The consensus is that we should not mind the technology but that we should focus instead on the learning. The consensus is wrong.
This is the transcript of a presentation I gave at the EdExec conference, held by ICT Matters in London on 6 November 2013. The ostensible argument in my talk is that “procurement matters”, which I will admit, probably isn’t going to set your heart racing. But perhaps it should. The reason why procurement matters is that technology matters – and this is a point that much of the ICT community do not generally admit. Time and again, you hear the old saw being repeated, “never mind the technology, where’s the learning?” Most of my talk addressed addressed this point—and in doing so, I take on (as is my wont in this blog) a lot of shibboleths. I summarise some arguments with which those of you who have read previous posts may be familiar, and I also shadow some arguments that I will develop in greater detail in future. And I return to a promise that I made in my first post to this blog in January 2012, which is to discuss in rather more depth than I have done before why Becta’s approach to procurement was so lamentable.Continue reading →
Why I disagree with Ian Livingstone (and why we should continue the discussion)
Last month I participated in a videoed round-table at Computing magazine’s offices in Soho, chaired by Peter Gothard. The panel included Ian Livingstone (the father of RPG games like Dungeons and Dragons and co-author of the Nesta NextGen report), Phil Bryant of OCR, and Joanna Poplawska of the Corporate IT Forum.
Part 2 of 3 of the conversation was published yesterday. Part 1 contains the panelists’ opening remarks and part 3 will address BYOD. It is this second part that contains the heart of the discussion.
I was a little taken aback, when I showed the video to my work colleagues yesterday, that they all complained that we were all far too polite to each other. “Where’s the passion?”, they complained. I assured them that this was not my normal reputation when discussing Learning Technology (indeed, I boasted, I had recently been threatened with legal action for defamation). But I can see what they meant. Maybe the shortness of the recording session and the unfamiliarity of the studio setting made us all a little stilted.
So, while there was much that the panel did agree on, I write this piece to highlight my disagreements with Ian Livingstone. They are generally disagreements of degree rather than of category—but they are significant nonetheless. When you add them together, they become pretty fundamental—and I would not want the importance of this disagreement to get lost in the civilities of the TV studio.
With all quotes coming from his first speech, I disagree with Ian…
The Royal Society made a convincing argument that ICT should be replaced by a combination of Computer Science and Digital Literacy. The current draft of the new ICT PoS does not live up to this vision.
In my post Scrapping “ICT” on January 18th, I attacked the term “ICT” on the grounds that it confused two concepts: the teaching of technology (which I proposed to call Computer Studies) and the use of technology to improve learning (which I proposed to call education technology).
I had not at that time read the Royal Society report, Shut down or restart?, which had been published five days earlier. This report argued along similar lines to my own, but suggested that the term “ICT” confused not two but five concepts:
the National Curriculum Subject called “ICT” (itself a combination of many strands);
the use of generic information technologies (e.g. the internet, VLEs, office software) to support teaching and learning;
the use of specific technologies to support individual subjects (e.g. weather stations in Geography, MIDI instruments in Music);
the use of technologies to support teachers’ administrative processes, and the school’s management information systems;
the physical infrastructure of a school’s computer systems: the networks, printers and so on.
I can agree with the Royal Society that “ICT” confuses many different terms without necessarily agreeing that their five points represent the most helpful classification of the different concepts. Continue reading →
Whatever happened to Michael Gove’s “serious, intelligent conversation about how technology will transform education”?
The clue to the mystery of missing racehorse, Silver Blaze, was provided by “the dog that did nothing in the night-time”. It was the absence of any barking as Silver Blaze was removed from her stable that aroused Sherlock Holmes’ suspicions that it had been the stable manager himself had taken the horse.
When called upon by Michael Gove to engage in “a serious, intelligent conversation about how technology will transform education”, the education technology community proved almost as unresponsive as the dog in Silver Blaze’s stable. If it woke up at all, it was only to wag its tail.
Michael Gove did not only call for a “serious intelligent conversation” in his BETT 2012 speech, he also told people where that conversation was to happen. Naace and ALT had already set up a discussion site at www.SchoolsTech.org.uk, where they hosted the conversation over the second half of January and February 2012, with the collaboration of the DfE, which provided the stimulus questions. In July 2012, Naace and ALT published the conclusions of the conversation in a joint report, Better learning through technology (BLTT).
A resume of a break-out discussion at the JISC/CETIS annual conference
For me, the highlight of the 2012 JISC/CETIS annual conference was Adam Cooper’s session on “Mapping Cause and Effect”. Adam asked participants to create diagrams which traced chains of causality (both negative and positive) through to a final, desirable, pre-defined outcome.
I joined a break-out group with Colin Smythe (Chief Architect at IMS ), Tore Hoel (Oslo and Akershus University, Sweden), Malcolm Batchelor (JISC/CETIS), and Seyoung Kim (Carnegie Mellon University, USA). We chose to analyse what preconditions would favour or disfavour the use of analytics to improve the quality of course materials, taking course materials to be synonymous with learning content. We envisaged a scenario in which the author of a digital course might be able to track the performance of students taking the course. Having discovered from this data which parts of the course worked well and which worked less well, the author could improve the quality of the course materials.
A message to the DfE’s Information Standards Board
Of all the denunciations thrown across the floor of the British House of Commons, “In the name of God, go!” occupies a special place. It was first used by Oliver Cromwell when he dismissed the Long Parliament in 1653. In 1940, it was used by Leo Amery to call for the resignation of Neville Chamberlain, opening the way for Winston Churchill to come into Number 10. More recently, it has been used to call for the resignations of Gordon Brown and Silvio Berlusconi. Only Margaret Thatcher, at the hands of the more emollient Geoffrey Howe, was spared the British political equivalent of Robert Louis Stephenson’s black spot. It is a call that is only appropriate at the final resort, when the last possibility of reasonable discussion has past. In the case of the DfE’s Information Standards Board, that point has now come.
The ISB holds responsibility in the DfE for the development of data standards to improve interoperability. On this blog, I have started (see Scrapping “ICT” and Aristotle’s saddle-maker) but not yet finished making the argument that will conclude (as did BESA’s Policy Commission of 2008) that these interoperability standards are critical for the intelligent application of education technology. It is in this context that the failure of the ISB should be judged.