A summary of my recent contributions to the debate around ETAG
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.
It is not surprising that teachers get impatient when others tell them how to do their job: “we are the experts”, they complain, “not you”. What should surprise the rest of us is how wrong they are: most teachers know little about teaching as a technical discipline.
This post responds to a comment by someone nicknamed subminiature, who argued on the Radio Times website that teachers knew what they were doing and should just be left to get on with the job. In this lengthy response, I argue the opposite: through no fault of their own, teachers do not have the skill-set that is required to improve the chronic under-performance of our education service. This will only be achieved by the implementation of education technology, backed by sound pedagogy. It is not surprising that teachers are not technology-experts: what is surprising is that they are not experts in pedagogy either. Expecting teachers to lead the sort of transformative development that is required in education is about as sensible as expecting a group of horse-drawn carriage drivers to design the first steam engine. Yet that is precisely the assumption on which government policy has been based over the last 15 years. A policy based on teachers sharing ed-tech best practice is analogous to Breugel’s allegory of the blind leading the blind.