The OECD, and the Media, seem to be suffering a bit from OCD at present.
Just in case you are wondering – the OECD is The Organisation for Economic Co-operation and Development that promotes policies that will improve the economic and social well-being of people around the world. And OCD stands for Obsessive Compulsive Disorder which is a mental health condition where a person has obsessive thoughts and compulsive activity.
According to the media, the OECD recently published a report of a global study in which it claimed that:
‘Investing heavily in school computers and classroom technology does not improve pupils’ performance….Those students who use tablets and computers very often tend to do worse than those who use them moderately.’
The think-tank says frequent use of computers in schools is more likely to be associated with lower results in reading, maths and science.
“If you look at the best-performing education systems, such as those in East Asia, they’ve been very cautious about using technology in their classrooms,” said Mr Schleicher, who, according to Wikipedia, is no less than a German-born statistician and researcher in the field of education and the Division Head and coordinator of the OECD Programme for International Student Assessment and the OECD Indicators of Education Systems programme. So there. It is thought that a long time ago he once attended school himself, so of course knows everything there is to know about teaching and learning.
But the real problem is that, like most of the world, the OECD is obsessively, compulsively, desperately clinging on to the idea that what we need is higher and higher standards of memory-based, essay re-called 19th Century Academic education for everyone because that’s the only way disadvantaged people will ever get a decent job – and seem to want to wash their hands of the whole messy business of real learning.
But wait – is this yet another example of media spin? Yes, of course it is. Because if you actually read the rest of the article, and maybe even the report itself, it continues:
“If we want students to become smarter than a smartphone, we need to think harder about the pedagogies we are using to teach them. Technology can amplify great teaching but great technology cannot replace poor teaching.”
Well that sounds fair enough, although of course what the OECD still doesn’t get is that teaching needs to change as a result of the technology – it’s not just about amplifying what’s already there. Mp3 files never made the music any louder…
Still ‘Smarter than a Smartphone‘ is a really catchy catch-phrase (despite the fact that children are already far smarter than any actual smartphone), and apparently what the report actually discovered was that Technology can be a useful tool in class, enabling teachers to ‘tap into specialised materials beyond the standard textbooks and to run innovative learning projects in class’. Well, after 30 years or more of the use of IT in schools, who would have guessed that?
Meanwhile, according to the BBC’s coverage of the report, Keysborough College principal John Baston said there was no point using technology in schools if teachers were not taught how to use the devices effectively in class.
“The computers are there to enable you to help improve teaching, but it can’t create by itself quality teaching,” he wisely said.
Then Mark Chambers, chief executive of Naace, the body supporting the use of computers in schools, said it was unrealistic to think schools should reduce their use of technology:
“It is endemic in society now, at home young people will be using technology, there’s no way that we should take technology out of schools, schools should be leading not following.”
While on the Surface Microsoft spokesman Hugh Milward said:
“The internet gives any student access to the sum of human knowledge, 3D printing brings advanced manufacturing capabilities to your desktop, and the next FTSE 100 business might just as well be built in a bedroom in Coventry as in the City.“
Even Tom ‘I never said we should ban iPads‘ Bennett is reported to have said:
‘There might have been unrealistic expectations, but the adoption of technology in the classroom can’t be turned back.”
And apparently in a rare moment of common sense never witnessed before, England’s own schools minister Nick Glibbly said:
“We want all schools to consider the needs of their pupils to determine how technology can complement the foundations of good teaching and a rigorous curriculum, so that every pupil is able to achieve their potential.”
Though All Change Please! suspects he didn’t understand what he was really saying and probably had his fingers crossed behind his back.
But anyway, now that the blame can as usual be laid clearly and squarely with the teachers, let’s hope now that there’s a proper review of the way in which new and emerging information and communication technologies can be effectively used in the classroom to promote and enhance 21st Century learning in schools, along with a substantial investment in CPD to help teachers adapt to the new methods and how the curriculum will need to substantially change as a result.
All Change Please! is keeping its fingers crossed in plain sight, but doesn’t hold out a great deal of hope as it continues to obsessively and compulsively write more and more posts about the subject.
Image credit: Flickr/Tina M Steele