Will Mobile Technology Replace Teachers?

What we need to remember is that technology, like everything is constantly developing, growing and changing as time goes by.  Now while at the moment there is still a call for trained teachers around the UK, what we have to remember is most educational institutions are already adapting to the use of more modern technology within their pedagogical processes. 

Harpreet Purewal (2016), who is a student in the university of London, notes that these days’ students can stay at home and enjoy lectures that are put online by lecturers, have Q&A sessions online for support and have full access to a range of resources all through the university website (Guardian, 2016).  It begs the question therefore as to why students need to attend university at all.

Below is an interview conducted by CNN with Steve Perry, an Education Contributor to CNN, who discusses whether teachers will be replaced with computers:

https://www.youtube.com/watch?v=FF5dORclb2M

Steve argues that through the benefits of computer based teaching, such as unlimited resources at the touch of a button, access available almost anywhere, and that the education can be more one on one based, will teachers in the future become an obsolete tool?

Purewal, H (2016). Can technology replace teachers? The Guardian. Available at: https://www.theguardian.com/commentisfree/2016/dec/07/can-technology-replace-teachers-google. (Accessed: 23 December 2016)

Will technology replace teachers in the future?

The concept of technology replacing teachers is an ongoing debate which explores the advantages and disadvantages of technology within the classroom, in addition to interaction with a teacher. The role of the teacher is to facilitate learning and give direction, whereas mobile technology is a quick, effective method of learning. One enhances the other.


Mobile technology encourages students to take control of their own learning, establishing aims and goals of their learning. (Boticki et al,2015) It has been demonstrated that mobile technology helps learners to manage their self-directed learning. (Lu et al,2014) Technology will not replace teachers as the classroom does not only teach the curriculum, it teaches interaction and the activities of daily life.

The Open University founded in 1969, is an example of distant learning referred to as ‘supported open learning.’ This is an example of technology replacing pedagogy effectively. (Open University,1989) Technology has a huge role throughout higher education, and this is increasing and developing vastly. Even for younger students, the role that technology has in the classroom has drastically increased.

Druin, A. (2009) ‘Mobile technology for children : designing for interaction and learning’, Oxford, .

Lu, Shewmaker, J. and Nguyen, J. (2014) ‘Impact of mobile technology on student attitudes, engagement, and learning’, Computers and Education, Vol.107, p. pp.91–99.

Uprichard, H. (1989) ‘The Open University’, Vol.70(5), p. pp.194–5. 

Can Mobile Technology Replace Teachers in the Future

Here is a presentation created on prezi. I have identified the benefits and drawbacks of mobile technology in and outside the classroom. I discussed what mobile technology is, where it is used and what for. I have found academic studies, alongside references from books, peer-reviewed journals and dissertations to back up my evidence

Link:

http://prezi.com/m6iaze0_b5a6/?utm_campaign=share&utm_medium=copy

Can Mobile Technology Replace Teachers in the Future

The development of mobile technology is an inevitable future within education. With its growing participation within pedagogy children are focusing less upon more valuable skills. Although studies are continuously showing the importance of using mobile technology (Domingo and Garganté, 2016) they are also demonstrating the negative impact upon writing abilities. 68% of teachers within one study stated that “digital tools make students more likely to take shortcuts and not put effort into their writing”. (Purcell. et al. 2013)

Although technology may be a growing part of society, teachers are still a vital part of pedagogy to ensure the development of basic skills.

Domingo, M.G. and Garganté, A.B. (2016) ‘Exploring the use of educational technology in primary education: Teachers“ perception of mobile technology learning impacts and applications” use in the classroom’, Computers in Human Behavior, 56(1), pp. 21–28. doi: 10.1016/j.chb.2015.11.023.

Purcell. K, Buchanan. J, and Friedrich. L. (2013) The impact of digital tools on student writing and how writing is taught in schools. Washington: Pew Research Center

Personal Experience with ICT

Within an educational context, I believe that advancements in technology have had huge effects on both the curriculum and the pedagogical methods of how things are taught.

The Donaldson Report discusses the importance of “cross-curriculum responsibilities between literacy, numeracy and digital competence” (Gareth Evans, 2015)“A digital competence framework and an accompanying ‘Routes to Learning Digital Competence” (The Donaldson Report, 2015) The Donaldson Report reiterates the importance of ICT within the education sector.

My experience, within the primary setting technology has progressed from the interactive whiteboard which was the teacher’s domain to every child having access to their own personal use of technology.

The introduction of ICT in the National Curriculum states that within the rapidly changing world, “the increased capability promotes initiative and independent learning.” (DfEE/QCA, 2000) “Key skills can be developed through the use of ICT” pg5 and the limited access which used to be is no longer the norm for this generation.

Beauchamp, G. (2016) Computing and ICT in the primary school : from pedagogy to practice. Edited by Routledge. 2nd edn. London: Routledge.

Crawford, R. (2013) The ICT teacher’s handbook : teaching, learning and managing ICT in the secondary school. Edited by Routledge. 2nd edn. London: Routledge.

Department of Education (no date) All DfE services and information. Available at: https://www.gov.uk/government/organisations/department-for-education.

Donaldson Report (2015) Initial Highlights of the Donaldson Report. Available at: http://www.cscjes.org.uk/getattachment/34a3bdcf-370f-4c92-aa1c-29500bea443c/Initial-Highlights-of-the-Donaldson-Report.pdf.aspx.

Personal Experience with ICT

Richard Beach and David O'Brien (2015) identify the increasing development of social technology within education. The use of apps to communicate with peers is becoming a common occurrence within today’s education curriculum.

Although the article provides a well reasoned argument towards the beneficial factors of these developments, personally education for me provided an experience of getting up and moving around the classroom in order to communicate as opposed to using technology to communicate with peers.

Is the development of social technology having a negative effect on our social development?

Breach, R. O’Brien, D. (2015) Using Apps for Learning across the Curriculum: A Literacy Based Framework and Guide. London: Routledge

Personal Experiences with ICT

Information and communications technology is rapidly expanding and evolving. When needing to contact someone in the past, this could consist of writing letters, sending postcards or simply walking to the person's house, however these actions are deteriorating.

‘Many teachers are now incorporating ICT into their everyday practice, particularly in well-resourced schools with data projectors and interactive whiteboards’ Glover and Miller 2001; Kennewell and Beauchamp (2003). My personal experiences within schools have emphasized how beneficial technology is to modern day teaching. Technology is used on a regular basis including computers, iPads and IWB.

IWB are used for all age groups, from Foundation Phase to HE. ‘In 2003 the Welsh Assembly Government invested in one IWB for every primary school and three for each secondary school in Wales’ Kennewell, Steve, & Beauchamp, Gary. (2010). Most lessons executed on these boards include mathematical, literal and punctuation apps to guide children.

Kennewell, Steve, & Beauchamp, Gary. (2010). The influence of ICT on the interactivity of teaching.

Personal Experience with ICT

Marian Henry believes that ICT in our classrooms is one of the most important tools for teaching. From motivating students to Enhancing learning experiences, technology has become one of the fundamental elements to learning in the modern Age (Leask + Burden, 2015).

When I was younger, I remember that finding information out about a particular topic or item of interest involved taking a trip to the local library to use the computer, or lookup relevant books. There were 3 computers available to use at my school but you were allowed no more than 30 minutes at a time to do research.

These days searching for information is much quicker as often it is available at your fingertips through the use of Smart phones, Tablets and Laptops.  While some may believe the use of technology reduces the development of more basic skills such as handwriting and mental maths, I do think that introducing children to technology now prepares them better for the digital world they are entering.

How do you believe technology has changed the way education is presented to younger generations?

Leask, M and Burden, K (2015). Teaching and Learning with ICT in the Primary School. 2^nd Edition. New York. Routledge