Technology Will Not Eat Teachers
In this age of digital everything, the concept of Teacher Appreciation Week may seem quaint and perhaps even outmoded. As we explore new and enhanced ways of supporting learning through evolving technology, and as we continue to ask ourselves what people even need to know, it makes sense to examine the ongoing role that teachers will play in our lives. Consider the following framework for evolving the role.
How do you plan for a future that you can’t define? Postulating a workplace reconfigured by increasingly smart technology, we now know that we won’t have the same jobs to plan for as we did previously. Automation has already and will continue to eliminate certain more manual types of labor, and as machines get smarter, more of those jobs considered “safe” today.
The Role of Design Thinking
Since we can’t accurately forecast exactly what type of work people will be doing in the future, one of the best ways to prepare people for it is to teach them to more effectively approach a set of problems not yet defined. As Jon Kolko, writing in the September 2015 issue of the Harvard Business Review, has said “. . . a design-centric culture transcends design as a role, imparting a set of principles to all people who help bring ideas to life.”
While critical thinking plays a role here, the ability to focus on and design a solution around the requirements of those being impacted by whatever problem is essential. So, too, is the acceptance and agility to respond to failure. Again, Kolko: “Design thinking is an essential tool for simplifying and humanizing.”
The Importance of Hacking
Buckminster Fuller explained the accelerating rate at which human knowledge increases in the early 1960s. While the doubling of knowledge decreased from every 1500 years in 1750 to every 150 years by the early 1900s, it is now estimated to double every 13 months. IBM predicts that the Internet of Things will drive human knowledge to double every 12 hours.
All this to say, there is information to be had for those who want it. The most self-directed of learners will seek what they need in order to learn what interests them. Look at UnCollege and Degreed for just a couple of examples of the direction this can go in.
However, the availability of knowledge doesn’t mean that it can always be used effectively. We still need to teach our kids how to more effectively and responsibly access, vet, and use this information.
Curation, Curation, Personalization
Also because of the immense volume of information available, and because we know for sure that not everyone learns in the same way, we need technology to synthesize available resources and effectively assign those materials to particular individuals based on their need. This has become increasingly vital not only in a school-based environment, to improve mastery and increase engagement, but in business as well, to increase both efficiency and quality of performance.
The work that Maya Gat and her team at Branching Minds is one way personalization is having great impact in K-12. And I’m keeping a close eye on how Fuse Universal and Anders Pink have teamed up to provide extremely targeted learning and resources in the corporate learning space.
How We Can Continue to Appreciate Our Teachers
The role of teacher has already evolved a great deal across the continuum of learning, and observing, supporting, and being part of this evolution makes it clear that Teacher Appreciation Week is very much a vital concept.
The corporate learning team has played many roles, from stand-up trainer, to instructional designer, and curator. From delivering face-to-face training, to taking on the latest online development tools, to assessing external resources, corporate learning has seen it all. While still in a great state of flux, the agility displayed by such teams demands our admiration.
In the early 2000s, when we first started introducing online learning into higher education, we experienced a lot of pushback on the part of would-be subject matter experts particularly. But much of that was alleviated when instructional designers teamed with university faculty to design and develop those initial courses. I can clearly remember the mutual respect that arose from such interactions. As designers, we got to appreciate not only the subject matter expertise but also the keen awareness of student challenges in understanding, interpreting and utilizing course content. Faculty, in many cases, got a close up view of how course designers were able to break down course material and common student challenges and then parse that content into meaningful online interactions.
The lesson learned there was that the technology did not replace the faculty but instead depended on the teacher to play a different role.
Things must continue to change in higher education, but there is still a role for teachers, albeit no longer for someone only willing to play the sage on stage.
Teachers typically like to learn, of course, and so the many thousands of classroom teachers who have grasped new technologies, sweated or glided through hours of professional development, and effectively incorporated them into the classroom most certainly deserve our appreciation.
So, too, do those who have evolved their role from classroom teacher to teacherpreneur and channeled their teaching greatness into developing, or supporting the development of new teaching technologies.
Still further, consider those who may never have stepped foot into a classroom but who have driven the development of some of these new teaching tools because of their own passion for learning. They, too, deserve our appreciation.
So, no, technology will not eat teachers, but it will help them do their jobs more effectively and in the process of doing so, demand of them an agility to respond to the changing need of their audiences across the continuum of learning.
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