « Tim | This I Believe

Throughout my life I have worked hard at what I do, just recently I have competed in a science fair where I presented to the public all of the hard work I put into my experimentation over the past several months. With all of my hard work and determination I still did not win first place, but I took home a fourth place ribbon in the largest category in the science fair, which is something I am proud of.

I believe the challenges I have put myself through over the years have given me a sense of accomplishment and pride. In the future I am sure that all of my hard work and effort will pay off when I am applying for a college and later, searching for a career. When I find a good job as an adult, all of the challenging moments I experienced in my life will pay off. If you enjoyed this essay, please consider making a tax-deductible contribution to This I Believe, Inc.

Why should education correspond automatically with the needs of the digital economy? Finally—and perhaps less tangibly—there is also a sense that the Internet might be altering the psychological, emotional, and spiritual bases of education.

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  • This raises questions of what is perhaps lost when one is able to engage with education at all times of the day and in all contexts? Is there something to be said for being able to disconnect from the pressures of education? Is learning best suited to some contexts and circumstances than others?

    Many of the forms of online education described in this chapter could also be said to frame learning often inadvertently as a competitive endeavor. Thus while a sense of achievement at the expense of others may not be immediately apparent, the Internet could be seen as a means of humanizing, disguising, and intensifying the competitive connotations of learning. All these points also relate to the correspondences between the Internet and the altered emotional aspects of educational engagement.

    In particular, many of the forms of Internet-based education described earlier in this chapter such as the virtual school or the MOOC could be said to involve learning being experienced on less immediate, less intimate, and perhaps more instrumental grounds. Certainly, the remote, virtual sense of learning online is qualitatively different to the embodied sense of face-to-face learning—both in advantageous and disadvantageous ways. The predominantly optimistic rhetoric of transformation and change that currently surrounds the Internet and education distracts from a number of significant conflicts and tensions that need to be better acknowledged and addressed.

    There are, after all, many people who will be advantaged by more individualized, elitist, competitive, market-driven, omnipresent, and de-emotionalized forms of educational engagement. The Internet clearly works for the millions of people who are learning online at this very moment. Perhaps the most important point to consider is the well-worn tendency of digital technology to reinforce existing patterns of educational engagement—helping already engaged individuals to participate further, but doing little to widen participation or reengage those who are previously disengaged.

    To reiterate a key theme that has emerged throughout our discussion, underlying all of the issues raised in this chapter are questions of what sort of future education one believes in. The future of education may well involve increased use of the Internet—but will not be determined by it. Allen, Ansgar. Arora, Payal. A Digital Promise for Free Learning. Bernstein, Basil. New York: Peter Lang, Boyd, Danah, and Kate Crawford.

    My Education is the Key to a Successful Future Essay

    Bush, Jeb, and Rosario Dawson. Chubb, John, and Terry Moe. Collins, Allan, and Richard Halverson. Rethinking Education in the Age of Technology. New York: Teachers College Press, Cuban, Larry. Eynon, Rebecca. Horst et al. Luckin, Rosemary. London: Routledge, Mitra, Sugata. Oblinger, Diana G. Game Changers: Education and Information Technologies. Washington, D. Picciano, Anthony G. Sennett, Richard. London: Allen Lane, Siemens, George. Open Learning Analytics.

    Berlin: Springer, Tapscott, Don. New York: McGraw Hill, Thomas, Douglas, and Seely Brown, John. A New Culture of Learning. Charleston, SC: Createspace, Tyack, David, and Cuban, Larry. Whitby, Greg. Sydney: Harper Collins, Willinsky, John. Glass, eds.

    Charlotte, NC: Information Age, Wolff, Jonathan.

    Wolfson, Lisa. We use our own and third-party cookies to offer you a pleasant experience and display to users advertising related with your preferences, based on analysis of your browsing habits. By continuing to browse this website you agree to their use. You can change the cookie settings or obtain further information by accessing our cookies policy.

    The Future of Education

    Click Enter. Login Profile. Es En. Economy Humanities Science Technology. Digital World. Multimedia OpenMind books Authors. Featured author. James Giordano. Latest book. Towards a New Enlightenment? A Transcendent Decade. Start The Internet and Education. Technology Digital World. Change Education Innovation Internet Sociology. Neil Selwyn. Estimated reading time Time 22 to read.


    Introduction In many ways, it is difficult to discuss any aspect of contemporary society without considering the Internet. As such, this chapter will consider the following questions: What are the potential implications of the Internet for education and learning? What dominant forms of Internet-based education have emerged over the past 20 years? How does the educational potential of the Internet relate to the realities of its use? Most importantly, how should we understand the potential gains and losses of what is being advanced?

    The Internet as an Educational Tool For many commentators, the Internet has always been an inherently educational tool. Bush and Dawson References Allen, Ansgar. Bauman, Zygmunt. The Individualized Society. Cambridge, UK: Polity Press, Jarvis, Jeff. What Would Google Do? London: Collins, Khan, Salman. The One World Schoolhouse.

    London: Hodder, Murphy, Douglas. The Architecture of Failure. Winchester, UK: Zero, Stephens, Dale J. Hacking Your Education.