Technologytransforming tomorrow Miles Berry Chair, Naace
The fundamental model of schooleducation is still a teacher talking to agroup of pupils. It has barely changedover the centuries, even since Platoestablished the earliest “akademia” in ashady olive grove in ancient Athens.A Victorian schoolteacher could enter a21st century classroom and feelcompletely at home. Whiteboards mayhave eliminated chalk dust, chairs mayhave migrated from rows to groups, buta teacher still stands in front of theclass, talking, testing and questioning.But that model won’t be the same intwenty years’ time. It may well beextinct in ten.
The pipe is more important than thecontent within the pipe. Our abilityto learn what we need for tomorrowis more important than what weknow today. A real challenge for anylearning theory is to actuate knownknowledge at the point ofapplication. Whenknowledge, however, is needed, butnot known, the ability to plug intosources to meet the requirementsbecomes a vital skill. As knowledgecontinues to grow andevolve, access to what is needed ismore important than what thelearner currently possesses. Siemens, 2005
Where the focus is on developing problem-solving skills in a wide range of contexts,rather than simply practising calculationskills, using a calculator allows pupils tothink clearly about the strategies they areusing to solve the problem without gettingbogged down in the mechanics of the actualcalculation itself. In other words, space forthinking about problem solving is created. Italso enables pupils to work with morecomplex but realistic numbers than theywould meet using pen-and-paper methods.The pupils need to understand what ishappening within the calculation in order tointerpret the answer the calculatorprovides; for instance the meaning of adecimal answer in questions about wholenumbers of people.
What are the implications ofubiquitous fully automatic highquality machine translation forMFL curricula and pedagogies?