The results were impressive for both students and instructors. Although it might seem utopic, education in low- and middle-income countries can benefit from modern technology even when the basics are lacking, if a more contextualized approach to including such tools in the classroom is taken, as a support to teachers not as an additional subject.
In China, for example, the Ministry of Education offers schools options to use digital classes. In Rio de Janeiro, when I was secretary, we took a similar approach: offering all teachers the use of digital classes prepared by trained instructors. The use of the platform has shown positive impacts on learning. Yet to take full advantage of this tool, connectivity needs to exist. In the absence of this, pen-drives or offline options were provided. Using technology for remedial education was and is still done, even when connectivity is not available.
Other possibilities are the broadcasting of classes to support instruction where specific teachers are not available. An interesting example of this innovative practice was highlighted in the Millions Learning report from the Center for Universal Education at Brookings. The school system in the state of Amazonas in Brazil had the challenge of providing physics and chemistry classes in the Amazon jungle for high school students.
The solution was to enlist a teacher to broadcast classes and provide schools with a generalist teacher to ensure class participation and student engagement. The use of technology in these examples show the possible advantages of bringing resources and a knowledge base that is not yet available in every classroom.
The SDG-4 demands an organized effort to ensure that every child and adolescent in the world has the means to complete quality primary and secondary school, as well as develop skills to live a healthy and productive life. Unfortunately, as uncertainty grows, this task seems almost impossible—even in high-income countries—as more complex skills are demanded by employers and globalization requiring individuals who understand the challenges the planet is facing and that can operate in different geographies.
What should be the role of teachers, in such an environment, especially in low- and middle-income countries? Editor's Note: The following essay comes from " Meaningful education in times of uncertainty ," a collection of essays from the Center for Universal Education and top thought leaders in the fields of learning, innovation, and technology.
We will also see a new sophistication to the organizing of teaching and learning via changed scheduling and teams of subject experts leveraged across multiple schools. Software systems that provide for better automated scheduling and curriculum administration will free up some of the needed budget for more teaching staff in new roles. The administrative challenge is to juggle posting a new organizational structure of learning leaders and shifting the scheduling of all personnel by discovering a reciprocal balance in more and more powerful software — all in the direction of highly personalized learning delivered out of thrilling Expo Centers.
This subject and much more about the transition to digital curriculum and content is included in our Digital Curriculum Sustainability Discussion events in 13 cities this Fall. Join us for deep intellectual discussions about the tech shift in schools. The events are free for educators. Article and infographic is excerpted from The Consumerization of Learning. Imagining alternative futures for education pushes us to think through plausible outcomes and helps agile and responsive systems to develop.
The underlying question is: to what extent are our current spaces, people, time and technology in schooling helping or hindering our vision? Will modernizing and fine-tuning the current system, the conceptual equivalent of reconfiguring the windows and doors of a house, allow us to achieve our goals?
Is an entirely different approach to the organization of people, spaces, time and technology in education needed?
Modernizing and extending current schooling would be more or less what we see now: content and spaces that are largely standardized across the system, primarily school-based including digital delivery and homework and focused on individual learning experiences. Digital technology is increasingly present, but, as is currently the case, is primarily used as a delivery method to recreate existing content and pedagogies rather than to revolutionize teaching and learning.
What would transformation look like? It would involve re-envisioning the spaces where learning takes place; not simply by moving chairs and tables, but by using multiple physical and virtual spaces both in and outside of schools. There would be full individual personalization of content and pedagogy enabled by cutting-edge technology, using body information, facial expressions or neural signals.
Reading, writing and calculating would happen as much as debating and reflecting in joint conversations. Students would learn with books and lectures as well as through hands-on work and creative expression. What if schools became learning hubs and used the strength of communities to deliver collaborative learning, building the role of non-formal and informal learning, and shifting time and relationships?
Alternatively, schools could disappear altogether. Built on rapid advancements in artificial intelligence, virtual and augmented reality and the Internet of Things, in this future it is possible to assess and certify knowledge, skills and attitudes instantaneously.
As the distinction between formal and informal learning disappears, individual learning advances by taking advantage of collective intelligence to solve real-life problems.
While this scenario might seem far-fetched, we have already integrated much of our life into our smartphones, watches and digital personal assistants in a way that would have been unthinkable even a decade ago. All of these scenarios have important implications for the goals and governance of education, as well as the teaching workforce. Bringing Change. Worldwide 20 October Kanak Gupta.
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