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| Friday, 18th September 2015 |
As the Head Teacher of a school that prides itself on innovation and particularly in the use of e-learning, I read with interest the latest research findings from the global study carried out by the OECD.
For the benefit of those who have yet to read these findings, the key points raised were that overuse of technology appears to have no benefits on children's results, whilst moderate use may have "somewhat better outcomes" (OECD, 2015). As one who has engaged in much research myself, I am always aware of the truth that lies behind the headlines and would like to put parents' minds at ease that the learning of students at Perins does not suffer as a result of the use of technology within lessons.
Firstly, the findings were gathered from countries throughout the world and as such do not take into account the discrepancies within these countries as they simply generalise the vast areas covered, and we are aware that within many of these there will be areas of high poverty with no access to technology or other resources at times.
Secondly, given that this was a worldwide comparison, there are far too many extraneous variables to take into consideration when assuming causation rather than a simple correlation exercise. For example, areas such as South Korea and Shanghai, China are known for their high achieving school systems and the fact that they have lower levels of computer use in their schools does not demonstrate that this is the primary reason. The curriculum, delivery and social structure, among other factors, will all contribute to what is a complex situation. Often with 'sensationalist' headlines lie other stories which often come to light many weeks afterwards. I have explored with interest many papers that would strongly argue for a correlation between the use of technology and e-learning in education and multiple benefits for our young people. One example of this is that with e-learning, students have more control over their learning process and can better understand the material, leading to a 60% faster learning curve, compared to teacher or instructor-led training (Facts, Figures and Forces Behind e-Learning - August, 2000). Similarly the "Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction. Students who mix online learning with traditional coursework (i.e. blended learning) do even better" (Internet Time Group Report, 2009).
We also need to consider the preparation of our children for future employment. Technology is a key part of their future lives and it is important that as well as preparing them for examinations, we also give them the skills and abilities that will allow them to advance rapidly within future careers. Berlin & Associates (2012) found that "Organisations with strong learning culture significantly outperform their peers. 46% more likely to be first to market, 37% greater employee productivity, 34% better response to customer needs, 26% greater ability to deliver "quality products", 58% more prepared to meet future demand, 17% more likely to be market share leader.
University and Higher Education institutions are also undergoing dramatic change. Radovic-Markovic (2010) suggest that organisations considered to be of the "classical style" will continue to exist and to attract those students who prefer classical learning models, yet they will also have to change in accordance with the needs and requirements of contemporary education. In keeping with this, it may be concluded that virtual faculties and their expansion will have positive consequences and impact on innovating traditional faculties work as well.
You will no doubt be aware that Perins School has a great tradition of the use of technology and e-learning within lessons to enhance the learning of students. Whilst many organisations are still in what Han (2012) would call the "first generation" of e-learning institutions where technology is the driver, the teacher provides the control, evaluation is based on repetitive practice, theory and practice are separated and where the systems for learning and knowledge capture are separate, we are far more advanced than this.
At Perins School we are very much into the "second generation" where the e-learning is teaching and learning theory (pedagogy) driven, the learner is in control or the processes, evaluation is based of self-assessment and reflective practice, where theory and practice is fully integrated and where learning, knowledge creation and knowledge sharing is fully embedded.
In essence, the confidence that we have in e-learning and the use of technology at Perins is far detached from the findings of this study but always we will continue to monitor and ensure that we provide optimal outcomes for our students in all aspects of their schooling. Technology is becoming an essential 'tool' in the learning and teaching processes but it is always essential to remember that although it has wide spread benefits, we are not a school that will allow it to detract from our key function which is to ensure that all students are equipped with the knowledge, skills and abilities to succeed throughout their life, including technology but also acknowledging that for many situations, technology cannot replace tried and tested methods such as pen, paper and hard work.
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Kind regards,
Head Teacher
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