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lirik lagu rana rakesh prithm prakash bali - education has been (finally) disrupted!

it’s difficult to change the way we teach and learn
but, just last week, i realised how emerging technologies are fundamentally disrupting education

not all of my coworkers agree with me. and i must admit that if you are a teacher or are interested in education, you may believe that it hasn’t changed much in the last few decades
of course, we are all using digital technologies to a greater extent. however, many people believe that the “essence” of teaching (the transfer of knowledge, information, and sk!lls) has not changed significantly
this is a blunder. things have already changed
training in the digital era is less about students gaining sk!lls. instead, the future classroom focuses on providing an environment that prepares students to live and work in a world dominated by artificial intelligence, connected computers, and automation. and such an event can only be considered “good” if it piques interest, unleashes imagination, and necessitates collaboration
accepting and welcoming this transition is, without a doubt, a little scary. however, it also makes me feel energised and energised
so, here are three things to remember from last week’s events
the new ethos
my wife first discovered an op~ed article in the local newspaper about the need for educational reform
many schools in the area aren’t paying enough attention to innovative and emerging technology, according to the report. at the very least, modern and innovative innovations are not being properly incorporated into the curriculum
what is the most important point? students are also being prepared for the old age in schools
this is not only detrimental to the students. it is harmful to everyone. we need a deeper understanding of emerging technology and how they can be used. this is the only way to guarantee that young people are prepared for the future
new innovations have, of course, been incorporated into school curricula
despite this, the standard approach has been conservative, concentrating on explanation rather than technology
instead, schools should place a greater emphasis on providing a forum for learning about, playing with, and then co~creating with technology. small~group “hands~on” partic~p~tion is the perfect way to inspire the younger generation and show them that creativity is necessary and enjoyable
the fact that a “traditional” local newspaper is covering the school curriculum’s technological overhaul told me that the way we think about education has shifted. the pressure to adopt this new mindset is unstoppable
added new content
the second case was a debate among my coworkers about teaching materials and assignments that appeared on file~sharing websites like course hero
some of their coworkers were irritated that their course materials and assignments had been uploaded without their permission. they said that students are not allowed to post any materials unless they have the teacher’s and school’s express permission
several teachers recommended that students be warned that file sharing is a violation of school laws, and that uploading such materials would result in disciplinary action
the question is whether or not this is the best strategy for the modern era
of course, i am aware of the copyright concerns associated with sharing such materials
compare this “content sharing” movement to the music industry and the damage caused by napster in 1999. educators can attempt to postpone the adoption of “open source” teaching materials, but reform will inevitably occur
it could be better to accept the concept of “content sharing.”
there is already a shift toward a more accessible approach to “knowledge.”
students can select from a variety of online tools to learn about and understand specific topics. to mention a few open learning platforms, consider coursera, edx, and itunesu. when such information is accessible from numerous online outlets, focusing on “safe” knowledge~based content makes little sense
traditional materials are no longer a crucial differentiator as teaching is based on emerging technology and fostering curiosity and imagination. the ability to “teach” students how to learn and work in a digital age, rather than the ability to transfer information, adds genuine value
orthodox “teaching materials” play a lesser role in education in this regard. classwork and “exams” will be in the form of “apprentice style group tasks,” with more competitive elements in the classroom
students can obtain much of the relevant knowledge from websites, journals, online video, or podcasts rather than conventional resources gathered by teachers
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