Why the only realistic way of improving the quality of educational research (and of education itself) is by the intelligent application of education technology
I gave this talk at Research Ed 2015 on 5 September, the latest in a series of three national conferences organized by Tom Bennett.
Research Ed has grown into a vital event in the annual calendar for teachers interested in the theory of teaching. Nevertheless, my impression is that the centre of gravity of many of the talks at ResearchEd has veered away from an agenda that tries to promote sound, quantitative research, and is replaced with a softer account of both the role and methodology of research, as is suggested by the language of “action research” and “research-informed” teaching.
I believe that the problems with research are systemic and not just the result of incompetence. I argue in this piece that these systemic problems can (and can only) be solved by seeing teaching as a business which has a larger technical element than we commonly admit, and one that is less dependent on personal intuition (or what some call “tacit knowledge”). Such a realignment of our views on what teaching is, and how research into teaching should be conducted, will also underline a radical reevaluation of the role of technology in the classroom.
The DfE should reject the FELTAG recommendations in order to ensure that all the same mistakes are not repeated by ETAG
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.
As well as debunking numerous teaching myths, Tom Bennett’s book Teacher Proof reasserts the common view that teaching is a sort of private craft. I disagree.
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.
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 →
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.