When should we rock the boat?
Disrupting education is essential to bring schools into the 21st Century. Why? Schools are old. Really old. The system isn’t much different now to how it was during the Industrial Revolution. The aim of schools back then was to create a population fit to work in a variety of factories. Subjects were taught in isolation from each other, with no differentiation. Today, we have differentiation, but largely the same model. Only now, we are moving people out of factories, as robots are moving into them. We aren’t needed in factories anymore! Schools need to address this urgently, or we will become irrelevant.
Why is disrupting education the solution?
Ask yourself: Do we maintain the status quo in education because we already have the best possible model? Or are we afraid (or just unwilling) to change the current model because the new one might not work?
I like the word “disruptive”. When something is disruptive it focuses our attention on it. We think about it properly and act on it. When was the last time we properly considered disrupting education, eg. how and why we plan our school buildings, timetables, technology and lessons the way we do? I think we should. I believe we should completely revolutionise what a school’s purpose is, who it is for and how it operates.
Last week when looking for something to read this summer I came across founder of Wired magazine and “Futurist” Kevin Kelly (@kevin2kelly). In his new book, The Inevitable, he discusses some of his ideas about how the future is likely to look in 10 to 30 years time.
We already know that there will be new devices that our lives will revolve around, like mobile phones today. These devices probably won’t even be invented until a few years time. We also know that Artificial Intelligence will be so sophisticated, cheap and widely accessible, that much of today’s “education” in schools will be largely redundant. The result? We won’t need to learn things that computers will do automatically and much more efficiently for us.
I always remember my Maths teacher telling me that I should put my calculator away because I’m not going to have one in my pocket at all times when I’m older. Ha! So, is new and emerging new technology already making some of our subjects obsolete? Let’s see…
How do we use technology already?
1. Google Translate: can translate languages at the click of a mouse
In Modern Foreign Languages lessons, we learn how to spell, pronounce and understand different languages. We do this primarily because if we didn’t, then it would be difficult to communicate with others around the globe. What if technology removed that barrier? Would we still teach and learn other languages? Would there be any point? My heart is saying yes, but my head is saying no (for the vast majority of students). Would it become a luxury rather than a necessity to be able to speak fluent French in future?
2. Augmented Reality: apps can project holograms of the people you are speaking to on Skype
What if we didn’t teach students from our catchment area, but from around the world instead? Imagine each student, from countries around the world, sitting in your classroom (if a physical classroom is even needed), in holographic form. It sounds far-fetched, but there are companies all over the world who are already adopting this technology for holding meetings and training events. AR is already disrupting industry. It will disrupt education. I think that AR will become a feature of top performing “global schools” at some point in our lifetime. As teachers, we need to begin thinking about how we can best utilise this technology, although perhaps on a much smaller scale at first!
3. Virtual Reality: can simulate practical learning environments in standardised and measurable ways
In many industries where the work is physically demanding, involves an element of risk, or requires a detailed and standardised analysis of techniques used, we use simulators to train workers. These simulations used to take place in huge physical machines – think of the flight simulators you see at fairgrounds. Nowadays, simulators rely less on machinery and more on software to simulate the ‘sensation’ of our physical environment. Consider this: some schools in our inner cities have little in the way of outdoor space for athletics training. What if we could train students on a physical technique in a classroom environment, where a ‘virtual’ javelin was used instead of a physical one? Data could be gathered and analysed immediately using inbuilt software and could give personal feedback, in real time, to 30 students at once. No marking required!
My question to you:
If we could implement any of these (or other) technologies now, at no cost, how would it change the way you taught your subject?
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