This year's kindergarten students will face a different world when they graduate
About 70,000 students will start kindergarten in NSW this week, part of a nationwide cohort of more than 300,000 children.
By 2031 most of them will pop out the other end of the education system into a world with widespread autonomous transport, artificial intelligence embedded in most things, healthcare that will make present approaches look medieval, and radically changed ways of working, doing business and being a citizen.
Teachers Must Disrupt The Classroom In The Automation Age
Machines don't care about making society flourish, but teachers do.
Recently, I attended a discussion on the future of education where the answer was more technology. All we need is to develop an app or online course -- and that will solve the problem. Unfortunately, that completely misses the point. While the way we interact with technology will be critical, the transformation of education is going to be so much harder than a 'machine fix'.
The transformation of schools will depend on how successfully we can build capacity to create, communicate, collaborate -- and think better -- to make human society flourish rather than decline. Machines do not know or care about that at the moment and potentially never can.
And that for me is where teachers, not technology, are the ultimate disruptors. Science Fiction writer Arthur C Clarke said almost 40 years ago that if teachers could be replaced by machines, they should. In Japan and Korea robots have already been used in a number language lessons. But there are certain changes that only teachers can bring to a schooling system badly in need of transformation.
We need a schooling system that moves beyond an obsession with testing static knowledge to making schools places where knowledge can be applied flexibly to intractable problems.
Future Frontiers Analytical Report: Preparing for the best and worst of times
The NSW Department of Education challenged a consortium of University of Sydney academics to consider the important question of what today’s kindergarteners will need to thrive and not just survive in the 21st century. The Department is particularly interested in the predicted changes technologies could bring to Australia’s economy, workplace and community. This report, which integrates insights from scholars in faculties as diverse as engineering and medicine, business potentially relevant issues; rather, it explores some of the challenges and opportunities around these emerging technologies and what this might mean for education, particularly school education.
Professor John Buchanan, Dr Rose Ryan, Professor Michael Anderson, Professor Rafael Calvo, Professor Nick Glozier, Dr Sandra Peter
Forget the 3Rs: modern schools need to embrace the 4Cs
Innovation in how learning generates creativity in their students. Innovation that re-imagines learning as evermore engaging and challenging.
Imagine a school where the students have the agency to know how to learn. Where students have the curiosity and confidence to engage with the world as active citizens in small and big ways.
This is what we call 4C schools, and these schools exist. The 4Cs are creativity, critical reflection, collaboration and communication. In their classrooms and staffrooms, 4C schools are transforming learning and teaching through this quartet. But in these schools it takes will, energy, inquiry, courage and determination.
The 4C evolution is only just beginning in certain schools but it is always characterised by a climate of re-invigoration, excitement, challenge, difficulty, uncertainty and possibility.
Professor Anderson addressed “the elephant in the classroom”: the lack of creativity in many standard practices in the current education system. He argued that focus on meeting narrow assessment criteria – a model developed in the nineteenth century – meant today’s students were not being given the necessary skills to deal with the twenty-first century. His suggestion was that creativity needed to be added to the existing “basics” of education, so that the new core curriculum would feature literacy, numeracy, and creativity.
Professor Anderson offered two reasons for this change in approach. First, rapid technological advances mean that computers and robots can increasingly handle mechanical tasks (from product assembly to data location and matching). Human workers need to have the skills to work WITH the resultant products and data to add value to the modern workflow. Secondly, the huge challenges facing the world today – climate change, poverty, warfare, food scarcity – cannot be solved without new and innovative strategies. (As Albert Einstein said, “problems cannot be solved using the same thinking that created them.”) Educating for creativity is vital to the survival of the planet, not just the human race.
TER #090 - Transforming Schools with Michael Anderson
Michael Anderson talks about the 'Four Cs' of Education and how they can be used to transform schools, and return focus to learning as the centre of curriculum.