During the Industrial Age, the educational model was meant to prepare students to become skilled workers. The classroom imitated the factory model, where students were conditioned to follow instructions, learn by repetition, and to emphasize on efficiency. The teacher was the equivalent of a supervisor who would request standardized assignments requiring specific answers on a time limit. Individua
lized learning was the norm where the priority was the how of things and not the why (Rifkin, J., 2014. The Zero Marginal Cost Society, p. 109)
During the last decades of the 20th Century, computerized tools have helped improve productivity in practically every industry. However, education has been slow in benefiting from such advances in technology, leading to a decrease in academic achievement, retention, and graduation rates and positioning the United States behind many first world economies. The main reason for this mismatch is the introduction of tools designed for the Knowledge Economy using a learning environment and methodology designed for the Industrial Age. SAMAS XXI learning system was designed by doctoral and graduate experts in computing technology in education in order to execute an educational reform with updated learning environments and methodology. Based on blended learning standards and techniques, it utilizes a technical infrastructure to incorporate 21st Century themes and skills. SAMAS XXI learning system aims to enrich the known system with bilingualism, globalization, customization, and collaboration, to provide a student-centered, skills-based environment that allows the student's integral development and competence mastery. Our goal is to expand the educational ecosystem through a broader base of educational resources which provides quality instruction with more active and motivated students. SAMAS XXI has designed a comprehensive program integrating educational consulting and professional development. Instead of providing training to a fragmented group of teachers, we implement a learning community inside the school, starting with those who volunteer to participate outside regular hours. The idea is to initially avoid those who resist change while enlisting and incorporating the change agents into a participative process. SAMAS XXI's priority is that the school can implement the new educational system under our guidance and expertise, ultimately integrating courses using the new system into our mainstream.
