Changing education nowadays is often seen as resulting from an almost magical process where technology will have the power to improve the learning experience, i.e. the relationship between a learner and what and with whom he or she learns.
This magical moment simply never happens because of or thanks to technology but the need to change education remains.
Claude Levi-Strauss wrote in his essay « Propos retardataires sur l’enfant créateur » that what makes (education) reform relevant is not that traditional (teaching) methods are bad, but that the social, cultural and economic context has changed.
“New Millennial Learners” are the symbolic representatives of a new context: their skills and expectations aren’t properly taken into account by the education system. Digital natives are not technology-driven. They don’t claim for more computers in the classroom. They simply have a different way to access knowledge, make inquiries, and connect to one another. The way they live outside school seems often to them too far away from their practice at school.
The teachers are usually made responsible for this situation and are said to represent the main obstacle to innovation in the classroom. It would be their fault if so many students drop out or fail to find a job. They simply would be unable to speak the language of their students. Their lack of technological skills would condemn them to turn their back to their students and develop their teaching in an empty nutshell.
Too easy don’t you think!
Most of the time, teachers are left alone in the process of change and are having a hard time figuring out what to do with digital tools. A reason could be that they don’t have themselves sufficient digital skills even if teachers’ surveys confirm on the contrary that they are proficient users of social media in their private sphere (see my blog). We are left with a situation of “décalage” (mismatch) and with an apparent contradiction between their public and private practices that is reviving the debate about the very meaning of teaching in a digital natives’ context.
This is where most edtech innovations pretend to make a difference, enabling the teachers to overcome this contradiction by using tools that will (re)create a one-to-one relationship between the teacher and his student. The teacher will be able thanks to a software or a device to personalize his/her teaching and adapt it to the needs of each student.
There is a new paradox between the one-to-one dimension of the technological device and the signification of one-to-one “referring to a situation in which two parties come into direct contact, opposition, or correspondence”. The classroom experience enables a unique direct contact between a teacher and the students and between the students themselves that no technology can substitute. Going to school is part of a huge socializing experience that should promote collective learning and collective achievements: learning together, helping each other…
The teacher developed for centuries a singular one-to-one learning relationship; the class was considered as one despite the differences between students. The “one teacher to one class” relationship helped to overcome the students’ individual differences and enabled the acquisition by the multitude of an homogeneous set of knowledge… And there was apparently no magic in it, no devices…
Until an in-depth assessment – PISA and others – revealed tremendous disparities. These disparities could also be observed by just sitting in the classroom at the beginning of a school year. Out of 30 students in a class, 10 will move forward almost with no help, 5 had already resigned any ambition from day one and could be considered as potential dropouts and 15 are still hesitating on the way to take depending on the school’s climate, good or bad influences…
Teachers’ illusion to respond – almost magically – to the needs of a full classroom collapsed as it was clear they had no time to attend so many different individual needs and no magic skills to maintain the illusion of the classroom considered as “one”.
Time appears to be the teacher’s main constraint. The “right” technology may help them achieve a better time management and make possible new types of one-to-one relationships such as:
- a teacher paying personalized attention to the students that most need it during the class (and voluntarily ignoring the ones that best perform)
- students paying attention to each other with another type of one-to-one relationship based on friendship and mutual learning
Which technology will the teacher chose and how will it be used?
… (to be continued)
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