The ed-tech community should listen carefully to concerns being raised about the effect on our children’s development of excessive time spent online
Baroness Greenfield recently wrote an opinion piece in the TES, restating her view that education technology is not just ineffective but may well be positively harmful. “More pseudo-science poppycock”, harrumphed one prominent ed-tech tweeter, who was quickly supported by others. “Actually, she makes some rather sensible points”, said I. “No, no”, said my interlocutors, “the Baroness has been completely discredited. But if you are going to blog about it, please keep it short”. “1,000 emollient words”, I promised.
I am not sure how well I managed to be emollient—I am afraid it is not a style that comes naturally to me—and I certainly failed to keep it short. But, if you are interested in ed-tech, then I think its intersection with emerging neuroscience, and the controversy that has blown up in this area, are worthy of careful consideration.
Those of us advocating new approaches to ed-tech in UK schools need to take the time between now and the next election in May to build a case that does not assume that the argument for technology in education is self-evident.
Two days ago, a UK government re-shuffle removed from their current posts all of the sponsoring Ministers for the Education Technology Action Group (ETAG). The likelihood that this report will now have any significant influence is slim. This might represent a lucky escape because I saw no evidence that ETAG was going to produce any convincing or coherent argument for ed-tech that went much beyond saying we should adopt it “because it’s there”. This is not a position that is going to cut any ice with Ministers of any political party. The following post is copied from an email sent to the ICT Research Network, a reflector originally established by Becta and now managed by ALT and NAACE. It responds to a conversation bemoaning the uneven extent to which schools have pursued “digital normalisation”.
The Education Technology Action Group, set up by the DfE and BIS and announced by Matt Hancock at BETT, has made a shaky start. This is what I think they should end up saying to Ministers.
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.
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).