Running head: F.V.E. CASE STUDY 1

Future Vision of Education Case Study:

St. George Utah Head Start Program

Geni Senary

Post University

EDU505

F.V.E. 2

Table of Contents

Thesis Statement…………………………………………………………………………………..3

Head Start History…………………………………………………………………………………4

Technology………………………………………………………………………………………. 5

Educational Technology Trends……….………………………………………………………….7

Economic/ Budgetary Trends……………………………………………………………………..8

Demographic Trends………………………………………………………………………..……..8

Scenario…………………………………………………………………………………….…….10

Scanning………………………………………………………………………………………….11

Vision/ Plan………………………………………………………………………………………11

Plan for Change………….……………………………………………………………………….13

Call To Action……………………………………………………………………………………14

Conclusion………………………………….……………………………………………………14

References…………………………………………………………………………….………….15

F.V.E. 3

The Head Start program located in St. George, Utah is like all Head Start programs, it is a

federally funded program directed at the low-income and high-risk demographics in surrounding

areas. President Lyndon B. Johnson created the program in 1964 when he declared war on

poverty in his State of the Union Speech (Office of Head Start, 2017). Since its establishment,

Head Start has served over thirty million children in all states. Over the years, Head Start

programs have faced many skeptics questioning the success of the program. Most recently, the

government was forced to evaluate ways to make bigger impacts on poverty stricken children.

The future vision of education is filled with daily technology usage, something that Head

Start has been resistant to in the past. Perhaps by updating its teaching techniques and adding

more funding for technology, such as visualization tools, Head Start programs would start to see

a more significant increase in the success of the program.

Futuring is important to the education system because it allows for educators and

administrators to move forward by preparing for what is to come. Futuring is an anticipatory

decision-making process that leads to planning and program development, while planning looks

forward one to four years, futuring looks forward ten, twenty, or thirty years (Sobrero, 2004).

Two techniques being used for futuring are scenarios and scanning.

There are many different aspects to take into account when discussing the effectiveness of an

educational program. A few of the trends are educational technology, economic/ budgetary

trends, and also demographic trends. All of these trends will affect the program and the structure

of its institution.

F.V.E. 4

Head Start History

The Head Start Program is perhaps the most widely known federally funded program in the

United States. President Lyndon B. Johnson created the program in January of 1964 when he

declared war on poverty in his State of the Union speech (Office of Head Start, 2017). Since

being founded in 1965, Head Start has served nearly thirty million children in all fifty states,

including the District of Columbia, Puerto Rico, and the U.S. territories such as American

Indian, Alaskan Native, and migrant/ seasonal communities (Office of Head Start, 2017).

The purpose of Head Start programs is to break the cycle of poverty by providing children of

low-income families with a substantial program that would fit their needs (Office of Head Start,

2017). Head Start emphasizes the role of parents as being the child’s first and most important

teacher. The program works to build relationships with families that support their connections to

peers and the community, as well as working to support the family’s well being and positive

parent-child relationship. Head Start Programs promote growth in language/ literacy, cognition

and general knowledge, health and physical development, approaches to learning, social and

emotional development.

The Office of Head Start within the Administration of Children and Families of the

Department of Health and Human Services awards Grant money to public and private agencies

on a competitive basis to provide services to specific communities. The OHS is responsible for

overseeing that the grantees are meeting the performance standards and quality care of enrolled

students.

Originally the Head Start program was designed as an eight-week demonstration program but

quickly expanded into a full-year program (Samuels, 2014). The program is currently forging

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stronger ties with schools and other state-run programs to build stronger relationships between

the programs. In the past Head Start and local school districts had an uneasy relationship due to

political conflicts and differing missions (Samuels, 2014).

The foundation for the Head Start program was created in only a six-week time span leaving

many issues that are still prevalent today. Due to the rushed nature of creation, as well as the

popularity of the program, the government was forced to spread its money thinly, while asking

the program to be responsible for transforming the lives of children who are living in profound

deprivation (Samuel, 2014). Head Start has faced many skeptics questioning the success of the

program. Most recently, the government was forced to evaluate ways to make bigger impacts on

poverty stricken children. Head Start remains in the balance until a decision can be made.

Technology

Currently Head Start programs use little-to-no technology in their classrooms. Teachers

employed by the program use technology while planning curriculum but are restricted on the

media resources that are used in the classroom with students as a standard policy of the Head

Start program. In the future it would be beneficial for the program to adapt new policies

regarding the use of technology. As stated in the Horizon Report, visualization technologies such

as virtual reality and augmented reality use the brain’s inherent ability to process visual

information, sense order in complex situations and identify

patterns rapidly, making visualization technologies a very useful tool (Adams, Freeman,

Giesinger, Cummins, Yuhnke, 2016).

F.V.E. 6

Technology usage in the Head Start program would benefit not only the students, but could

also have the potential of aiding supervisors in teacher training programs as well.

Virtual reality and augmented reality technology are already being used in some educational

contexts across the nation. The use of visual technology is being used in several high schools as a

way to prepare students for future careers (Fink, 2017). Several different schools have applied

the technology to teaching different subject areas including defense and health science (Fink,

2017). While this is appropriate for older students, visual technology can also be used in

classrooms for younger children. Head Start programs could benefit by bringing this type of

technology into the classrooms for students to use by opening the door to more visual learning.

Imagine teaching a lesson about different species of birds to a room full of four-year old

children. An educator could show the children pictures of birds from pages of a book or that

educator could have his or her students wear virtual reality goggles and suddenly are transported

to different habitats where they are seeing and hearing the birds around them. The potential is

endless.

In the past, visual technology for daily use was only an abstract idea but as the world

continues to grow and move closer to the future, more classrooms are implementing the use of

these tools and the idea is no longer far fetched (Freina & Ott, 2015). Companies are beginning

to create products that are much more cost effective (Freina & Ott, 2015), which is making the

process of adding this technology more feasible for school districts as well as other types of

educational programs, such as Head Start.

F.V.E. CASE STUDY 7

Educational Technology Trends

As stated in the Horizon Report, visualization technologies such as virtual reality and

augmented reality use the brain’s inherent ability to process visual information, sense order in

complex situations and identify patterns rapidly, making visualization technologies a very useful

tool (Adams, Freeman, Giesinger, Cummins, Yuhnke, 2016). Going hand in hand with the use of

virtual reality and augmented reality is a new technology trend being called B.Y.O.D. or “bring

your own device”. With the B.Y.O.D. policy trend taking off, students of every age are

instructed to bring their own device on a daily basis. One of the challenges of this trend in

technology is funding and students being able to supply their own devices based on income

(Bruder, 2014).

Because Head Start is a federally funded program for low-income families, the institution will

struggle with this trend. Families are more than likely not going to be able to supply their

children with a device to bring everyday. However, devices can be provided by donations,

grants, or budget alterations in the future. Head Start programs can begin to embrace these new

trends by creating resource rooms or set areas in the institution’s classrooms where a creative

space is available to help students feel supported while they learn using their devices.

Designing individual spaces that fit the needs of the students should be considered. The space

and dynamics of the classroom should stay current to trends and inspire students to become

creative at all times while also supporting different functions to teach different mediums

(Gonzales & Young, 2015).

F.V.E. CASE STUDY 8

Economic/ Budgetary Trends

The global system is facing rising costs, failing states and increasing migration, which is

casing many different levels of instability. To be able to anticipate and embrace the “educational

continuum”, which creates a smarter way of achieving economic objectives, education and

government leaders need to be able to understand the shifting dynamics and trends impacting

students, teachers and leaders (IBM, 2015). By capitalizing these trends, leaders can enable an

education system to create transformation for the future (IBM, 2015).

Another trend that is happening is that employers are increasingly hiring workers who possess

job-related skills and foundational competencies that are indicators of that individual’s ability to

adapt to changing markets and economic circumstances. This is important because students are

expected to be proficient when they enter the work force. To make this possible, students are

required to know specific real world knowledge and what better way to prepare them for such

careers than to supply them with the tools they will use as they grow older.

Head Start targets low-income families that are in need of resources and systems to help break

the cycle of poverty. An under privileged child will not possess those tools without the

intervention of an institution. According to IBM, education is a key differentiator in developing

the workforce talent to create and sustain economic prosperity in the 21st century (IBM, 2015).

Demographic Trends

Immigration is an important aspect of the growing population in the United States and

continues to rise, as 12.5% of the population is of foreign-born individuals, one-third of which

F.V.E. CASE STUDY 9

are living illegally in the country, proving a flawed system (Shrestha & Heisler, 2011). The

student population is continuously becoming more culturally and linguistically diverse. Like all

Head Start programs across the nation, the St. George location provides free preschool services

to families in low-income households. Roughly half of the students who enroll in the Head Start

programs nation wide come from homes where languages other than English are spoken (Tully,

2015). These staggering numbers prove the importance of programs such as Head Start that work

with non-English speaking students to prepare them to enter kindergarten ready to learn.

Research shows that how well English learners are educated before they reach school age and

also how well educated their parents are and the value of education in the home will be critical

for their future academic success (Tully, 2015). Children that start school without being exposed

to English environments, such as a classroom, start out behind classmates whose first language is

English when they enter kindergarten. Also according to the Public Policy Institute of California

report, students who speak little or no English at home improve their reading skills if they attend

a preschool (Tully, 2015).

Head Start programs provide preschool services to both low-income families and children

from non-English speaking families. The goal of the program is to help both demographics get to

an even playing field when they enter kindergarten with children who started out with more

opportunities.

F.V.E 10

Scenarios

The purpose of creating scenarios is to prepare individuals and organizations to recognize the

uncertainties that may lie ahead and to allow the opportunity to rehearse different responses to

each possible future (Mietzner & Reger, 2005). Creating scenarios can have many positive

characteristics in building a better future for educational institutions; however, leaders and

administrators must allow for flexibility in techniques. The possible outcome will also depend on

the institition’s willingness to recognize flaws and weaknesses to better improve the outcome of

its future. Futurists often use five variations of scenario building: (1) Continuation, in which

things will continue much the same way as they are now; (2) Optimistic, things will get

considerably better; (3) Pessimistic, in which things will get considerably worse; (4) Disaster,

things will go terribly wrong; and (5) Miracle, in which things go amazingly well (Kirkwood,

2017). Below is a pros and cons table that evaluates the positives, as well as the possible pitfalls

of scenarios.

Pros Cons

Collaboration amongst colleagues Thinking about the “unknown” can be

deflating and highly stressful

Creates a data-driven model for better analysis Never be 100% correct

Allows for preparation to think ahead in a ten-

year time span

Futuring scenarios are swayed by current

trends and movements which may not be

relevant in ten years

A tool for decision making for possible future

environments

Scenarios based on one technology can limit

the view

F.V.E. 11

Scanning

Unlike scenarios that provide a look ahead for the purpose of planning specific outcomes,

scanning provides the evaluation of the data that is obtained from scenario building and is also

used to build future scenarios. Scanning technology is used in futuring to monitor environments,

develop forecasting, analyzing internal and external assumptions, as well as creating

improvements based on the results (Sobrero, 2004).

Scanning results may lead to a narrow viewpoint on many components that work together as

one larger system. By only looking at one area, it may create a limited vision, so to combat this;

an educational institution may need to implement larger trends that will impact the structure in a

long-term manner.

Scanning identifies indications of change. By scanning the environment and turning data into

usable information it gives the organization true data-driven intelligence that can be used to

make forecasts, issue briefs and inform scenarios (Sobrero, 2004).

Vision/ Plan

A vision is an image of what might be an ideal that is unique to a person or organization and

recognizes dissatisfaction with the present, a catalyst for action, reflecting core values (Hayden,

2007). The future of the St. George Head Start program will be determined by the institution’s

willingness to recognize the flaws that exist and to create a solution that will strengthen those

weaknesses. By creating a plan that will bring technology, such as personal devices, into the

classroom, each student will receive a more hands on and interactive learning experience.

Specific technology must be used to support the individual needs of each child. With the growing

F.V.E. CASE STUDY 12

use of technology, staff members must be skilled in how to properly implement a lesson using

technology as a tool to promote more interaction and learning. Head Start programs can provide

a device for each student using grants, budget alterations and donations. The school can also

provide accessible programs and wi-fi systems to support the use of the technology. By utilizing

personal devices, such as tablets, it will enable students to determine the strategy and pace at

which they learn (Adams, Freeman, Giesinger, Cummins, Yuhnke, 2016).

This vision will allow students to bring different devices to school to support his or her own

needs, and use content such as game-based lessons to promote their learning.

Because Head Start programs are federally funded, the institution will have to be careful

when spending the money that is allotted to it to remain economically balanced. There will be

several challenges as well as opportunities that will arise while implementing this vision. Those

are listed as follows:

Challenges:

Teachers will need further professional development training to learn how to properly

implement technology-based curriculum

Maintaining a balanced fiscal system while supporting further staff training as well as

providing devices for each student

Getting all teachers on-board and using the same technology in their classrooms

Receiving grants and donations for the devices to provide low-income children with the

technology

F.V.E. CASE STUDY 13

Implementing the technology based curriculum will need the support of the entire

administration and government

Opportunities

Students will become more interested and engaged in the lessons

Facility members will become more skilled at using and applying technology

Students will have devices to take home with them, providing more opportunity for

learning to take place outside of the classroom

Students will become more knowledgeable at an earlier age on how to properly utilize

devices for learning experiences

Technology will bridge the gap between English speaking students and non-English

speaking students

If the St. George Head Start program does not begin to implement more technology usage in

its classrooms, the program will eventually fail. Head Start provides an opportunity to low-

income and under privileged children and needs to continue to grow and develop with the current

trends or it will eventually be outdated and insignificant.

Plan For Change

Make facilities more economically resourceful and sustainable by adding recycling

programs and saving electricity

Expand learning both interactively and through gaming and scenarios

Add more technology within the classrooms with the use of smart boards and tablets

F.V.E. CASE STUDY 14

Adding incentive to individuals who wish to donate devices to local facilities

Add more subjects to the classroom which will continue to keep students interested in

learning

Call to Action

Raise the budget to provide students with more opportunities to attend field trips, receive

tablets for each student and get smart boards in all classrooms

Provide training to staff members on how to access online resources as well as implement

lesson plans using technology as a tool to aid in presentations

Conclusion

The impact and consequences of decisions that are made today will help frame viability for

future generations. Effective futuring will eventually result in more effective and timely framing,

valuing and ranking of institution’s priorities, shifting from reactive to proactive modes to better

anticipate change, higher quality of decision-making and placing current and future assets to

assist emerging issues. Futuring that is based on data driven intelligence systems is the key to

remaining viable and relevant (Sobrero, 2004).

In conclusion, like all Head Start programs across the nation, the St. George Head Start will

continue to take into account the changing demographics of its students as well as the different

economic standpoints. The program will continue to target low-income families and try to aid in

breaking the chain of poverty.

F.V.E. CASE STUDY 15

References

Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., and Yuhnke, B. (2016).

NMC/CoSN Horizon Report: 2016 K-12 Edition. Austin, Texas: The New Media Consortium.

Bruder, P. (2014) Gadgets Go To School: The Benefits and Risks of BYOD, Educational Digest.

Vol. 80 (Issue 3), p15-18

Gonzales, L. & Young, C. (2015) Delivering the ‘WOW’- Redesigning Learning Environments,

Leadership, 45(2), 28-32

Hayden, G. (2007) Values for Educational Leadership. Vision in Education 61-78. Los Angeles:

SAGE Publications Ltd.

IBM (2015) 5 Key Education Trends Enabling Economic Growth. Governing. Retrieved from:

http://www.governing.com/smarter/Enabling-Economic-Growth-with-Smarter- Education.html

Fink, J. (2017). VIRTUAL WORLDS, REAL REWARDS. District Administration, 53(6), 28. 

Freina, L.f., & OTT, M. o. (2015). A Literature Review On Immersive Virtual Reality in

Education: State of the Art and Perspectives. ELearning & Software For Education, (1), 133-

141, doi: 10.12753/2066-026X-15-020

Kirkwood, H. (2017) Futuring. Reference for Business. Retrieved from:

http://www.referenceforbusiness.com/management/Ex-Gov/Futuring.html

Mietzner, D., & Reger, G. (2005). Advantages and Disadvantages of Scenario Approaches

For Strategic Foresight. Int. J. Technology Intelligence and Planning. 1(2), 220-239.

Retrieved from: http://papers.ssm.com/sol3/papers.cfm?abstract_id=1736110

F.V.E. CASE STUDY 16

References Continued

Office of Head Start (2017) History of Head Start. U.S. Department of Health and Human

Services. Retrieved from: www.acf.hhs.gov

Samuels, A. (2014) Head Start Endures, Evolves as 50-Year Milestone Nears. Education

Week. Retrieved from: www.edweek.org

Shrestha, L. B. & Heisler, E. J. (2011) The Changing Demographic Profile of the United States.

Washington, D.C: Congressional Research Service

Sobrero, P. (2004). The Steps for Futuring. Journal of Extension, 42(3), 4 pgs. Retrieved from:

http://www.joe.org/joe/2004june/comm2.php

Tully, S. (2015) Preschools Play Key Role in Preparing English Learners for Kindergarten,

Early Learning. Retrieved from: https://edsource.org/2015/preschools-face-challenges-in-

preparing-english-learners-for-kindergarten/90018