Liz Truss, Minister in the UK DfE for Education and Healthcare, has been calling for a return to textbooks. The headline story masks a more complex argument that bundles together several different strands. Instead of dismissing Truss’ call as regressive, it should be brought together with Matt Hancock’s ETAG initiative to stimulate a serious debate about how teachers can be given better tools of the trade, which exploit the opportunities provided by digital technology.
To many on the ETAG committee, I am undoubtedly seen as an awkward and disruptive influence—something like the know-it-all who keeps putting their hand up at the back of the class. They have already changed the medium through which their consultation is conducted, shifting the emphasis away from Twitter (which provides me with the opportunity to challenge poorly justified contributions) to an online form, which keeps submissions private and unchallenged. At the same time, the committee retains in public a stony silence in the face of my arguments, while one prominent member of the committee complains (in a context in which he is clearly referring to myself) of the activities of “trolls, spammers, abusers, and self-publicists”.
Well, as its formal consultation finishes, it is time that ETAG publicly acknowledged the debate and made a serious, substantive response to the criticisms that I and others have raised. Because if they do not, it is increasingly clear that their report will be ignored by government, just as the FELTAG report was effectively ignored before it. This post contains a list of links to my various substantive contributions to the debate, most of which are on other people’s websites.
At the same time as the Further Education Learning Technology Action Group (FELTAG) got ready to submit its recommendations to government for action to support ed-tech in Further Education, a new group was set up to propose similar recommendations that would cover all education sectors. But the Education Technology Action Group (ETAG) has inherited all of the same flawed assumptions that were made by FELTAG and by BECTA before them. If Matt Hancock wants to be the man who ends the long history of failed government initiatives and the man who helps introduce genuine, transformative education technology to the UK, he needs to insist that the government is given a much clearer and more convincing rationale for action than the FELTAG report has offered.
In my post “Land ho!” of 16 December, I welcomed the noises being made at that time by Matt Hancock, Minister for Skills & Enterprise at BIS, about the government’s new, more proactive approach to education technology. This led to the announcement at BETT on 23 January of a new advisory group, the Education Technology Action Group, to be chaired by Stephen Heppell. The most that could be said so far is that ETAG has had a slow start.We didn’t hear anything of substance until 23 April, when it published a series of questions that are to form the basis of a consultation, which is to run until 23 June. In my view, the questions are not particularly helpful. Nor have they attracted any significant response in the first couple of weeks, there having been only a couple of dozen substantive tweets using the #etag hashtag. But I am looking forward to engaging in the consultation and, by way of encouraging the debate, publish below my own views on what ETAG should say to Ministers.
I was not able to attend ResearchEd2013 back in September 2013; but ever since then I have been meaning (and not finding the time) to comment on the outcomes of the conference, which were conscientiously videoed and posted to the web by Leon Cych. The conference was organised by Tom Bennett to highlight the importance of (and problems with) current research in education. This was a few months after he had himself published Teacher Proof, mentioned in my earlier post, Why teachers don’t know best.
It struck me that while the attack on quack theories was sound, the conclusions reached in Teacher Proof about the nature of the expertise of teachers were not well justified. Indeed, they seemed to me to be bizarrely at odds with the advertised prospectus of the Research Ed conference.
Just as Gutenberg’s printing press provided the means by which the intellectual culture of Europe was transformed, so ed-tech will provide the means to transform our understanding of pedagogy.
This article was originally published (a couple of days ago) as “The View from Here” in the first edition of Terry Freedman’s re-launched newsletter, Digital Education, to which you can subscribe here. It provides a relatively short summary of the position I have outlined in this blog, arguing for a new approach to education technology that focuses on formalising and systematising the transactions and processes involved in education, rather than chasing after chimera like independent learning and twenty-first century skills. Continue reading
Matthew Hancock, Parliamentary Under-Secretary of State for further education, skills and lifelong learning, announced in the Sunday Times yesterday that the government was setting up a Whitehall unit “to examine how children can be taught by computers that use sophisticated algorithms to set the pace according to individual ability”. After three and a half years of virtual silence on ed-tech, this is a welcome and exciting announcement. Online tuition, he says, is the key that “could help to raise Britain from the bottom of the international educational league tables”, using technology in a complementary role to teachers, so that “computers [will] take the lead in ‘imparting knowledge’ while teachers focus on ‘mentoring, coaching and motivating’”. Not only does this statement put education technology back on the political agenda in the UK, but it does so on completely different terms from those previously proposed by the advocates of independent learning, twenty-first century skills, and the wisdom of the crowd. Instead, it reflects something very similar to the position that I have been arguing on this blog. There is even a sense of urgency detectable in the fact that Mr Hancock wants “the changes…to be implemented as soon as possible”.