Views & Opinion
Embracing ‘The Digital Classroom’ Comment by Michael McGarvey, Director of UK Education at Cambridge University Press
The use of mobile technology in the classroom has been a subject of debate for as long as it has been available. But are recent scare stories about distracted students holding us back from its potential? The Department for Education recently announced there is to be an investigation on the impact that mobile phone use in classrooms has on children’s behaviour and learning, as part of a wider inquiry to improve teachers’ classroom management. This comes as the Chief Inspector of Schools, Sir Michael Wilshaw, has called for a crackdown on low-level disruption in classrooms.
The scrutiny of mobile technology use in the classroom has been pushed further into public view by a recent study showing phone bans in schools have a significant impact on students’ grades. A study by the Centre for Economic Performance at the London School of Economics reported an increase of 6.4% in test scores after phones were banned – the equivalent, they believe, of adding five days to the school year.
However, by entirely restricting the use of mobile technology in the classroom, we run the risk of shutting ourselves off to the possibilities it has to tackle education’s greatest challenges. This debate has not yet acknowledged the innovative potential that technology brings to education; including prospects that traditional models of teaching simply cannot offer.
With new digital platforms like Edmodo and Google Education entering the market, educational outcomes no longer need to correlate with access to books and resources, in the form of teachers, libraries and laboratories. Now, with a few clicks, everyone in the world can access the best teachers, the best material, and the best learning peers to guide one's progress along a learning path.
Technology gives opportunities to not just enhance learning, but to completely reimagine the processes behind it. I’ve seen this in action with Edmodo Insights, which we've collaborated on at Cambridge University Press. I believe that this has the potential to revolutionise the assessment
process in schools. It gives teachers valuable data on students’ understanding of the curriculum, so their progress can be regularly gauged and materials can be adapted accordingly.
Digital technologies mean every student can progress according to their individual needs and abilities. This marks a stark break from the traditional teaching model in which the learning schedule is held constant for entire classrooms, despite the knowledge that the pace may be too fast for some pupils, but leave others trailing behind. Technology allows us to change the pace of learning, and offer more flexibility and variation in the curriculum. Students can get real-time feedback on their progress, and from this, algorithms can build and adapt bespoke learning programmes. Theoretically, this means every student could always be challenged to their optimum level, and this is what we should be striving for.
We have the tools to make a real positive change to the experience of education – but this won’t be possible unless we embrace the technologies that enable it.
IT Industry calls for further STEM investment Comment by Bradley Maule-ffinch, IP EXPO Europe’s director of strategy
IP EXPO Europe, Europe’s number one IT event for those looking to find out how the latest IT innovations can drive their business forward, recently conducted some research centred at UK-based IT professionals that shows the Government may not be doing enough to encourage people into STEM professions in the UK.
The Government has invested heavily in STEM (science, technology, engineering and mathematics) over the past year, with the Science Minister David Willets announcing a £52 million investment in new and emerging science talent last summer.
David Willets’ investment in emerging science talent hopes to create more than 7,800 education and skills opportunities over a two- year period which will create many more invaluable opportunities for young people to enter the IT sector. However, new research by IP EXPO Europe has revealed that UK IT professionals actually want the Government to do more to encourage people into the STEM subjects, where there is a current shortage and
October 2015 a huge demand.
The large investment from the Government into STEM subjects is expected to deliver a whopping 1,360 apprenticeships, 240 traineeships, a further 150 industry degrees and 230 additional Modular Masters Modules. On top of this, 5,900 workforce development opportunities are expected to come from the investment. The two year plan is set to attract young people into all STEM subjects over a period of two years.
Yet three-quarters of those who we interviewed about STEM and the current shortage of professionals in the industries believe that the Government are still not doing enough to entice students and young adults into science, technology, engineering and mathematical based jobs.
It is disappointing that businesses don’t feel the Government is spending enough on STEM initiatives. These jobs are high in demand and vital in boosting the UK economy, so it’s vital that the Government’s efforts are better publicised.
Mark Morrissey, Director of Education Programs at Cloudera, an exhibitor at our event this year believes that there is increased competition to recruit technical talent that inhibits the market growth of several new, disruptive technologies. He believes that Government, industry, and academia need to find avenues of collaboration to highlight the benefits of an IT related education, and help provide access to the training necessary to pursue STEM related careers that will close the skills gap and allow for STEM subjects to flourish in the business environment. Nearly nine in 10 (86%) of IT professionals in the East Midlands say the Government needs to increase its spend on STEM initiatives, followed by 83% in Wales and 71% of respondents in Northern Ireland. Respondents in the North East were the least critical of the Government’s investment in STEM, with nearly a quarter (23%) saying they feel the Government is doing enough to close the STEM skills gap.
www.education-today.co.uk
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