“We are drowning in information, while starving for wisdom. The world henceforth will be run by synthesizers, people able to put together the right information at the right time, think critically about it, and make important choices wisely.” E O Wilson
Our entire education system is designed around facts, but facts have become cheap. Analysis is the most difficult thing, but is largely untaught by our school system. At the same time, our ability to objectively measure teachers’ performance by timing and quantifying interactions with computing devices such as tablets allows us to dramatically alter the relationship between the student, the teacher, schools and parents.
Technology has always been used in the classroom to support learning. The market for such technology is over £130Bn in the UK alone. But what are the pupil and teacher outcomes as a result of such expenditure? How much of it is in effect computerising traditional teaching methods? And if so why do our teachers still spend a disproportionate amount of time on non teaching activity?
We have at once both the 4th Industrial Revolution ushering in a new phase of software capability that is just starting to be harnessed by new educational technology firms, and an apparently unprecedented level of devolved freedom for schools. Yet our approaches to curriculum, performance measurement and regulation appear to be relatively unchanged from the Education Act of 1944.
Stance is considering how these digital divides might be narrowed and how technologies that are extensively used in other spheres can be more consistently applied to all aspects of learning and development. Rethinking how an integrated, less siloed education system might be conceived, to equip our young people to succeed in a very different world of work that is already here.