21 Century MythologieAs augmented reality, virtual reality and artificial intelligence creep their way into mainstream society, what will happen to our education system, or more specifically, to teachers? Are you ready for what lies ahead? According to Fullan, “only 8 percent of teachers fully integrate technology into the classroom” and “only 23 percent of teachers feel that they could integrate technology in the classroom” (2013, p. 37). Although those statistics date back to 2013, I believe that with the changes that these technologies bring, these numbers are still relevant, and even more alarming today. How can we get ready for what is to come when there is no way to predict it? As these tools become readily available, we need to familiarize ourselves with them and with the opportunities they present. However, we should not be fooled into integrating technology without first thinking about the pedagogy, and, more importantly, of the role the teacher plays in the equation. Since technology has given birth to a multi-billion dollar gaming industry (Fullan, 2013, p. 41), it is difficult to see technology as an education tool since its first use is for entertainment. Yet, there is a lot we can learn from this industry, such as how to make learning, “irresistibly engaging, elegantly efficient, technologically ubiquitous and steeped in real-life problem solving” (Fullan, 2013, p. 33). This being said teachers should not lose sight of their area of expertise which is pedagogy. They are the experts at creating lessons and could be more involved in creating rich learning simulations such as “serious gaming for education” (Fullan, 2013, p. 38). No matter how great technology is “It still requires a great teacher” (Fullan, 2013, p. 38) and if we “omit the teacher. It is as if the pedagogy is irrelevant.” (Fullan, 2013, p. 38). Much like Fullan, I encourage teachers to get out there and take part in the creation of new innovative ways of teaching, “my message is, pedagogues, get in there! (Many of the games are in business, the military, the health sector, but not in education)” (2013, p. 41). Of course, this might seem like an edutopia. Yet, if we combine our knowledge and efforts we could create a better experience for teachers and students alike. By creating a learning community that creates a “partnership between teachers and students (and among teachers and students)” (Fullan, 2013, p. 39) we could take part in creating, not only better learning experiences, but a better world. In order to implement a successful learning community, we need to follow MacFarlane’s advice: “When it comes to creating a better experience for teachers and students, ownership, independence and self-determination are important elements of a Learning Network” (2013). References:
Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge – Chapter 4 – Digital Disappointments and Dreams. Don Mills, ON: Pearson. MacFarlane, M. (2013). Understanding & creating professional learning networks. [Video file]. Retrieved from https://www.youtube.com/watch?v=5uoJwy3oa0I
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