Much has been written about the benefits of technology in education and how things have changed as a result. However, the introduction of Learning Management System software, placing 1:1 laptops in student hands and occasional access to a Virtual Reality Headset has done little to improve the student experience, engagement and therefore achievement. As such, for the most part, the educational system is still deeply imbedded in a traditional industrial model that does not provide students with the critical thinking, collaboration, communication, creativity, citizenship, character building and independent learning skills required to make a positive contribution as global citizen in today’s world. It most certainly does not inspire a love of learning, essential for the development of a future generation of passionate life-long learners. The technology available to schools today, however and the ever-changing landscape of how such technology is utilised, can and will undoubtedly change education forever. If education systems across the world don’t acknowledge and action this then the reality is that technology itself may well lead to schools themselves becoming completely obsolete in the future.
Earlier this year the OECD released a video in which they reimagined four possible scenarios for the future. The scenarios ranged from the possibility that people would continue to pursue a formal education, similar to today but most undoubtedly in greater numbers to the possibility that in the future schools would not exist at all.
If our youth continue to pursue a formal education as they do today, then the concept of the traditional school day and pedagogical practice of teachers must change. We must dissemble the four walls of a traditional classroom, declutter a largely irrelevant mandated curriculum and discard assessment structures that only reward those that can memorise and regurgitate on cue. The standardised pedagogical model of stand and deliver/ lecture / worksheet model needs to be largely eradicated and a substantial transformation away from teachers as subject specialists towards facilitators of individual learning journeys that are developed with student voice being paramount to the process is essential. Imperatively our schools need to be modernised with digital technology allowing anywhere, anytime access to the ubiquitous amount of information already at our fingertips. It needs to be technology that allows students to explore, innovate, create and affords teachers the ability to access fine grain data in order to address individual needs and constantly strive to improve the learning process.
Covid 19 has taught us many things but as far as education is concerned most significantly, it has become obvious that students don’t need to be at school to learn. As educators we must acknowledge that the amount we currently spoon feed out children, especially in regard to what we believe they should know and do is actually detrimental to their independent growth. If we don’t then we must realise the possibility of education will not lie with a standard school system in the future but rather with parents and the communities around us.
The technology already exists where by education can be accessed both online and offline from a wide variety of platforms all over the world, each with their own methods of providing a much more personalised education
If such opportunities exist, then we must question if we need school at all. From a human connection point of view most definitely. The social emotional constructs that exist in schools and the personal connections formed are extremely appealing to many even through somewhat turbulent times. However, for others the constructs of a traditional school and the negative social emotional impact can be overwhelming and devastating. Such students, whilst not necessarily healthy, would relish an education delivered from the privacy of their home where at times the only positive connections they have are with others online.
No schools at all may well sound outrageous to many. For adults and a large proportion of students, technology has already blurred the lines between education, work and leisure. We already have at our disposal, the technology to connect learners and teachers with each over, regardless where they may be in the world. Schools do have a great deal to offer but mandated curriculums, over whelming assessments schedules, age-based grouping, standardised testing and outdated pedagogical practices will only further disengage students and leave them significantly underprepared for the future. The alternatives are numerous and if school systems do not listen to student voice and embrace the world as is today and better engage students in the provision of a quality educational experience then theyare alternatives students and their families well may take, sooner rather than later.
OECD 4 Scenarios – https://www.youtube.com/watch?v=WbE-cSsvneY
