Gordon Moore’s observed law (1965), the number of transistors in any integrated circuit will double every two years, is sometimes held up as the how mankind can and will progress to a complete automated system and function with almost inorganic ease. If overall processing power of computers will double every two years, it only seems inevitable that this dystopian prediction is on its way to our own education sector, (although revised targets for the end of Moore’s Law is now somewhere between 2030-35). How we proactively react to the rapid change in technology and its offerings will need to follow the valuable ethics and morals we hold as educators at the current moment, to create an element of curiosity in learning and pedagogy.
I’m unsure of the positive significance and influence of article recently published in TES (10 February 2017) entitled ‘How soon until the robots take over your Classroom’ though. It postulates the theory that holograms, humagrams and other such mediums can create as aspect of ‘blended learning’ to create cost efficient models of staffing and school development here in the UK. Whilst companies like The Bridge International Academies have used, somewhat successfully, integrated technology, scripted lessons etc. in LIC’s around the globe, the potential for the natural erosion (quality geography reference there) of individuality in one of the most important sectors in the country, nay, the world’s social system is surely a worry?
Whist it may only be a theoretical ‘Human Vs. Machine’ battle at the moment, I believe an effective, engaging and proactive practitioner is surely what we should aspire to train, coach and develop to deliver a purposeful and brilliant education for all pupils. INSETs can be a fantastic/fanciful (!) method of achieving this. The Somerset Challenge S4S common INSET this year was spread across 14 establishments and encompassed a vast array of subject material and information, and only with human fallibility and resilience will events like this work.
Case and point; Sarah Todd’s (@) ‘Improving Feedback’ seminar at the Geography event was a fantastic array of ideas, opinions and information all collated and delivered by professionals who model mistakes, successes and next steps for their pupils. Whilst having scripted lessons and identical delivery may improve efficiency and costs it will not provide that professional, live formative feedback that will endeavour to close the gap between what the pupils have learnt and where they need to go next. That idea of High Tariff Vs. Low Tariff feedback, when to use either and when it will be most effective for each individual pupil.
Moving learning to the top of the pupil’s agendas, making them #proudtolearn, is something I believe can only be achieved through influential teachers and educators, someone who, in a complex organisation that, by its very nature is extremely messy, is able to bring some sense of order and ‘anti-entropy’! To extrapolate the best performance from their pupils happens through a teacher’s personality and planning, something we strive to embed in our pupils also.
To evolve with the times, but continue to involve ourselves in the learning.