compassion, collaboration & cooperation iN transistion
Michael Grove remarked to Kenneth Baker M.P. in 1982 - during
the period of establishing the BBC Computer Literacy Project
THAT the archives of the BBC were worth more to the British nation than all
the country's coal deposits. He further remarked that in order to "mine" this
to be established - before the information could be put into IT (Information
Technology) and subsequently distributed in a form which would be useful
to ALL potential users.
UNFORTUNATELY the political powers in charge at the time, having already
decided to let the Grammar School System wither on the vine, so to speak,
ONLY invested our tax-payers money in the capital investment of supplying
schools with the BBC Computer hardware & NOT the training of the teachers
who were to make use of that hardware for the purpose of assisting their pupils
with their Literacy.
Allister Heath went on to say in his Daily Telegraph article -
Few industries have been left unscathed by the digital revolution.
But there is one glaring exception waiting to be disrupted by technology for the benefit of its long-suffering consumers, and that is education. It has changed very little since the 19th century – or indeed since the days when Socrates imparted knowledge to his students in ancient Greece.
Teachers still stand up in front of pupils and read out from their own lesson plans; kids still turn up to classrooms, sit behind desks and listen, taking notes; assessments remain based on reports filed by teachers; exams are at set times, once a year. There is no systematic use of the internet, software or gaming technology to aid learning, no proper data analysis to monitor pupils’ progress and to understand better how to convey understanding, no automation, no economies of scale, no productivity gains, and no real progress.
This IS a scandal. Antiquated educational practices are holding back millions of young people and the economy as a whole; a lack of competition and the fact that the sector is dominated by producer interests and a desperately conservative public sector is to blame.
Sure, schools now buy laptops for pupils and teachers use whiteboards or even electronic displays rather than blackboards. Some even communicate with parents by email (yes, really). But compared with the media, consumer electronics, retail, financial services, airlines, manufacturing or just about any other industry you can think of, innovation has been almost utterly non-existent. In an age of driverless cars, 3D printing and medical breakthroughs, teaching remains largely unmediated by technology, strikingly unscientific, a cottage industry in an increasingly sophisticated world.
This is true even of most private schools.
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