This is an expanded version of the talk that I gave at ResearchEd on 9 September 2017. In it I argue that Tim Oates, Dylan Wiliam and Daisy Christodoulou, all educationalists whom I admire, have nevertheless got much wrong in their account of the curriculum. 14,000 words. You can bookmark individual slides by right clicking on the “SLIDE X” caption and selecting “Copy link address”. Slides can be enlarged by clicking on the slide.
Why progress on edtech is dependent on a better understanding of educational purpose
If my last post was a light-hearted love story, this one is more of an attempt to write a Tractatus Logico-Philosophicus. But I hope that the reader will be compensated by finding the argument to be original. I make the case that the recommendations of the recent Commission on Assessment without Levels are fundamentally mistaken.
It is a response I submitted to the current House of Commons Select Committee’s enquiry into the purpose of education. When announced, this enquiry was dismissed by Andrew Old as a waste of time: the purpose of education, said Andrew, was simply to make people cleverer. While I know where Andrew is coming from (who needs another waffle-fest with a lot of high-faluting rhetoric?) and agree with Andrew most of the time, I disagree with him that this is a pointless enquiry, if the question is understood in the way that I will suggest.
As my previous posts have argued (especially How technology will revolutionize education), technology is not about generic kit, but about the systematic means by which we pursue our ends. If no-one can be sure what our ends (or purposes) are, then any technological approach to education is doomed to fail. If we are not taking a technological approach to the business of teaching itself, then what hope is there in applying digital technology to education productively? Judging by the success we have had so far, the answer has to be “not a lot”.
My contention in this piece is therefore that the development of systematic pedagogy will never be achieved until (a) we know how to describe our educational objectives more clearly and consistently, and (b) until we understand the role of digital technology, both in supporting the description of educational objectives and in implementing the pedagogies required to attain those objectives.
Dame Sally Coates, Director of Academies South for United Learning, has claimed that all schools should follow the same curriculum, as created by a group of nationally-appointed experts.
Pedro De Bruyckere thinks that this is an April fool of an idea, that would kill the professionalism of teachers. On the whole, I am with Dame Sally.