Society is shifting – fast. Remember when your teacher said ‘Wait until you get into the real world!’. I do. And, I thought to myself ‘, as opposed to this artificial one?’
Decentralisation of global financial systems, Artificial Intelligence (AI) supporting and managing human error and personal and corporate data shifts to the blockchain at an exponential rate. We are moving into a complete digital world with data as the new currency whilst all of us need to become familiar with the Metaverse and understand the speed at which humanity continues to rise and progress. From the way we produce food, mine resources physically and digitally, build cars, approach climate change and manage and attain data- the industrial world is changing rapidly.
Yet, in Australia, for the most part we are yet to harness the true potential of technology in our schools to not merely enhance student literacy but the wellbeing of our teachers.
Typically, systemic pressure and time poor teachers’ current interactions with students is cultivating expectations of high grades with low effort. Technology is currently creating shortcuts in the student experience and their application to assessments and deadlines. The instant gratification technology provides to both teachers planning for lessons and students learning encourages presentation over comprehension, aesthetics over content and description over analysis. The falling literacy levels in Australia may potentially start with the notion of two worlds colliding. Now, the contemporary purpose of schools are a business structure with education losing its meaning as a means of research and development in conjunction with the lack of technology advances and misuse. So, how do we implement technology, and have it work with us without having it replace the human experience of education?
In both my personal and professional life, I endeavour to learn from elements of the pre-existing model or experiences of experts and story tellers alike. I apply their teaching to my own wellbeing and pedagogy. From an education perspective we have Marzanno, Hattie, Pavlov and Sir Ken Robinson and personal influences include past and present colleagues, friends, family and global superstars. Considering this, I have constructed two models that support the future of education and the personal pedagogy of teachers. ‘The A’s of education’ (Attendance, Application, Assessment) in tandem with ‘The E’s’ (Engage, Environment, Experience) aim to connect big picture thinking to develop teacher wellbeing and pedagogy and ultimately the student experience. In the context of this blog, I will share my perceptions on how technology can disrupt the issues of Attendance (getting kids there), Application (keeping them there) and Assessment (feedback).