Copyright: sdecoret / 123RF Stock Photo
“Strong academic skills alone are not enough for young people to become successful adults”, states a recent publication from the University of Chicago. The report, entitled “Foundatons for Young Adult Success: A Developmental Framework”, then goes to stress what is important: “experiences combining action and reflection (to) help children develop a set of critical skills, attitudes, and behaviors” and “supportive relationships and an abundance of these developmental experiences through activities inside and outside of school.” (2015, Nagaoka et al)
Fair enough. But, how can these findings translate to real ife in classrooms around the planet? How are the world’s teachers helping their students face the challenges of the Fourth Industrial Revolution? And why are most educational systems still focusing on accountability measures when research clearly shows a different pathway to success?
The accelerated pace of technological advancement implies a choking pressure on education. Now schools must have a lab were students can experiment with drones and virtual reality, or else they are declared outdated and unmodern. But, in truth and honesty, how many schools, public or private, can afford such labs? Very, very few. And for the many others left to watch from the verge of modernity, what is left?
There is hope. “Even in environments devoid of technology, excellent pedagogy is still leading to astonishing student learning outcomes.” (Soskil, in Doucet et al, 2018, p. 40) Just as academics are not enough and everything to achieve student success, technology is neither the magic answer for education.
Last month, our book “Teaching in the Fourth Industrial Revolution: Standing at the precipice” was launched at the Global Education & Skills Forum in Dubai. Among the many questions lurking around education today, we wanted to explore how are we preparing our youth for 2030 and beyond – with or without technology, and above academics and accountability. For my chapter, “Education Today: A collection of snapshots”, I interviewed experts, researchers and teachers from around the globe, and ended up with a collection of “best and worst educational practices” in the Fourth Industrial Revolution.
The worst
As reported in our book, there is a consensus on “the dark side”:
- Static learning vs. engaged learning,
- Treating schools as factories or bussinesses
- Too much “curriculum- oriented instruction”
- One-size-fits-all teaching
- Teaching to the test
The Best
- Balance of cognitive and non cognitive learning
- Focusing in teachers’ quality as opossed to teachers’ perfomance
- Empowering students
- Using a wide inventory of teaching strategies – with, or without, technology
- Building strong relationships with students
The future
“What, then, should students learn to be better equipped for the challenges of our times and for the future? A whole new world opens. Teachers’ responses were as enthusiastic as theywere diverse: global citizenship, soft skills, environmental awareness, digital literacy, critical thinking, relationships, teamwork, entrepreneurship, and even meditation!” (Guerra, in Doucet et al, 2018, p.39)
Koen Timmers and Armand Doucet sum it up nicely:
“As the world continues to become more globalized and interconnected, the ability to understand diverse perspectives and work with those that have divergent worldviews will become increasingly important.
Without great pedagogy, technology integration is worthless.”
References:
Doucet, A., Evers, J., Guerra, E., Lopez, N., Soskil, M., & Timmers, K. (2018) Teaching in the Fourth Industrial Revolution: Standing at the precipice. London, Routledge Education.
Nagaoka et al (2015) Foundatons for Young Adult Success: A Developmental Framework. University of Chicago. Retrieved on April 24th, 2018 from https://consortium.uchicago.edu/publications/foundations-young-adult-success-developmental-framework
As part of C.M. Rubin’s Top Global Teacher Bloggers, this is my response to this month’s question: What should a holistic approach to learning look like and how do we shift the focus from the accountability measures in existence now to ones that are relevant for all students in a changing world?
Anything that we don’t know well could be a potential risk – not just for our lives but also for our ways of living. Human beings are cautious or even up-front reluctant about whatever is unknown or different. Including other people!
No cabe duda que el crecimiento del comercio mundial, del tránsito de personas y de la comunicación a través de las tecnologías de información, almacenamiento y distribución de datos, han invadido los espacios culturales de las naciones de todo el orbe. La pregunta es si esta invasión ha logrado implantar nuevos valores y hábitos sobre los propios de las localidades, las familias, la vida cotidiana. La imparable fuerza de…
