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Ponencia plenaria Andreas Schleicher Director de Educación y Competencias de la OCDE. ED2 - Contenido educativo
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Thank you and good morning and these days you have to come to Madrid to see the future
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of education.
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I think we have just seen the future of learning, students who are not just receiving wisdom
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from the past but who are creating their own projects, who are doing things, who are mobilizing
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their kind of own ideas and realize them and do them.
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I think this is just an amazing example.
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And outside this room, I've been fascinated by the projects and ideas that young people
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develop.
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What can I add?
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This is the future of learning.
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This is the future of education.
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And technology can make it happen.
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Education will always be a social, a relational experience.
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That's why I'm never worried that technology will replace teachers.
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But technology will change the work of teachers,
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it will change the nature of learning.
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Maybe, you know, as a teacher,
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the kind of transmission of knowledge, the instruction,
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may become less important.
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Technology will take over some of those functions.
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But what will become even more important
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is teachers who have a real passion for the ideas of their students,
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who help their students understand who they are,
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who help their students understand who they can become
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and who accompany them on their journey as good coaches,
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as good mentors, as good facilitators, as good evaluators,
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as good designers of innovative learning environments
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such as the ones that you can see outside.
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So that's really what I will talk about.
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In this time, we are still coming out of the most disruptive period of education,
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the pandemic
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again Madrid has managed that period
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really really well
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I think many countries have looked to the experience
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of Madrid of keeping
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education moving forward
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even in the most difficult times
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but you know this time
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has also been a time of extraordinary
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technological
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and social innovation
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in education
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schools have woken up
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to the digital world that is
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radically transforming learning
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And the future will always surprise us.
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Climate change is going to disrupt our lives a lot more than the pandemic.
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And artificial intelligence is going to put to a test a lot of the things that we take for granted.
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It's easy to educate second-class robots, people who just repeat what you tell them.
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but what's going to make us human
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in a world in which the kind of things
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that are easy to teach
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and easy to test
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have also become easy to digitize
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to automate
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technology pushes us to think harder
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what makes us human
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and this is not about technological competencies
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this is a lot about
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the social and emotional skills
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and competencies
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that we need to be successful in this world
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and there are lots of other forces
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yet that, you know, disrupt our ways of working in education every day.
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I was interviewed, you know, by a great group of students early on
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and, you know, the challenge today is that we need to educate young people
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for jobs that have not been created,
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to use technologies that have not been invented,
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to solve social problems we cannot yet imagine.
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Those are the challenges ahead of this.
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Now, once again, the kind of things that are easy to teach,
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Memorizing something and repeating it, that's less important.
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This world no longer rewards you just for what you know.
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Google knows everything.
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GPT can answer every question.
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The world rewards you for what you can do with what you know.
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Technology-intensive tasks are on the rise.
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And you put the two things together, that's the picture of the future of work.
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some people say well you know technology will destroy jobs faster than it creates
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some other people say
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the opposite it's not so clear the answer but the direction of travel is
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very clear
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what counts today is the capacity to imagine to live with
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yourself to live with people who are different from you
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to live with our planet those kinds of skills the imagination the creativity
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the problem-solving skills are the ones that actually will create our future.
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You can say education has always been superior to the technological capacities,
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but there's no guarantee that it will continue in the future.
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Before the first industrial revolution,
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neither technology nor education made a big difference for the lives of most people.
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We lived on our farms, self-sufficient,
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But then, you know, suddenly the industrial revolution moved technology way ahead of people
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and created huge amounts of social pain.
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People were not ready for this.
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But then, you know, we created school, making people compliant with the ideas and norms of the industrial age.
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And actually, that created generations of prosperity.
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But nowadays, that's no longer good enough.
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You can see actually the digital revolution once again moves technology ahead of the skills of people
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and we see the same kind of social pain.
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Some people leaving Spanish universities with a degree and faint difficulties to get a good job.
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And at the same time, employers say they cannot find the people with the skills they need.
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That kind of mismatch between what we do in education and what the world is looking for
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It's becoming serious and we need to change this, turn things around and bring people once again ahead of the technologies of our times with technology.
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When you actually look at artificial intelligence versus humans, when it comes to talking with computers, computers are still not so great.
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They have a hard time with something that is very easy for humans, chatting, talking.
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But when it comes to, you know, answering questions, actually, you know, ChatGPT is pretty much as good as humans and a lot faster.
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That's a really important point that actually, you know, if we teach students to remember answers, we will not be very successful.
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That's something computers can do better.
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The bigger challenge today is teaching students to ask the right questions, to, you know, think about the novelty.
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And when it comes to processing vast amount of information,
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technology is way ahead of the skills of people.
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And everything is keeping moving.
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That's, I think, the dramatic things.
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One of the things that we did recently,
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we did, you know, you're familiar with the PISA test
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where we test students, and we have done a similar test
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where we assess the skills of adults.
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When you look at literacy, you can see most adults
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can solve very easy tasks, you know, 90%,
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About 70% can solve tasks, you know, everyday tasks.
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And then, you know, level four, you know, complex information.
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It's only a minority of people who can process this.
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So in 2016, we asked the question,
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what if we didn't give these tests to our workers?
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What if we give those tests to artificial intelligence?
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And the computers were actually able to do pretty much as well as people on that.
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And some tasks, particularly the more complex one, they even did better.
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And then we did that same thing in the year 21.
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That's two years ago, and we could see actually
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how dramatically improved the competencies
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of artificial intelligence have been,
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surpassing basic skills like literacy of humans.
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Once again, that pushes us to think harder.
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What makes us human?
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How we can complement, not substitute,
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the artificial intelligence we created in our computers.
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You know, if you look at these numbers, you can see the digital world is now the real world for most young people.
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15-year-olds in Spain, you know, spend 30 hours per week online.
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That is their real world, the digital world.
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And a lot of that actually happens in school.
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And, you know, the yellow bar in Madrid would be larger than the bar in Spain
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because Madrid actually has gone very, very far in bringing digital experiences into classrooms.
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So once again, keep that in mind, the digital world is the real world.
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We're no longer talking about the real world and the digital world.
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They become completely integrated.
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But are we ready for the digital world?
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That's another question that we ask ourselves in the last PISA assessment.
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And the numbers are quite scary.
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You can see a few countries here on the left, you know, Singapore, Korea, parts of China,
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where you can say, yeah, you know, a good half of the student population at age 15
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can process complex digital information,
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distinguishing fact from opinion,
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contrasting, critiquing information,
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asking good questions.
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But you look to many of the other countries
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and you can see it's a minority.
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Most of the students actually are not ready
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for the digital world.
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We have taught them how to use the technology,
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but we have not been good enough
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to give them the cognitive, social, emotional skills
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to actually use technology.
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Just a minority of 15-year-olds are really, really good at, you know,
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working with complex information,
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particularly distinguishing fact from opinion.
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You know, 20 years ago when I was in school,
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that was not so important.
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You know, when I didn't know the answer to a question,
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I could look it up in an encyclopedia
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and I could trust the answer, I find that to be true.
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the information I would process, read
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was given, was authorized, was curated
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today when you look up things on Google
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you get 10,000 answers to your question
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and nobody will tell you what is right and what is wrong
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what is true and what is not true
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you as teachers have an incredibly important role
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to help people navigate ambiguity
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find out what the right answer is
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contrast different perspectives, different opinions
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That is the literacy of the 21st century and you can see actually we're not really good enough on this.
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So what can the digital world offer us in this?
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And I think there's actually a lot.
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If you look sort of in the classroom, for example, you can see technology can make learning so much more adaptive, so much more personal, so much more kind of interactive.
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While you study mathematics on a computer, the computer can figure out how you learn mathematics and then adapt your learning experiences.
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There are amazing technologies that actually personalize learning experiences.
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They make learning accessible to students with special needs who never had that kind of chance in a standardized classroom setting.
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So that's actually a really, really amazing kind of way.
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But also for teachers, you know, for teachers, we can use technology to diagnose, to detect different learning patterns.
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One of the most amazing experiences I had recently when I visited the region of Shanghai in China, you know, and I wanted to see a primary school where students learn calligraphy.
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That's one of the biggest headaches for teachers in China.
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You know, in Europe, we struggle with 30 characters and they have to learn 4,000.
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It's a big kind of task for teachers to teach students calligraphy.
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And it's not just a technique, it's an art for them.
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That's very, very important for teachers there.
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And, you know, while the students were drawing their characters on their table,
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very carefully, in their tables they had integrated scanners.
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On their table, the student had their mobile phone,
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and the mobile phone was giving the students real-time feedback
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on the quality of their drawings.
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Students didn't have to wait, you know, for a week to get the teacher marking all the homework.
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Actually, they got that feedback immediately.
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But interestingly, you know, the teacher in the classroom could see in real time how different students learn differently.
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Where students have certain misconceptions, where they have, you know, good ideas, creative ideas.
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You know, where similar students struggle or students struggle with similar problems.
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so I can group them together, help them to advance, you know.
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And what you could see there, you know,
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teachers were great, you know, teachers, great instructors,
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but they were also great data scientists.
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They were actually able to read, you know,
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the minds of their students in real time on this.
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So this is what technology can actually really help us to do.
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At the task level, you will be familiar,
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you know, there are many, many kind of software programs now
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that help students, you know, interact with tasks
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and give them that kind of feedback.
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We can also see that at the curriculum level,
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where actually programs are scaffolding learning experiences
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in new and novel ways.
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This is becoming the new reality.
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It's no longer one single textbook for everyone,
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but every student now gets their own version of a textbook.
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A textbook that adapts to not just where they are,
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but also to their learning style.
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that's the time in which we live
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and I think that is the great opportunity
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that teachers in these days have
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technology has become an incredibly powerful tool
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to help students with learning difficulties
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dysgraphia is a great example
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students who have difficulties learning to write
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in the way in which we used to teach it
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the computer can teach them in other ways
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students with autism of different degrees
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sometimes for them that interaction with technology
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can open up new worlds of learning
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that are very very difficult to experience
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in the traditional classroom
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audio or visual impairments
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technology can give you alternative access
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to knowledge and information
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and actually again
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I think there is a risk that technology
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becomes a big social divide
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you know some students have access to this
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some classrooms do really well
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those do well
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others are left behind. That's one of the risks. But there's also the opportunity that
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technology will help us close those kinds of gaps and give students very, very important,
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very right opportunities. And then clearly, you know, technology can help us to make learning
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so much more interesting and engaging. Why would you listen to a teacher explaining you
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the result of a scientific experiment when you can do that experiment yourself in a virtual
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laboratory.
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Technology can help us to bring student agency at the center.
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Students can really do things, try out things.
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And you can actually see outside so many amazing
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examples here.
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This is happening right here in Madrid where students create
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their own projects.
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They use technology-enabled environments to actually
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realize ideas that they could never dream of when I was a
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student.
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And this is, I think, so important.
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The biggest threat to education today is not that
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education is not so effective and expensive and so on.
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No, the biggest threat is that education is losing its relevance to young people.
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The young people no longer see their own future in this.
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And I think technology can really, really be a great help on this.
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And then, you know, I talked already about classroom analytics,
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using data that comes from student learning experience
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to analyze how different students learn differently
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and to embrace that diversity with more differentiated pedagogical practice.
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Again, a huge kind of potential that is happening.
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Of course, you know, that requires a systemic approach to technology.
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We're still quite far away from this in most European countries.
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Best place to visit is Estonia.
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Very far advanced in this to provide that systemic architecture
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that the technology is compatible, integrated,
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and that you can actually use and analyze those kinds of data.
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So you can see classrooms as digital systems.
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Now you use, you know, patterns that you observe.
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You know, sometimes it's what students do.
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Sometimes it's their expressions.
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All of that is now available.
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And then you can create, you know, information that helps teachers actually see, you know,
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whether their students are really interested, whether they get bored,
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whether they advance, whether they fall behind, and so on.
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And teachers can use that for monitoring learning progress,
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for intervention, for sharing information,
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but also for grouping students,
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building teams around common challenges,
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common interests, and so on.
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I'll just show you a couple of examples
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that I found really interesting.
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One of the greatest challenges every teacher is familiar with
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is how fast should I progress in my lesson?
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If I go too fast, I leave some students behind.
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If I go too slowly, many people get bored.
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You all know that.
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That's the common experience.
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So how do you do that?
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Well, actually, data systems can become a very, very good support for that.
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Now, here you can see an example.
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A technology actually looks at where are different students.
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It can tell the teacher exactly, you know, at this point, you know,
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about 60% of your students have mastered this level, 40% not.
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If you continue for another 10 minutes,
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you're going to get maybe 90% of your students on board.
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So as a teacher, you get some really, really good feedback on where your students are
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and how you can pace your kind of classroom environment.
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For experienced teachers, that's not so much a challenge.
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That's what you become very good at when you're a long time for a teacher.
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But for novice teachers, that's a big challenge.
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Technology can really, really help you very well with that.
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Another thing, you know, it's strengthening self-awareness for teachers.
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Technology can help you, you know, with which students did you spend a lot of time where you spent very little time.
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Maybe you did that intentionally. You wanted to help a specific group of students.
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But sometimes it's also unintentional.
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We all have a lot of unconscious biases in the way in which we walk, in which we interact with people.
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And technology can make you more aware of some of those biases.
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Where you spend your time, you know, whether you, you know, distribute the time in the ways you want.
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The most controversial topic everywhere is, you know, should robots enter the classroom?
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Some people say, yeah, that's great.
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You know, that's an amazing opportunity.
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And other people say, no, this is the end of a good education, which is a social experience.
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And, you know, I'm skeptical, too, about this.
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You know, I really believe that learning is a social, a relational experience.
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The heart of learning is really personal.
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And we have seen that during the pandemic, you know, what kept students moving was that interaction with their teacher,
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that phone call, that kind of video link that actually keep people together.
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But, you know, despite that skepticism, we should look at some opportunities, you know.
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Language learning, robot tutors.
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You know, what we know, and you are kind of a champion on language learning here in Madrid.
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You know, that is something that this city is better than most places in the world.
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You have great experiences.
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And one of the things that you know very well and that most researchers have figured out
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is that the only way you do not learn a language is having a teacher in front of you
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talking about grammar and vocabulary.
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Learning is something that we learn through interaction, by talking, by experiencing,
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by basically communicating.
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A lot of data showing that.
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But it's very, very hard to do in a big classroom setting.
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You have 30 students in front of you.
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Well, that's where robot tutors do amazing work.
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This is an example from the Netherlands
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where actually, you know, robot tutors
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allow students to interact with them to learn languages
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and the results are very, very good.
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That can be a great complement to the classroom experience
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where actually we must concede
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this is something that students like,
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where students can express themselves
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and where they become really, really good at.
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Here's an interesting example from Japan.
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You know, one of the things that we found out is that
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sometimes you learn faster
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when you explain something to somebody else
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than having somebody else explaining something to you.
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Now, very difficult to do in a classroom setting
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because you have 30 kids in front of you.
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But once again, you know, robots are quite good at that.
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You know, they can be good listeners, they can respond,
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and students can explain themselves,
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and by explaining themselves,
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they get that deep conceptual understanding.
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Because that's the difference.
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If someone explains something to you,
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you can memorize it and actually keep it in your mind.
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But you will have as quickly forgotten that
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than you have learned it.
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When you explain something to someone else,
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that's when you internalize it.
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That's when you build that conceptual understanding.
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And once again, this example from Japan shows
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technology, even if controversial,
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can actually help us facilitate some of those kinds of processes.
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Telepresence, that's something very popular
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that became very popular in the pandemic
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when students and teachers couldn't interact.
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You know, you can use the cheap version of Zoom links or Teams links.
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Now, that's not such a great thing,
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but you can actually use some real telepresence,
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bringing people into classrooms
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or bringing teachers from other places into other locations.
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So I think this is, again, I think,
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a future that we discovered during the pandemic
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and that something suddenly for us to explore.
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Big data.
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You know, in Spain you still have a big issue
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with students dropping out of school,
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and that's true for many countries.
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But students never drop out of school suddenly.
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Most of that dropout has a long history,
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and we do not often understand the beginnings of that history
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when students lose their interest.
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when students have difficulties at home,
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when students have social problems at school.
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Those things are very, very difficult to detect for teachers early on
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because you teach mathematics or you teach history,
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but you do not see that student experience as a whole.
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Well, again, that's where technology has become incredibly powerful.
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If you can link up those data,
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you can get a much better picture of those experiences from students.
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And those early warning systems have become highly, highly accurate.
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They can predict dropout, sometimes many years ahead,
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and then you can intervene.
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That's when the student needs your help,
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not when they're dropped out.
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That's very late, then you can actually,
00:23:44
it's very hard to correct the course.
00:23:46
But if you catch that, you know, three, four years earlier,
00:23:47
the learning deficits, the social difficulties,
00:23:50
where the student needs, you know, student welfare
00:23:53
or better learning opportunities or special tutoring,
00:23:55
that's where you can address it.
00:23:59
So these early warning systems using artificial intelligence
00:24:00
have become really, really good and very powerful in their ways.
00:24:04
And then, you know, assessment.
00:24:09
That's a field very close to my heart.
00:24:11
I've spent a big part of my life on designing modern assessments for students.
00:24:13
And I would say, actually,
00:24:18
one of the biggest mistakes that we made in the history of education
00:24:20
over the last 300, 400 years
00:24:26
was to divorce learning and assessment.
00:24:28
if you go back to the origins of learning
00:24:31
all learning was about apprenticeship
00:24:35
you always learned with people
00:24:37
and they gave you feedback
00:24:40
learning and assessment was completely integrated
00:24:41
nobody gave you a test
00:24:44
and then we industrialized teaching
00:24:45
we got a lot of people to educate
00:24:48
in a way, in a mechanical way
00:24:50
we made them pile up lots and lots and lots of learning
00:24:52
and then at the end of the learning
00:24:55
many years after we say
00:24:57
come back and tell me everything that you learned
00:24:58
in a very contrived, constrained, artificial setting.
00:25:00
We call that an exam.
00:25:03
But that divorce of learning from assessment
00:25:06
has had many negative side effects.
00:25:08
It has made learning very superficial.
00:25:11
It has focused us on memorization,
00:25:14
what you need to remember for a test.
00:25:17
It has made teaching very kind of shallow often.
00:25:19
Well, with technology we can bring back
00:25:23
the world of learning and the world of assessment.
00:25:27
while you study you get that appraisal and feedback
00:25:29
and I can tell you something
00:25:33
in 2025 the next PISA assessment
00:25:36
will have a component that will do exactly that
00:25:40
we will not give students a test
00:25:43
we give them a true learning experience
00:25:46
where they study
00:25:49
and again one of the things that you are never allowed to do in a test
00:25:50
in a school is to look at your neighbor
00:25:54
or to look up at Google or in a book.
00:25:57
People will say, that's cheating.
00:26:00
Well, in the 25-PISA assessment, you're welcome to do that.
00:26:02
Actually, you're going to get a digital tutor in your assessment
00:26:06
because we do not want to test whether students can retrieve information.
00:26:10
We want to see whether they can use and apply and extrapolate from what they know.
00:26:13
So we will design assessment tasks that give students amazing tools to solve problems,
00:26:18
and we will study how they approach those problems.
00:26:23
What are the learning strategies, the problem-solution strategies?
00:26:26
How do they advance?
00:26:29
Integrating the world of learning and the world of assessment,
00:26:31
that is one of the biggest promises that I see in technology these days.
00:26:33
It will revolutionize the way in which we look at student learning experiences.
00:26:37
So, in conclusion, you know what smart technologies can offer you
00:26:43
that can make learning a lot more effective.
00:26:48
They can also enhance equity.
00:26:51
Here, you know, it's not so sure how this will play out.
00:26:54
There's a great risk that technology will become the great divider.
00:26:59
Some schools, some teachers, some regions, some countries,
00:27:03
you know, being very, very rapid, very quick
00:27:07
to capitalize on those opportunities.
00:27:09
And other, you know, teachers, schools, not so ready,
00:27:12
and then the gap will become wider.
00:27:15
That is one of the risks of technology
00:27:17
or not even having access to the kind of devices.
00:27:19
Those are real risks, but I do believe that the promise of technology really to, by making learning more personal, more interactive, more equitable, it can actually help us close some of the gaps.
00:27:22
But, you know, the future is difficult to predict on this.
00:27:34
We have seen both effects, you know, equity enhancing and dividing effects.
00:27:37
And then, you know, last but not least, simply making learning more efficient, offering you more in less.
00:27:42
But, you know, that's the promise.
00:27:49
I've talked a lot about, you know, what we could be doing,
00:27:50
but I don't want to hide part of the reality.
00:27:53
You know, when we actually looked at learning outcomes
00:27:57
in our last PISA assessment,
00:28:00
we saw that technology intensity
00:28:03
was often related negatively to learning outcomes.
00:28:05
So students who used more technology in the classroom
00:28:11
actually had lower levels of digital literacy,
00:28:14
of problem-solving skills, of many of the skills
00:28:17
that we value.
00:28:19
Now, some people are quick to say,
00:28:22
okay, you see, I told you,
00:28:24
technology does more harm than good.
00:28:25
But it is probably a lot more a question
00:28:27
of how do we make use out of technology.
00:28:30
You know, the best technology actually
00:28:33
is present but not visible.
00:28:37
It doesn't detract and distract the students,
00:28:40
but it sits in the background
00:28:44
and giving them additional insights,
00:28:45
additional information.
00:28:47
It gives teachers more eyes, more ears
00:28:48
to see actually the reality in the classroom.
00:28:50
Remember that example from Shanghai.
00:28:54
The students were still drawing the characters
00:28:57
in very traditional ways
00:28:59
when the technology was everywhere
00:29:00
to help them see where they're advancing,
00:29:02
where they're struggling,
00:29:05
to help the teachers see
00:29:06
where different students learn differently.
00:29:07
So again, I think technology is not about
00:29:09
necessarily students typing on a tablet or a laptop.
00:29:11
It is really about understanding
00:29:15
how different students learn differently.
00:29:17
We should take that picture to heart.
00:29:19
You know, I think it's about the right use,
00:29:21
intelligent use, the smart use of technology
00:29:23
that we need to foster and avoid that technology,
00:29:25
you know, just steals time
00:29:29
or makes learning more scripted,
00:29:31
more superficial, more reactive.
00:29:33
You want to strengthen creativity through technology,
00:29:37
not, you know, get students, you know,
00:29:40
answers through very mechanical kind of question types.
00:29:42
So I think it's very, very important.
00:29:45
So what can we do?
00:29:47
It has a lot to do with what we do in public policy.
00:29:51
We need to govern the design of smart data systems by ethics.
00:29:55
Artificial intelligence is not a magic power.
00:30:01
Artificial intelligence is just an amazing amplifier
00:30:06
and an incredible accelerator.
00:30:09
But it amplifies good teaching practice
00:30:11
and good, you know, ideas
00:30:15
in the same way it amplifies bad teaching practice
00:30:17
and bad ideas.
00:30:20
Artificial intelligence can help you understand
00:30:22
how your different students learn differently
00:30:24
and embrace diversity
00:30:27
with differentiated pedagogical practice.
00:30:29
That's the power.
00:30:31
But it can also amplify stereotypes.
00:30:33
You may judge your students
00:30:35
on the basis of experience of other students
00:30:38
from the past that are just projected in them
00:30:40
rather than seeing the unique potential every learner brings to you.
00:30:42
That's the risk.
00:30:47
So again, that's why artificial intelligence doesn't replace teaching.
00:30:48
It can just amplify, accelerate really, really good teaching practices.
00:30:53
But I think we need to be aware.
00:30:58
That's why the ethical dimension is very, very important.
00:31:00
If you do not understand the nature of an algorithm,
00:31:03
you're going to be very quickly the slave of that algorithm.
00:31:07
That's the bottom line of this.
00:31:10
We need to improve learning with, you know,
00:31:12
moving from a culture of public versus private,
00:31:16
that's the past, you know,
00:31:20
we have public schools and private schools
00:31:21
and, you know, public experiences, public textbooks
00:31:22
and, you know, private laptops and so on.
00:31:25
We need to bring those worlds closer together,
00:31:28
bring the public and the private world
00:31:30
in service of the public good of education.
00:31:33
Technology is a great example here.
00:31:36
Many of the technologies are not designed
00:31:38
designed with an educational purpose
00:31:41
in mind. Why?
00:31:43
Because they are not designed by educators,
00:31:45
by teachers.
00:31:47
That's again one of the things that we can learn from
00:31:48
countries like Denmark, like Estonia,
00:31:51
where actually teachers are the
00:31:53
designers of those technologies. They are
00:31:55
developed by companies, but at the
00:31:56
heart of the design of technologies
00:31:59
are people who are in the classroom,
00:32:00
who know how different students learn.
00:32:03
I think that's a really, really
00:32:05
important factor here, that it is
00:32:07
not about buying nice
00:32:08
in Chinese products, it's about getting teachers into, you know, becoming data scientists,
00:32:11
becoming designers of innovative learning environments and contributing to the development
00:32:16
of new technologies, the R&D function.
00:32:20
In the medical sector, the medical profession spends about 17 times as much money and time
00:32:25
on innovation than what we do in education.
00:32:34
We need to change that.
00:32:37
should not just be transmitting what we know.
00:32:39
They should actually have much more time and resources
00:32:42
to design those kinds of innovative learning environment.
00:32:45
Again, also, the integration of pedagogical approaches.
00:32:49
Technology, again, is a tool.
00:32:53
Technology is not the end.
00:32:55
It's the pedagogy that is the end.
00:32:57
We also need to do a lot better to strengthen compatibility
00:32:59
and interoperability in technology.
00:33:03
Sometimes, as a teacher, you know that,
00:33:05
Well, you have to work with five, six, seven, eight, ten different software solutions every day.
00:33:07
They're not compatible.
00:33:13
They can't share their data.
00:33:14
And that's not good for anyone.
00:33:16
So we need to move towards closer integration that also creates a very monopolistic environment.
00:33:17
One of the things that are so amazing in countries like Korea, Singapore, Estonia,
00:33:24
is that they have a standardized platform throughout the system.
00:33:29
And everybody can innovate.
00:33:32
Everybody can build on this.
00:33:33
even students can build their own learning technologies,
00:33:35
groups of teachers can because there is a kind of standardised architecture
00:33:38
that allows for that kind of innovation.
00:33:42
I think that's really, really important to interoperability, compatibility.
00:33:44
And then again, you know, paying good attention to a learning activity
00:33:49
rather than learning technology.
00:33:52
And I must also say, you know, many of our children
00:33:55
would not voluntarily play with the kind of, you know,
00:33:58
software that they are sometimes given by technology companies
00:34:01
because they're not designed around learning needs.
00:34:05
So a lot of work for all of us to do.
00:34:07
But I just want to conclude by saying that actually the future is here.
00:34:11
The future is not something that we need to wait for another few years.
00:34:18
We have the possibilities in the event of artificial intelligence,
00:34:22
of learning analytics, of the power of big data.
00:34:27
It can really transform the way in which students learn,
00:34:30
teachers teach, and how school systems operate.
00:34:34
And it will certainly transform the role of educators, of teachers.
00:34:37
Once again, traditional knowledge transmission
00:34:44
will probably become less the center of teaching
00:34:47
because that's where technology is very, very good.
00:34:52
But as a teacher, you just simply need to be a very, very, very good coach,
00:34:54
a very good mentor you need to really have a deep understanding who are my students who do
00:34:59
they want to become and how I can help you on their journey thank you very much classes
00:35:04
- Idioma/s:
- Autor/es:
- ISMIE (Instituto Superior de Innovación Educativa)
- Subido por:
- tic.ismie
- Licencia:
- Todos los derechos reservados
- Visualizaciones:
- 23
- Fecha:
- 1 de junio de 2023 - 13:12
- Visibilidad:
- Público
- Centro:
- ISMIE
- Duración:
- 35′ 25″
- Relación de aspecto:
- 1.78:1
- Resolución:
- 1920x1080 píxeles
- Tamaño:
- 833.50 MBytes
