Smart classrooms can’t just replace traditional learning

Influenced by proponents and providers of Smart Classroom technologies, the Telangana State has launched the Smart Schools Project in the current academic year in government schools. In the process, the key roles played by understanding and judgment of the pupils in knowledge acquisition process should not be relegated to background

In recent times, adaption of information and communication technology (ICT) to teaching practices has seen a significant growth in advent of Smart Classrooms. There is a widespread belief that ICT in education impacts learning outcomes positively and significantly, too. However, this is a half-truth if we care to study the core process of learning.

Multi-sensory application certainly enhances memory and comprehension levels of students. But learning is not only accumulation of knowledge, but also comprises proper understanding, application and acquisition of appropriate attitudes and values in that process – more importantly during the formative years of child learning – if the activity is effectively dealt by the teacher.

It has become more of a fashion statement to have computers or multimedia in schools, the result being that in spite of its potential to make learning liberating; its implementation is often not more than cosmetic. It is also often touted as a panacea for shortage of teachers. Influenced by proponents and providers of Smart Classroom technologies, the Telangana State has launched the Smart Schools Project in the current academic year in government schools.

In the process, the key roles played by understanding and judgment of the pupils in knowledge acquisition process should not be relegated to background. It is true that to be an expert in a field one must need experience of using the information and knowledge, so that one can understand where to focus attention and where new information will help in making decisions and judgments.

Mark Anderson a well-known educational technology expert, says: “Easy access to information can help, but it is no substitute for experience, understanding and expertise. Students are motivated by technology so they must learn better when they use it. It is certainly true that most young people do enjoy using technology in schools to support their learning.

However, the assumption that any increased motivation and engagement will automatically lead to better learning is false.” Sugata Mitra, a professor of educational technology, New Castle University, UK, advocates self-directed learning. He established SOLEs (self organised learning environments) in rural Indian villages and some other parts of the world, where children group round computer terminals to find answers to big questions.

He says that children are capable of learning a lot by themselves in this way much more, perhaps, than in a traditional transmission-based classroom. Mitra believes that these, ‘schools in the cloud’ help children learn and develop on their own, even as they are deprived of good teachers. Critics of Mitra say that children first need to learn how to learn – autonomy could only be achieved after a period of heteronomy.

Children may lack cognitive skills necessary to render unaided peer-supported enquiry. In order to learn new things, we need foundations to base them on. Only then one can start asking students questions. But for a balanced, comprehensive, systematic education we need to select good content, pose the right questions, and prioritise structure and organise the process. Google won’t do this.

If we just leave pupils to follow their and their peers’ interests, they are unlikely to get far. We need to show them at least some of the possible paths and open the doors, so they can look beyond their immediate concerns. We learn much more from people who are more experienced and better educated than from similarly ignorant peers.

OECD study bares realities “Students, Computers and Learning: Making The Connection,” a report by the Organization for Economic Cooperation and Development (OECD) released in2015 said, “The impact of ICT on student performance is mixed, at best. Test results from 31 countries show no appreciable improvements in student achievement in reading, Mathematics or Science in the countries that had invested heavily in ICT for education.”

The OECD report supports some of the worries that have been put forward by teachers and experts that the technology could be a distraction if not used and implemented properly. It is worth noting that the countries such as Japan, Korea and Germany have seen important strides in education outcomes without a massive injection of classroom technology investment that they could probably afford.

Role of edu tech markets

The commercial element of the educational technology resources-producing markets is also worth noting. These markets are creating hype that the Smart Classrooms are an alternative to teachers. According to www.markets and markets.com, which estimated the ed tech market and released a Smart Classroom Market Forecast to 2020, the global education technology market is expected to grow from $43.27 billion in 2015 to $93.76 billion in 2020.

The major vendors offering ed tech products and services to the end-users are Apple, Blackboard, Discovery Communication, Dell, Dynavox, MayorJohnson, HP, Jenzabar, IBM and Toshiba. In India, Educomp, Everonn and NIIT are leading the market.

Evidence suggests that in order to be effective, technology must be underpinned by sound pedagogy; it should be adopted for a specific reason, rather than simply following a trend; it should be used to supplement other teaching, rather than replace more traditional approaches; and should be used alongside high quality training for teachers.

Taken together, these arguments imply that careful thought is needed when considering how to use technology to best effect. Technology isn’t a panacea for everything. (The author is an assistant professor at Kakatiya Government College, Hanamkonda)