Task 5

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.

Our schooling system and its ingrained assessment methods have failed more people than I can count. I know too many highly intelligent, exceptionally talented individuals who are really bad at writing tests. Personally, I was one of those academic performers who passed examinations with minimal difficulty. The real issue is that I still don't feel that my schooling adequately prepared me for life. Therefore, whilst I constantly strive to ensure that my students achieve the best possible academic results within their capabilities and unique personal contexts, I never use academic results to measure the success of my students nor of myself as a teacher. My vision for education and schooling is that it does more than help students achieve academic results; it must develop skills, values, and character that empower and inspire students to love learning and make a positive and meaningful contribution to society. When my students and I achieve this, my vision for education, then I have succeeded. I quite agree that, as Dr Vallance states, “technology is a servant, not a master – you can’t end up allowing the tail to wag the dog.” Too many people tragically implement technology for the sake of technology, without wanting to invest in the necessary training, and without considering exactly what they are trying to achieve in doing so. In my classroom, technology serves my vision.

What is the reason for writing this article?

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.

Our schooling system and its ingrained assessment methods have failed more people than I can count. I know too many highly intelligent, exceptionally talented individuals who are really bad at writing tests. Personally, I was one of those academic performers who passed examinations with minimal difficulty. The real issue is that I still don't feel that my schooling adequately prepared me for life. Therefore, whilst I constantly strive to ensure that my students achieve the best possible academic results within their capabilities and unique personal contexts, I never use academic results to measure the success of my students nor of myself as a teacher. My vision for education and schooling is that it does more than help students achieve academic results; it must develop skills, values, and character that empower and inspire students to love learning and make a positive and meaningful contribution to society. When my students and I achieve this, my vision for education, then I have succeeded. I quite agree that, as Dr Vallance states, “technology is a servant, not a master – you can’t end up allowing the tail to wag the dog.” Too many people tragically implement technology for the sake of technology, without wanting to invest in the necessary training, and without considering exactly what they are trying to achieve in doing so. In my classroom, technology serves my vision.

What does the author suggest about education?

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.

Our schooling system and its ingrained assessment methods have failed more people than I can count. I know too many highly intelligent, exceptionally talented individuals who are really bad at writing tests. Personally, I was one of those academic performers who passed examinations with minimal difficulty. The real issue is that I still don't feel that my schooling adequately prepared me for life. Therefore, whilst I constantly strive to ensure that my students achieve the best possible academic results within their capabilities and unique personal contexts, I never use academic results to measure the success of my students nor of myself as a teacher. My vision for education and schooling is that it does more than help students achieve academic results; it must develop skills, values, and character that empower and inspire students to love learning and make a positive and meaningful contribution to society. When my students and I achieve this, my vision for education, then I have succeeded. I quite agree that, as Dr Vallance states, “technology is a servant, not a master – you can’t end up allowing the tail to wag the dog.” Too many people tragically implement technology for the sake of technology, without wanting to invest in the necessary training, and without considering exactly what they are trying to achieve in doing so. In my classroom, technology serves my vision.

What is the author’s main criticism of ‘old-school teaching’?

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.

Our schooling system and its ingrained assessment methods have failed more people than I can count. I know too many highly intelligent, exceptionally talented individuals who are really bad at writing tests. Personally, I was one of those academic performers who passed examinations with minimal difficulty. The real issue is that I still don't feel that my schooling adequately prepared me for life. Therefore, whilst I constantly strive to ensure that my students achieve the best possible academic results within their capabilities and unique personal contexts, I never use academic results to measure the success of my students nor of myself as a teacher. My vision for education and schooling is that it does more than help students achieve academic results; it must develop skills, values, and character that empower and inspire students to love learning and make a positive and meaningful contribution to society. When my students and I achieve this, my vision for education, then I have succeeded. I quite agree that, as Dr Vallance states, “technology is a servant, not a master – you can’t end up allowing the tail to wag the dog.” Too many people tragically implement technology for the sake of technology, without wanting to invest in the necessary training, and without considering exactly what they are trying to achieve in doing so. In my classroom, technology serves my vision.

Which benefit of using technology for teachers is NOT mentioned in the text?

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.

Our schooling system and its ingrained assessment methods have failed more people than I can count. I know too many highly intelligent, exceptionally talented individuals who are really bad at writing tests. Personally, I was one of those academic performers who passed examinations with minimal difficulty. The real issue is that I still don't feel that my schooling adequately prepared me for life. Therefore, whilst I constantly strive to ensure that my students achieve the best possible academic results within their capabilities and unique personal contexts, I never use academic results to measure the success of my students nor of myself as a teacher. My vision for education and schooling is that it does more than help students achieve academic results; it must develop skills, values, and character that empower and inspire students to love learning and make a positive and meaningful contribution to society. When my students and I achieve this, my vision for education, then I have succeeded. I quite agree that, as Dr Vallance states, “technology is a servant, not a master – you can’t end up allowing the tail to wag the dog.” Too many people tragically implement technology for the sake of technology, without wanting to invest in the necessary training, and without considering exactly what they are trying to achieve in doing so. In my classroom, technology serves my vision.

How have students’ projects changed with the use of technology?

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.

Our schooling system and its ingrained assessment methods have failed more people than I can count. I know too many highly intelligent, exceptionally talented individuals who are really bad at writing tests. Personally, I was one of those academic performers who passed examinations with minimal difficulty. The real issue is that I still don't feel that my schooling adequately prepared me for life. Therefore, whilst I constantly strive to ensure that my students achieve the best possible academic results within their capabilities and unique personal contexts, I never use academic results to measure the success of my students nor of myself as a teacher. My vision for education and schooling is that it does more than help students achieve academic results; it must develop skills, values, and character that empower and inspire students to love learning and make a positive and meaningful contribution to society. When my students and I achieve this, my vision for education, then I have succeeded. I quite agree that, as Dr Vallance states, “technology is a servant, not a master – you can’t end up allowing the tail to wag the dog.” Too many people tragically implement technology for the sake of technology, without wanting to invest in the necessary training, and without considering exactly what they are trying to achieve in doing so. In my classroom, technology serves my vision.

How can technology affect learning in mixed-ability groups?

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.

Our schooling system and its ingrained assessment methods have failed more people than I can count. I know too many highly intelligent, exceptionally talented individuals who are really bad at writing tests. Personally, I was one of those academic performers who passed examinations with minimal difficulty. The real issue is that I still don't feel that my schooling adequately prepared me for life. Therefore, whilst I constantly strive to ensure that my students achieve the best possible academic results within their capabilities and unique personal contexts, I never use academic results to measure the success of my students nor of myself as a teacher. My vision for education and schooling is that it does more than help students achieve academic results; it must develop skills, values, and character that empower and inspire students to love learning and make a positive and meaningful contribution to society. When my students and I achieve this, my vision for education, then I have succeeded. I quite agree that, as Dr Vallance states, “technology is a servant, not a master – you can’t end up allowing the tail to wag the dog.” Too many people tragically implement technology for the sake of technology, without wanting to invest in the necessary training, and without considering exactly what they are trying to achieve in doing so. In my classroom, technology serves my vision.

What does NOT belong to the author’s vision of education?

Task 6

You are sitting in a comfortable chair by the fire, on a cold winter’s night. You open a magazine to an article you've been meaning to read. The title suggested a story about a promising – but also potentially dangerous – new technology on the cusp of becoming mainstream, and after reading only a few sentences, you find yourself pulled into the story. A revolution is coming in machine intelligence, the author argues. (29) ________. But then the strangest thing happens: You notice that the writer has, seemingly deliberately, omitted the very last word of the first.

The missing word jumps into your consciousness almost unbidden: “the very last word of the first paragraph.” (30) ________.

You're back into the article, where you find the author has taken you to a building complex in suburban Iowa. Inside one of the buildings lies a wonder of modern technology. 285,000 CPU cores yoked together into one giant supercomputer, powered by solar arrays and cooled by industrial fans. The machines never sleep. Every second of every day, they churn through innumerable calculations, using state-of-the-art techniques in machine intelligence that go by names like “stochastic gradient descent” and “convolutional neural networks.” The whole system is believed to be one of the most powerful supercomputers on the planet. (31) ________. Mostly, it is playing a kind of game, over and over again, billions of times a second. And the game is called: Guess what the missing word is.

The supercomputer complex in Iowa is running a program created by OpenAI, an organisation established in late 2015 by a handful of Silicon Valley luminaries, including Elon Musk, Greg Brockman and Sam Altman. (32) ________. However, that changed in summer 2020, when OpenAI began offering limited access to a new program called the Generative Pre-Trained Transformer 3, colloquially referred to as GPT-3. Though the platform was initially available to only a small handful of developers, examples of GPT-3’s uncanny prowess with language – and at least the illusion of cognition – began to circulate across the web and through social media. (33) ________. This is like HAL 9000 from “2001”: a computer program that can answer open-ended, complex questions in perfectly composed sentences.

As a field, AI is currently fragmented among a number of different approaches, targeting different kinds of problems. Some systems are optimised for problems that involve moving through physical space, as in self-driving cars or robotics; others categorise photos for you, identifying familiar faces or pets or vacation activities Some forms of AI – like AlphaFold, a project of the Alphabet (formerly Google) subsidiary DeepMind – are starting to tackle complex scientific problems, like predicting the structure of proteins, which is central to drug design and discovery. (34) ________. In its process, a neural net vaguely modelled after the structure of the human brain learns to identify patterns or solve problems through endlessly repeated cycles of trial and error, strengthening neural connections and weakening others through a process known as training.

You are sitting in a comfortable chair by the fire, on a cold winter’s night. You open a magazine to an article you've been meaning to read. The title suggested a story about a promising – but also potentially dangerous – new technology on the cusp of becoming mainstream, and after reading only a few sentences, you find yourself pulled into the story. A revolution is coming in machine intelligence, the author argues. (29) ________. But then the strangest thing happens: You notice that the writer has, seemingly deliberately, omitted the very last word of the first.

The missing word jumps into your consciousness almost unbidden: “the very last word of the first paragraph.” (30) ________.

You're back into the article, where you find the author has taken you to a building complex in suburban Iowa. Inside one of the buildings lies a wonder of modern technology. 285,000 CPU cores yoked together into one giant supercomputer, powered by solar arrays and cooled by industrial fans. The machines never sleep. Every second of every day, they churn through innumerable calculations, using state-of-the-art techniques in machine intelligence that go by names like “stochastic gradient descent” and “convolutional neural networks.” The whole system is believed to be one of the most powerful supercomputers on the planet. (31) ________. Mostly, it is playing a kind of game, over and over again, billions of times a second. And the game is called: Guess what the missing word is.

The supercomputer complex in Iowa is running a program created by OpenAI, an organisation established in late 2015 by a handful of Silicon Valley luminaries, including Elon Musk, Greg Brockman and Sam Altman. (32) ________. However, that changed in summer 2020, when OpenAI began offering limited access to a new program called the Generative Pre-Trained Transformer 3, colloquially referred to as GPT-3. Though the platform was initially available to only a small handful of developers, examples of GPT-3’s uncanny prowess with language – and at least the illusion of cognition – began to circulate across the web and through social media. (33) ________. This is like HAL 9000 from “2001”: a computer program that can answer open-ended, complex questions in perfectly composed sentences.

As a field, AI is currently fragmented among a number of different approaches, targeting different kinds of problems. Some systems are optimised for problems that involve moving through physical space, as in self-driving cars or robotics; others categorise photos for you, identifying familiar faces or pets or vacation activities Some forms of AI – like AlphaFold, a project of the Alphabet (formerly Google) subsidiary DeepMind – are starting to tackle complex scientific problems, like predicting the structure of proteins, which is central to drug design and discovery. (34) ________. In its process, a neural net vaguely modelled after the structure of the human brain learns to identify patterns or solve problems through endlessly repeated cycles of trial and error, strengthening neural connections and weakening others through a process known as training.