I’ve noticed more change in education in the past two years, than over the preceding two decades, especially regarding teachers’ enthusiasm for using technology. Hopefully that’s a harbinger of things to come. Maybe we’re finally beginning to get it.
The operative word in that sentence is ‘beginning’.
The extent of technological change that has taken place in the last two decades is self evident. What is less obvious, but perhaps more profound, is the the social change that has come with the technological change.
I think schools have responded to (or at least acknowledged) the technological change. I mean, in every school I visit I see computers, tablets, interactive whiteboards, AppleTVs, 3D printers and a range of other gizmos. But I don’t think we have responded to, nor for the most part, even acknowledged many of the social changes that have ridden in on technology’s coat-tails.
Most of our mental models about the nature, timing, location, responsibilities, format and assessment of education have really not changed much and what we need now is not so much a technological evolution but a pedagogical one. Moving forward; really moving forward will not just be about keeping up to date with technology, but about adjusting our mental models so that schools remain (or at this stage of the game – again become) socially relevant.