Future Vision of Lincoln Central School Focuses on Personalized Learning and Makerspaces

FUTURE VISION OF LINCOLN CENTRAL SCHOOL 1
Future Vision of Lincoln Central School
Ruth Salas-Ramos
Post University

Introduction
Lincoln Central School is a public organization located in the northwest of the state of
Connecticut. Even though this school is administered as part of Region 1 School District, it
functions as an independent entity with its own Board of Education. At the same time it operates
in cooperation with six other districts (North Canaan, Canaan, Cornwall, Kent, Sharon and
Housatonic Valley Regional High School) with shared services, curriculum development,
professional development and technological support.
The school is comprised of two school buildings - an elementary and middle school. It
has a student population of 303 students in pre- Kindergarten through eighth grade. The minority
population in the school includes students who are from different ethnic groups: American
Indian, Hispanic, Asian and African-American. The staff of 62 adults includes 46 certified
teachers. A teacher in a self-contained classroom teaches each child in pre- Kindergarten through
fifth grade class. Sixth to eight grade teachers are responsible for the individual subjects of
language arts, science, mathematics, social studies and Spanish. Specialists teach other subjects
such as art, computer, library, music and physical education. After completing eighth grade, most
students attend a public high school in Falls Village.
There is an after-school program that is housed in Lincoln School. There are also two
secondary education preparatory schools in the town. Thus, education is a substantial part of the
local economy. Due to the attractive areas and rural character, there are many second-home
owners and retired or semi-retired who live in town all or part of the time. Because of today’s
computer technology, which allows for work to be done in residence, there is a trend among
many of the second home-owners to relocate their primary residence to town. While the setting is
rural, there exists among many residents a considerable degree of sophistication, a high interest
in education, and an outstanding awareness of the importance of arts and humanities.
Educational History in Lincoln School
Lincoln Central School was founded in 1953. The school was design with students in
mind. The building had classrooms with large and operable windows, proper solar orientation
and construction materials to absorb and store heat energy. Thirty two highly trained young men
and woman set before their pupils a variety of subjects including Spanish, music and art.
Teachers have traditionally served as the center of attention, functioning as providers of
information. Lessons have traditionally focused on knowledge, comprehension and application.
Students experience passive learning; memorization was a fundamental part in their education.
Currently, Lincoln school has improved its building with high ceilings, big classrooms, cafeteria,
gym and a separated building for middle school. Teachers design their instruction around
Bloom’s Taxonomy objectives in order to promote high forms of thinking in education, such as

analyzing and evaluating concepts, processes, procedures and principals, rather than just
remembering facts. (P.Steven, Personal communication, September, 6, 2017).
The teacher’s role is to coach and facilitate student learning and measure their leaning through
formal and informal forms of assessments. Educators use computers, tablets, projectors and
chromebooks to assist students in the classroom learning. Teachers use the internet to provide
greater access to resources and also connect them to connect with students from around the
world.
The methods of instruction include hands- on learning to do, make and create; differentiated
instruction to meet individual student’s needs, and games to engage students in more active and
fun learning. The school mission is to guide and foster each child’s intellectual, emotional,
social, and physical development in a safe, supportive and collaborative leaning environment.
Technology
IPads and Chromebooks are two of the devices used in Lincoln School. IPads are mostly
used as a game-based learning tool, where students can practice math, language arts and Spanish
from Kindergarten through eighth grade. Chromebooks are used for 4th and 5th grade in the
elementary level and middle school students. Each student has their own device to check their
school email, calendar, teacher’s blog and assignments. Students use them for group projects and
to create reports, Power Points and videos.
These two devices are appropriate for the school, because they are lightweight, portable, and
boot up in seconds. Chromebooks’ apps are reviewed and selected by staff, and they can be pre-
installed, accessed or blocked at any time. An advantage of chromebooks is that they don’t
required antivirus and anti-malware software.
Trends In Education
Education is a key to individual and community development. Access to high quality
education is a right for every child and a starting point for social and economic sustainability.
However, there are important elements that can affect positively or negatively the growth of
institutions that represent the education system. Demographic trends affect economic growth via
the effects related to the size and the structure of the population. In turn, technological progress
affects via the impact on labor and capital productivity. There is a range of trends within each
element. This project is focused on the trends that are relevant for Lincoln school study project,
and to be considered can change the course of this institution in a positive way.
In the past, whether it was ten years ago or fifty, the educational style was probably the
same. Everyone sat in order rows. The primary teach methodology was direct instruction which
meant the teacher stood at the front of the classroom, lectured, explained how to solve problems
and wrote examples and notes on the board which students copied into their notebooks. It was

the one- size- fits all model of education (edutopia 2015). But that model is beginning to change.
More and more 21st century students are learning the same subjects but in ways that are highly
tailored to specific skills, needs and interests. Personalized learning and makerspace are the two
trends that can help Lincoln students develop the skills they needed for today and the future.
Personalized learning. It is a trend that refers to learning experiences and strategies that
are intended to address the distinct learning needs, interests, or cultural background of students.
(Patrick, Kennedy & Powell 2013, 4). This trend is important because it encourages engagement,
achievement and helps both students and teachers optimize their educational efforts for greater
success. It gives teachers the flexibility to use lessons and digital tools to fit each student needs
and promote learning. According to a 2015 study funded by Bill and Melina Gates Foundation
which studied over two years different schools demonstrates how students’ achievement grew
most in math and reading where personalize learning practices where used, compared to other
traditional classrooms (as cited in Molnar, 2016). Also, the adoption of personalize learning has
increased significantly in recent years due in part to rapid advances in technology platforms and
digital content.
Makerspace. This is another important trend that provides hand-on and creative ways to
encourage students to plan, design, build and experiment as they develop engage in science,
engineering and problem-solving. It is defined as a “place where young people have an
opportunity to explore their own interests, learn to use tools and materials, both physical and
virtual to develop creative projects” (Fleming, 2015). It also encourages collaboration, patience
and persistence, important factors that have considerable influence to create successful minds.
Lincoln school can use its library for Makerspace. Libraries provide visual and virtual
information resources and makerspaces provide access to physical resources. School libraries
and teachers can make a strong instructional team combining their knowledge of pedagogy,
resources and technology to meet the specific needs of each student (Moorefield-Lang, 2015).
Economy Trends
Electronic Devises. Education often focuses on whether government should spend more
money in education. Federal and state policymakers proposing new education programs often
base their arguments on the need to provide more resources to schools to improve opportunities
for students. According with The K-12 implosion video and other evidences the simply
increasing funding for public elementary and secondary education has not led to corresponding
improvement in academic achievement (Encounter Books 2013). In any case, it would be
important to consider the proper use of the funds. Students need to be taught skills for the 21st
century. Students will be expected to think critically, learn problem solving skills and digital
literacy. To reach these goals, important tools like laptops, Chromebooks and other devices are
required. Electronic devises have many benefits. They make students to think beyond their books
and explore the learning skills as much as they can. Also, doing digital-based activities which are

visually and auditory are more attractive and increases students’ motivation and thus resulted in
higher success (Ozerbas & Erdogan 2016).
STEM. Another trend that might benefit Lincoln school is STEM, a curriculum based on
educating students in four specific disciplines: science, technology, engineering and
mathematics. Rather than teach these four separate, STEAM (adding the arts of the equation)
integrates them based on real world. STEM activities provide hands and minds on lessons for
students. Making math and science fun and interesting helps students to do much more than
learn. According to a report by the website STEMconnector.org (2013), by 2018, projections
estimate the need for 8.65 million workers in STEM related jobs. STEM education also helps to
bridge the ethnic and gender gaps sometimes found in math and science field. In our days, more
women are interested in developing their careers in these fields. In order to compete in a global
economy, STEAM education and careers must be a national priority (Mizel &Brown 2016).
Demographic Trends
It is important to study the trends that are driving population change, and measure how these
changes have an impact on people’s lives (Yates, 2008). Demographic trends are very relevant
because it will inform Lincoln School where it is now and where will be in the future. It will also
show what issues it is dealing with and in what kind of society it is developing.
Aging American Workers. The current population of the United States is 308.7 million
and the average life expectancy in America is higher than in any other period in history
(Shrestha, L & Heisler, E. 2011). The United Nations report shows the number of people 65
years old and older rose from 8% to 12% between the years 1950 and 2000. This significant
increase is due to improvements in healthcare services and investing in medical research. As a
result, American people older than 65 are still working.
School Ethnic Diversity. On the other hand, USA is becoming more and more diverse.
A big part of the society were born in other countries, speak different languages and have
different culture and traditions. In education, demographic trends have important implications for
school leaders, policymakers, parents and the community. According with the NCES, the number
of students identified as white decreased by more than 14% and none white students increased by
the same rate (English Language Learner in Public Schools, 2005). Many of the second group
students participate in ELL programs to help ensure that they attain English proficiency. This
statistic shows clearly race/ ethnicity as a strong trend. There is an ethnic representation in
Lincoln School where children came from different parts of the world like China, Syria, German,
Mexico, Honduras, Brazil and Pakistan. It is worth highlighting that this group is still a minority
in comparison with white student’s population.
These trends are linked. Each of them plays a significant and important role in the future
path of Lincoln School. Well-managed funds may lead to the acquisition of electronic
technologies that will produce a personalized education with programs that could assist all kinds

of students and their needs. Taking these trends into account will prepare students on the
essential 21st century skills and knowledge to succeed in the competitive world.
Futuring Techniques
Lincoln School is a place with a history that has evolved in its sixty-four years of existence,
both in infrastructure and academic aspect, despite its small demographic environment. This
school works every day to prepare responsible citizens of the global society. It is important to
consider that 21st century students are living in a rapidly changing world where technology is the
main axis in the development of all activities. However, there is an important question that
Lincoln school must consider in order to continue that growth. What changes does it need to
make to better prepare students for the trends we already see and will see in the future? There are
seven lessons Lincoln School needs to consider before it starts this process (Cornish, 2004, p.7):
1. Prepare for what it will face in the future
2. Anticipate future needs
3. Use information when necessary
4. Expect the unexpected;
5. Think long term as well short term
6. Dream productively
7. Learn from your predecessors
To reach this goal Lincoln School needs to picture possible outcomes, planning ahead,
explore different scenarios and evaluate different alternatives (Bell, 2004). This process will
prepare the school for what is next and to continually progress forward. As it was mention
before, the world is continually changing, driven by technology, innovation, population growth
and strong undercurrent of social and political desire for change. Lincoln School cannot be
paralyzed; it needs to look for new teaching approaches, techniques and ideologies which
complement the needs of students. The two techniques that will be applied to this project are
scenario and scanning.
Scenarios. This technique refers to alternative environments designed to highlight the
risk and opportunities involved in specific situations and to draw attention to the key factors that
will drive future developments. Scenarios are recognized as an effective method for forecasting
the future. They are beneficial because they deal with the uncertainty of a situation. Scenarios are
used in all kind of context. Among their main field of application are companies, political and
economic consultancy and global concerning the future of the climate. At the same time,
different scenario techniques have been developed to analyze a problem or situation and
determine what the consequences might be in light of the information available and in light of
different reactions to possible events. The individual form of these techniques may vary
depending on a given field. They are used depending on whether quantitative or qualitative data
are required, meaningful and available. Quantitative knowledge is for example used in topic

areas like demographic and economics, whereas on the other hand, cultural institutional or
political dimensions often tend to be recorded qualitatively. Finally, scenarios in general are
built with four stages (Sobrero, 2004): Defining scope, database construction, building scenarios
and choosing strategic option.
Strengths:
 Scenarios do not describe one future but several promising futures
 Open up the mind to different and unimaginable possibilities
 Identify weak signals
 Lead to create a common language in an organization when talking
about strategies.
 It is flexible and can be adjusted to specific tasks.
 Higher quality decision- making
Weaknesses:
 It is very time-consuming
 Difficulty finding experts for a high quality project
 There may be a tendency to lean more to the scenario that is more
convenient rather than realistic
Scanning. This technique is important for forecasting future that explores and analyzes
trends, events, issues and ideas through a range of activities. It is used to identify new, fast
developing or overlooked situations that could have a higher degree of impact. Information is
collected from different resources like books, reports, internet, conferences, newspaper and
more. It is very useful because it develops the big picture behind the issue to be examined, and
eventually it builds up a comprehensive panorama of factors that could impact strategy. By using
the scanning technique, Lincoln School will be able to:
 Detect technical, economic, social and political trends and events important for the
institution
 Defining the potential threats or opportunities or changes for the institution implied by
those trends and events.
 Promote a future orientation
 Alert about trends that are speeding up, slowing down or interacting (Coates, 1985).

One of the challenges that this technique may encounter is searching sources. The
information required may not always be reliable or accurately. This is an essential component of
any effort to persuade individuals or organizations to make different decisions from the ones
which they might make of the absences of particular pieces of information.
The use of these two techniques will be beneficial to give a direction to the future vision of
this educational organization. Scenarios and scanning can illuminate significant alternatives of
change, including those that may be relatively uncertain. By presenting a range of possible
alternatives this organization will receive a clearer context in which to think about the future.
Decisions will be better informed, and a strategy or action based on this knowledge and insight
will be more likely to succeed.
Vision
Lincoln School is an institution that has demonstrated progress in sixty four years of
existence. This growth will continue as long as its mission and vision are focused on students
and their needs (Brown, 1014). Therefore, what will happen with the institution in the next five
years? What kind of programs and strategies will reach the goals of the 21st century student?
What kind of teachers will be needed to lead students in the race of success? It will be necessary
to make changes in the classrooms?
Students in Lincoln School will become makers and learners, activities will be frequently
initiated by them and will be meaningful and relevant to them. It will include the use of
technology to facilitate students’ ownership of learning and to provide tools for individual pacing
and more efficient assessment to inform and tailor instruction (Patrick, Kennedy & Powel
2013,4). This is particularly important for ELL students where they may be in a different stage of
English Language acquisition in comparison with the rest of the class. However, by using
Newsela, a personalized learning tool, students will read the same article at their own reading
level (Mersand, 2016).
In five years, classrooms will turn into learning studios and learning commons (edutopia,
2015). Lifeless classrooms set ups will be gone and learning spaces will be reconfigured with
moveable furniture and walls, so when classroom subjects overlap, teachers can combine
lessons. Students will rotate through these areas which fosters a more collaborative learning
space (Gonzalez , 2015).
Makerspace will play a very important role in students’ personalized learning. They will
design, experiment and build as they deeply engage in science, engineering and math (Wu-
Rorrer, 2017, p.9). Currently, Lincoln school has two libraries, one in the elementary building
and the other one in middle school. Libraries will be accommodated for a wide range of activities
like cardboard construction, woodworking, electronics, robotics, digital fabrication, sewing, etc.
(Moorefield-Lang, 2015). This trend in turn is linked to STEM, where students learn science,
technology, engineering and math under the same modality.

Teachers will be facilitators and activators (Fullan, 2013). Instead of leading students to
simply memorized facts for a test, teachers will take them to dive deeper into subjects that
interest them. Teachers will allow students to choose their own learning path way and complete
the activities in order that makes more sense to them (Easley, 2017 p.20). For instance, if a
teacher reads a story, students may decide whether to annotate online or on a printed copy. They
can take notes on a paper or record their thoughts verbally as they analyze the story. For the final
presentation, students get the chance to show their learning in different ways. They can write a
traditional essay, create infographics, or write a script for a video (George, 2011, p.186). Thus,
teachers methods will not be more boring but with constant activity that will motivate students to
continue on the path of learning.
This vision sounds very interesting and encouraging. Nonetheless, it is very important to
think about the opportunities and challenges that Lincoln School could face when working on the
process of change.
Opportunities
 Teachers will develop their creative and versatile skills.
 In the new classroom environments, students will be more motivated and comfortable to
learn.
 All students will receive instruction to match their individual needs and interests.
 Students will gain self-confidence and became academic risk-takers.
 The use of technology will enhance and make learning more fun and effective
Challenges
 Teachers need to adjust to a new paradigm.
 Restructuring the classroom may require significant investment.
 Extra preparation by researching the academic history to work towards the way they learn
best.
 Many students may be unaware of their learning preference and may struggle to work
towards a learning goal.
 Technology can be a distraction.
These challenges should not be a stumbling block for the future change of Lincoln School.
But if this happens and the institution rejects the transformation, in five year students will leave
the school unprepared to face the new challenges in high school. The “one size fits all” model
will not be sufficient to address and support learning needs for students in the 21st century
(Strauss 2016). Today schools face unique challenges never imagined. Preparing students to
prosper in a global technologically advance society is a difficult task but not impossible. Then,
how should Lincoln School will prepare for these changes?

1. First, school administrators and teachers need to think in the outcomes they want to
accomplish in the classrooms. This requires to administrators and teachers think how they
want students to learn.
2. Second, teacher will focus on professional development courses that covered topics like
problem solving, personalized learning, makerspace, and student engagement in
technology.
3. Third, the school budget will determine the amount of money the school will spend on
new furniture for classrooms and possible remodeling.
4. Fourth, administrators need to look for tools and resources that will support teachers in
helping their students meet these outcomes.
5. Fifth, preparation for teacher and students to use appropriately tools and resources.
6. Sixth, collect data to evaluate the progress and success on the use of the technology
trends and the academic results in students.
Call to Action. A common understanding of the destination allows all stakeholders to align
their improvement efforts. Lincoln school efforts are for and about students and their needs
(Brown, 2017).
The steps to begin this process are as follow:
- First, administrators will create a plan for the future vision. This plan will be focused on
student achievement. This plan is aligned with school goals and student leaning.
- Second, a school committee made up for administrator, school board, clerks, and teachers
will meet to talk about the new educational system, the reasons for change, the resources
they need and the plan to reach the goals. Eventually, the committee will use a
technology resource like Goggle Drive to record and communicate progress, areas of
growth, and areas that must be addressed.
- Third, a budget review must occur to determine where and how funds will be allocated to
implement the plan and achieve the future vision.
- Fourth, the success of the plan will be measured through data collection and analysis.
This future vision will guide Lincoln school to success. It will create the desire to grow and
improve. It will bring hope to reach the ideals and give a sense of purpose.

Reference
BROWN, C. (2014). Patterns of Innovation. Education Digest, 79(9), 37
Easley, M. (2017). Personalized Learning Environments and Effective School Library
Programs. Knowledge Quest, 45(4), 16-23.
Encounter Books. (Producer). (2013, March 6). The K-12 Implosion. [Video file] Retrieved
September 24, 2017 from https://www.youtube.com/watch?v=TXoubX4wncw
English Language Learners in Public Schools. (2017, March). NCES. Retrieved October 3, 2017
from https://nces.ed.gov/programs/coe/indicator_cgf.asp
Fullan, M. (2013). The new pedagogy: students and teachers as learning partners. The Center for
Development &Learning.
George, M. A. (2011). Preparing Teachers to Teach Adolescent Literature in the 21st
Century. Theory Into Practice, 50(3), 182-189. doi:10.1080/00405841.2011.584028
Gonzales, L., & Young, C. (2015). Delivering the 'WOW'-redesigning learning
environments. Leadership, 45(2), 28-32.
Hill, C., Corbett, C., & Rose, A. (2010). Why So Few? Women in Science, Technology,
Engineering and Mathematics. Retrieved from: http://www.aauw.org/files/2013/02/Why-
So-Few-Women-in-Science-Technology-Engineering-and-Mathematics.pdf
Karmeshu, Raman, R., & Nedungadi, P. (2012). Modelling diffusion of a personalized learning
framework. Educational Technology Research & Development, 60(4), 585-600.
doi:10.1007/s11423-012-9249-2
Lofton, J. (2017). Students Are Makers! Building Information Literacy Skills Through
Makerspace Programs. CSLA Journal, 40(2), 18-16.
Mersand, S. (2016). Newsela. Tech & Learning, 36(7), 25.
Meyer, L. (2017). Planning and Implementing a Makerspace in Your School. T H E
Journal, 44(3), 26-28.
Mizell, S., & Brown, S. (2016). The Current Status of STEM Education Research 2013-
2015. Journal Of STEM Education: Innovations & Research, 17(4), 52-56.
MOLNAR, M. (2016). Numbers to Watch. Education Week, 36(9), 20-23.
Moorefield-Lang, H. (2015). Change in the Making: Makerspaces and the Ever-Changing
Landscape of Libraries. Techtrends: Linking Research & Practice To Improve
Learning, 59(3), 107-112. doi:10.1007/s11528-015-0860-z

Ozerbas, M. A., & Erdogan, B. H. (2016). The Effect of the Digital Classroom on Academic
Success and Online Technologies Self-Efficacy. Journal Of Educational Technology &
Society, 19(4), 203-212.
Prensky, M., (2013) Our Brains Extended. Educational Leadership, 70(6) 22-27.
Riedel,C. (2014). 10 Major Technology Trends in Education.
Steven, P (September 6, 2017) Personal communication.
Strauss, V. (2016 December 23). Teacher: A one size fits all approach to instruction is stifling
our classrooms. The Washington Post. Retrieved from https://www.washingtonpost.com
Shrestha, L. B. & Heisler, E. J. (2011). The changing demographic profile of the United
States[Electronic version]. Washington, DC: Congressional Research Service
STEM Connection. (2016). Educational Technology Services. Retrieved 2016.
Wu-Rorrer, R. (2017). filling the gap: inteintegrating STEM into career and technical education
middle school programs: There is no single strategy for approaching STEM
integration. Technology & Engineering Teacher, 77(2), 8-15.
Yates, J. R. (2008). Demographic Imperatives for Educational Reform for Culturally and
Linguistically Diverse Students. Multiple Voices For Ethnically Diverse Exceptional
Learners, 11(1), 4-12.

Data Collection Findings & Notes
Potential
Impact
List the journal article, US
census data, industry report,
newspaper article, etc.
What does y our research
indicate? How does it apply
to y our organization?
H - High
M - Medium
L - Low
U -
Undetermined
Time Frame of Impact:
Current
1 - 2 y ears
3 - 5 y ears
5 + y ears
Ty pe:
Positiv e +
Negativ e -
Unknown
Impact:
Increasing >
Unchanged =
Decreasing <
Unknown
Relativ e
Importance:
Critical
Important
Un-important
Unknown
T echnology
Economic
Social & Demographics
Implication and importance
Personalized Learning
Learning experiences
intended to address distint
learning needs, interests or
cultural background of
students.
Lincoln School will
improve their lessons using
digital tools to fit each
student need and promote
learning.
H - High 5 + years Positive + Increasing > Important
Personalized learning
environments and effective
school library (2017 ).
Defining and integrating
personalize learning
blended in competency
aducation (2015).
Preparing teachers to teach
adolescent literature in the
21st century (2011).
Modelling difussion of a
personalize learning
framework (2012) .
Makerspace
Students are makesr!
Buiding information
literacy. Skills through
makerspace programs
(2017 ).
Planning and inplementing
a makerspace in your
school (2017 ).
Change in the making:
Makerspaces and the
everchanging lanscape of
libraries (2015).
It provides hands on and
creativity.
Lincoln School students
will design, build and
experiment.
H - High 5 + years Positive + Increasing > Important
Electronic Devices
The K - 12 Implosion.
(Video file) (2017 ).
10 Major Technology
trends in education (2014).
The effect of digital
classroom on academic
success and online
tecnologies self-efficacy
(2016).
Proper use of school funds
to implement school with
important devices.
Lincoln School will need
more laptops and
chromebooks for grades K-
3 to explore their learning
skills and work on digital-
based activities.
H - High 3 - 5 years Positive + Incresing > Important
ST EM
The current status of STEM
education research 2013 -
2015 (2016).
Why so few? Women I
science, technology,
engineering and
mathematics (2010)
Filling the gap:
inteintegrating STEM in to
carrer and technical
edutacion middle schol
programs: The is no single
strategy for approaching
STEM (2017 ).
Curriculum based on
educating and science,
technology, engineering
and math.
Lincoln School will prepare
students for future jobs.
H - High 5 + years Positive + Incresing > Important
Aging American
Workers
The changing demographic
profile of the United States
(2011).
United States census
bureau (2017 )
American people older
than 65 are still working.
H - High 5 + years Negative - Increasing > Critical
Increasing > CriticalSchool Ethnic Diversity
Demographic imperatives
for educational reform for
culturally and linguistically
diverse students (2008).
English language learners
in public schools (2017 ).
USA becaming more
diverse: Implications for
school leaders,
policymakers, parents and
community.
Minority ethnic
representation in Lincoln
School.
H - High 5 + years Negative -
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