A significant topic in sociological literature nowadays lands on the present-day trend of learning that is being witnessed in many parts of the globe. With respect to the western societies, the trend of learning has undergone dramatic changes in the past decades, and now, with the bursting of globalization, diversity, and innovation, education remains to be of utmost importance in almost all societies. This appears to be a very interesting topic because the trend of learning appears to be inconsistent and relevant to dramatic changes that take place within the society.
Our empirical question, therefore, can be stated as follows: What is the present-day trend of learning nowadays? Does everyone benefit from the trend? With the use of five related literature topics in education and learning, we shall answer these questions and relate the abstracts as well as the methods used. Main Text According to Karen Harris and Steve Graham (2006), for children to develop their writing skills, it is important to focus on the tasks and roles of behavior, knowledge, and motivation.
The use of a specific instructional model called the ‘self-regulated strategy development’ or SRSD is the answer to this, as it is designed to promote development in the behavior, knowledge, and motivation of students. The writing skills of students have to be included in the national education’s goals, and the use of SRSD shall fulfill the necessary objectives by introducing a design that leads to the goal.
However, with the use of studies and investigations, Harris and Graham (2006) concluded that for those that live primarily in poor urban settings, development of writing skills of students has to go beyond using instructional models in education such as SRSD. This makes it difficult for poor societies to focus on tasks of better behavior, knowledge, and motivation. With this, Guarino, Santibanez, and Daley conducted a study on motivating teachers.
In order to know the strategies used in the recruitment and retention of teachers, Guarino, Santibanez, and Daley (2006) focused on the characteristics of teachers, the characteristics of schools and districts, as well as the policies of schools that recruit and retain teachers within the districts. Applying the economic labor market theory of supply and demand, the principles and the factors that influence them carries the framework for the study.
For this, the corresponding policies in the recruitment and retention of schoolteachers usually revolve around the increase of ‘rewards’ or merits, so that the occupation may become attractive to the community. Research methods revolved around the use of studies, surveys and investigation, as well as the use of articles, books and monographs. When it comes to motivating the students, on the other hand, educational researchers have identified that more grounded theories can be instigated in videogames, as they are introduced as a ‘designed experience’ wherein the players’ understandings are developed through cycles of actions and performances.
Based on the research and surveys done by Kurt Squire (2006), this act of having a ‘designed experience’ utilizes particular theories of the ideological worlds. The new identities that are enacted in these gaming communities expand the ability to interact—not only with the game communities—but with the real social community as well. By this, educators should not overlook the value of videogames, as it is an important tool in the shift of a ‘culture of simulation’. By flying aircrafts or leading squadrons, games are viewed nowadays—not just as static codes—but also as sociotechnical networks.
This was what Harris and Graham (2006) were saying a while ago when they spoke of the ‘self-regulated strategy development’. The problem is that, for most of the cases in the actual arena, only the wealthier societies are capable of producing a learning environment that is ‘whole’ and encouraging, and this was what Mary Keegan Eemon indicated when she spoke of what is called ‘digital divide’, which refers to “the disparity between individuals who have and do not have access to information technology” (2004: 91).
In the present trend, Eemon (2004) noted that the disparity leans on the side of the high-income Caucasian individuals who are married and are well educated. The low-income African American and Latino who are unmarried or less educated conversely lie on the other side of the dividing pole. Using research studies, investigations, surveys and polls, it was noted that increases in the access of information technology and the public or private initiatives in the past years lessened the gap between the haves and the have-nots, yet the inequalities continue to persist.
Socio-demographic factors affect this trend, which are composed of the following: (1) educational advantages, (2) future employment and earnings, (3) opportunities for social and civic involvement, and (4) equity and civil rights issues (Eamon 2004: 92). Just like the statements of Guarino, Santibanez, and Daley (2006) and that of Eemon (2004), it appears that education and learning is always socio-oriented, despite being self-regulated as well. Conclusion
The present-day trend of learning that is being witnessed in many parts of the globe has undergone dramatic changes in the past decades. As of now, with the bursting of globalization, diversity, and innovation, the trend of learning continues to be inconsistent and relevant to dramatic changes in the society. As revealed in the resources, it appears that the present-day trend of learning reflect a certain wave of utmost development that is actually very difficult for poorer societies—whether we speak of the instructors or the learners.
Behavior, knowledge, and motivation in education appear to be receptive of certain rewards and merits that only the wealthier societies are capable of producing. For this, a digital divide has taken place, leading to disparities and what is called ‘social impositions’ (Kliewer, Biklen, & Kasa-Hendrickson 2006: 163). It is, therefore, clear that not everybody can benefit from the present-day trend. However, as Kliewer, Biklen, & Kasa-Hendrickson (2006) instigated, the answer only lies in taking away… the social disconnection.
Eamon, Mary Keegan. 2004. “Digital divide in computer access and use between poor and non-poor youth. ” Journal of Sociology and Social Welfare 21: 91-112. Guarino, Cassandra, Lucrecia Santibanez, and Glenn Daley. 2006, Summer. “Teacher recruitment and retention: a review of the recent empirical literature. ” Review of Educational Research 76: 173-208. Harris, Karen and Steve Graham, S. 2006, Summer. Improving the writing, knowledge, and motivation of struggling young writers: effects of self-regulated strategy development with and without peer support. ” American Educational Research Journal 43: 295-340. Kliewer, Christopher, Douglas Biklen, and Christi Kasa-Hendrickson. 2006, Summer. “Who may be literate? Disability and resistance to the cultural denial of competence. ” American Educational Research Journal 43: 163-192. Squire, Kurt. 2006, November. “From content to content: videogames as designed experience. ” Educational Researcher 35: 19-29.