eLearning For Teachers: Di Goodman (Epoff)

I have written this article in response to the Learning Technologies User Group’s online pre-conference forum of the same name. I am attending the LTUG Conference in QLD from 5th-7th November 2008.

Has technology Revolutionized Education?

Technology will revolutionize education when it is used as a wholesale instrument of pedagogy, rather than as a resource.

Technology on its own is of little benefit to many teachers: a data projector is a good substitute for an overhead projector, perhaps. Unfortunately I have observed this in many secondary and tertiary classrooms.

If real change is to take place, teachers need to learn how to effectively use technology as a tool for student learning, rather than use it merely to display resources or source information. In most Australian schools, a digital education revolution seems light years away!

Installing computers in any number of classrooms will not effect change until teachers change their way of teaching. This can be achieved through subtle shifts in pedagogies: posing questions that encourage students to use computers to discuss-collaborate-research-interact-analyze-answer problems-present solutions, rather than source information-find facts-copy-paste-print.

The key is to create a paradigm shift through pedagogy and teaching practice so that the way our students learn is revolutionized! The shift toward student-centred, problem-based learning environments will empower Gen Z and Y students to do what they do best: use technology as a primary language to learn everything they need to know, just-in-time. For these new generations of students, authentic learning is technology-centred and their chief native language is digital.

Educators can theorize the need for change and manufacturers can invent amazing whizz-bang technology, but the revolution will not even begin to take shape until teachers are assisted and supported in the process of creating new pedagogies to embrace ICT as a learning tool in their classrooms.

The real revolution must be facilitated by administrative bodies and governments, not merely through the installation of hardware, but more importantly, through the supply of ICT focused professional development opportunities and support for teachers.

The technology itself will not inspire revolution. However, the meaningful use of technology may revolutionize education. Such a revolution will be human-centred, driven not by the technology itself, but by the wisdom and insight of teachers, and the enthusiasm and engagement of their students.