Countries demonstrating examples of ‘best practice’ in technology

  Competition is considered as one of today’s important factors within education. From test results to school rankings and Programme for International Student Assessment (PISA) table, the world has fully focused on exposing their country’s effectiveness in the use of technology. With our knowledge of the United Kingdom being classed as a developing country, economically our state governments are in favour to provide schools with technological devices in order to implement advanced skills for our future employment. Conti (2016) expressed that we are in an augmented age where natural human abilities will be supported by computational systems that would help you think and design. Again, emphasising Donaldson’s (2015) ‘Successful Futures’ – implementation of digital competency is one of the main focuses of Wales. In contrast to that, Beauchamp (2017) displayed the concept of England introducing a new computing curriculum in 2014. It seems like that the whole of the United Kingdom has viewed technological competency as a positive potential to help with future employment.

i.e. Northern Ireland primary schools has made sure that ICT is considered a cross-curricula skill and, Scotland believes in ‘Curriculum for Excellence’ where children can learn through technologies.

  Only recently, the UK has caught up with advance classroom lessons using virtual reality headsets, which has been used to enhance learning in countries such as Singapore, America and Norway – if you haven’t noticed, these countries with a lot of state funding or economically successful. Supporting these VR headsets, some manufacturers has developed affordable software for mobile gadgets – offering a range of opportunities for those who are economically deprived.

“Technology reshapes America’s classroom” Szep (2008)

  Pinning our attention to America, technology is rapidly spreading, reducing the needs for paper, notepads, textbooks and even schools themselves. The effective from this enormous country is shown through the use of communication and the concept of keeping in-touch with teachers, students and parent/carer (s). Replacing lesson reviews and progress, teacher and pupils can maintain blogs, parents and teachers can connect on messaging software and homework/ assignments are submitted through electronically. Hooker (2014) viewed technology as a positive competency, however he feels that this could get out of control where pupils will abuse the use of lesson times and their free time after finding out that teachers across America are dealing with challenges of keeping students engaged in classrooms.

  Similar to America, Norway was majorly inspired by Steve Jobs and his apple products, inspired Jobs himself, schools in the Netherlands has created ‘Steve Jobs Schools’. These types of schools consists of:

-       1:1 iPads

-       No classes with single age

-       Variety of specialists, not limited to one teacher

-       Parents evening every 6 weeks

-       Open all year – 8am to 6pm

  You may wonder… how is this showing ‘best practice’ as well as its effectiveness?

Well, their best practice is demonstrated through the benefits of each child’s health – meaning, opening all year round, providing 10 hours of optional class duration could contribute to today’s low crime rates (almost non-existent) of the country as children are encouraged to be indulged within the virtual world. As well as his products are continuing to advance in modern time; this would keep pupils engaged within Apple’s new innovations. In comparison to the UK, we must reflect on how this would differ from mainstream schools?

Easy, the first expected incident would be some pupils abusing the expensive gadgets or encouraged selfish behaviours by not sharing, yet it would balance out by supporting the concept of independent learning. With students taking this stimulating pedagogy and lessons for granted, damaging devices comes with serious consequences involving school’s budget, leading to government state funding –which could ruin this rich privilege.

  Subsequently we could reflect into depth on what are the negativities of this system? Although they are improving and developing their digital competency as well as other cross-curricula skills, the negative aspect of being attached to virtual screens can affect their social and emotional development. Just like I’ve mentioned in some of my blogs, excluding yourselves from human presence and face-to-face communications can delay your ability to sympathise, empathise and voice your own opinions. Indeed technology allows you to take part in problem solving activities and think critically, however, vocalizing and writing your critical thoughts aloud may help you think deeper and become your own philosopher. Other acknowledged negativities would be the concept of:

-       Being too indulged, encouraging selfishness

-       Lack of team work and peer communications

-       Health and Wellbeing: migraines, headaches, sore eyes, weakened visions caused by screens and brightness/ or from spending too much time

-       Delay in holistic developments that needs to develop in order to reach the standard of each age range

  Briefly looking at the world’s best academic ranking country, Singapore - their education system believes that introduction to technology across their curricula is aim to make learning engaging and drive them away from the thoughts of a long school day when they wake up first thing in the morning. The country itself contains 7 “future schools” where they emphasise the use of digital media, technology, and the skills needed for the 21^st century. The benefits of this system are:

-       They take children with different academic abilities from the neighbourhood

-       Teachers are aware of providing innovative materials in order to gain pupils’ focus and engage them within their own learning

-       Driven away from the traditional sitting down and making notes when teachers are dictating or feeding you information

-       The role of the teacher is to be a facilitator – approachable and always available to support and provide where they can find resources to their learning

Linking to the concept of communicating through social media in Steve Jobs Schools, classrooms in Singapore are encouraged to communicate via Twitter – children are making it exciting for themselves as they are using tools that they are already good at, enhancing confident boost. However, these positive aspects are always balanced out by negativities. In this case, it can boost digital confidence but when it’s time to communicate face-to-face disregarding topics about technology, these pupils are bound to struggle.

To find out more about world’s best academic ranking and their digital teaching strategies – go ahead and click on this link to view a short clip: https://www.youtube.com/watch?v=M_pIK7ghGw4

  More reflections!

After deep research into international perspectives, what do you think our country need to develop on? Even though we have access to VR Headsets, Electronic learning discussed in America’s review.

Especially, what can we learn from Norway and Singapore’s system? In your opinion, do you think the UK will economically catch up with these wealthy countries to get the same educational treatment as them?

In my eyes my biggest concern is on undeveloped countries and those areas that are economically deprived, where their 21^st century still revolves around the traditional pedagogy the teacher feeding information and answers and the use of blackboards. Even thought the UK slowly catching up to the countries mentioned with government plans and implementations, we should focus more funding those countries to provide usual devices to engage children and make learning fun!

 

References:

•    Beauchamp, G. (2017). Computing and ICT in the primary school : From pedagogy to practice (second ed).

•    Conti, M. (2016) ‘The Incredible inventions of intuitive Al’. Available at https://www.ted.com/talks/maurice_conti_the_incredible_inventions_of_inventions_of_intuitve_ai#t-65142 

•    Hooker, C. (2014) How Technology trends have influenced the classroom. Available at https://www.kqed.org/mindshift/34336/how-real-world-technology-use-has-inflitrated-change-classrooms

•    Szep, J. (2008) Technologyreshapes America’s classroom. Date accessed: https://www.reuters.com/article/us-usa-education-technology/technology-reshapes-americas-classrooms-idUSN2547885520080707?sp=true