Which three groups of participants were invited to take part in the 2023 GOSH (Great Ormond Street Hospital) study?

What procedure was unique in the GOSH scanner experiment?

Why did the GOSH researchers find the result of their experiment “really exciting”?

What lesser-known effect does bilingualism confer on both children and adults?

READING

Task 4

A Conversation about Education

I read the article written by Dr Vallance, and clearly, I have something to say. One point from the article which really resonates with me is Dr Vallance’s suggestion that “one of the most powerful tools in education is conversation.” I agree wholeheartedly. And so, I am writing this blog post as an attempt to enter into a conversation with those who care about education, in the interests of best serving those who we as educators and education leaders ultimately serve – the children, the future. I wish to make it clear that what I will write is my opinion, which stems from my belief system as an educator and from a decade of experience in education. I would merely like to share my truth with those who care about it.

If one looks at a garage or a hospital from 50 years ago and compares it to one today, there is a marked difference. It is quite clear that these industries are changing and developing. However, if one looks at a classroom from 50 years ago and compares it to a classroom today, sadly, in many instances, one will see little to no change. A dull and uninspiring setting – the typical row of desks facing the teacher at the front of the room, who is inevitably taaaaaaalking away to rows of students who are essentially passive recipients of whatever information is being spewed forth from the mouth of the guru-oracle teacher. Dr Vallance purports that “technology distracts from old-school teaching” – I couldn’t agree more, Sir. The question for me, however, is whether old-school teaching is equipping our students for a rapidly changing world and preparing them to work in jobs that, as I type, do not even yet exist. I used to be one of those ‘old-school’ teachers, I used to stand at the front of the classroom every lesson and whilst my charisma, sense of humour and communication skills were usually enough to win students over and maintain their attention, when it came to marking students exams, it was very often quite clear to me that they had not fully grasped or processed the things I was teaching.

I also found that teaching by means of ‘performing’ multiple lessons a day was nothing short of utterly exhausting. When I was first introduced to technology in the school environment, I was amazed by the possibilities of streamlining the administrative tasks associated with teaching. This freed up much of my time and energy and enabled me to focus on reflection, pedagogy and the cultivation of fascinating lessons. However, one of the most significant transformations brought about by the use of technology in my lessons was that my predictable, ‘old-school’, teacher-centred lessons became far more engaging and learner-centred. In my classroom, technology not only enables me to deliver content in an engaging and progressive way but also provides my students with a plethora of tools to express their thoughts, ideas, and engagement processes in a creative, articulate, and professional manner. Far more so than simply using pen and paper.

One significant change afforded by having technology in the classroom has been the revolutionising of projects which can be given to students. As a teacher, I can now challenge my learners to design and create professional-quality digital products or campaigns, such as websites, viral videos, interactive iBooks, and augmented reality interactions, rather than asking them to compile yet another written report, brochure, poster, or pamphlet. I will let this video, made by some of my learners, speak for itself here, but for me, it is an example of how technology can not only serve to promote conversation but also enrich learning and lives in the process. When students have access to an array of sources of information right at their fingertips, they have to question things, they have to grapple with ideas and construct their own meaning, and they have to change from being passive recipients of monodimensional information to being active, co-constructors of multidimensional knowledge, meaning and understanding.

As a teacher, I really understand the all-too-common challenge of teaching a class containing learners of varied academic ability, resulting in the teacher teaching to the ‘middle’ and not challenging their stronger academics, nor meeting the needs of those who need a little more help and attention. When teaching with technology, however, there is no longer a ‘one-size-fits-all’ lesson – learning can be differentiated, and the pace of learning and the learning experience can be directed and determined by the student. For instance, lessons can take the form of a choose-your-own-adventure type activity where learners can work at their own pace, go over something again if they are unsure, test their understanding as they go and those who would traditionally fold paper aeroplanes after finishing the work in half the allocated time, can now engage in extension activities or conduct further research on the topic at hand. For a teacher to harness these possibilities, however, an initial measure of training is vital, and henceforth, there can be no slacking.