In this article, we will explore the transformative possibilities that lie ahead for education. From the integration of cutting-edge technologies to the evolution of pedagogical approaches, we will delve into the key trends shaping the future of learning. We will examine the benefits and challenges associated with these advancements and explore how educators, policymakers, and stakeholders can collaborate to create a future-oriented education system that empowers students and prepares them to navigate a rapidly evolving world.
While we generally see students and teachers as the main actors within the dynamic landscape of education, it's quite thrilling to find that technology has now too assumed an active role. Spurred on by the recent pandemic, it has been catapulted to the forefront of education, shaping new trends and justifying the freedoms of digital platforms and resources. Technology has become somewhat of a living, moving, constantly evolving entity – a hungry organism that has latched onto and is slowly subsuming traditional teaching practices.
As we explore the advances in technology and the way in which it has sparked new forms of learning, we are compelled to confront the impact it will have on a larger scale. Will technology devour the education system as we know it, swallow up the current school structures, consuming them entirely? Or will it fuse with them, merging to bring about a transformative change? These questions arise as the increasing integration of technology encourages us to view classrooms less like traditional spaces of education, and more like fluid zones of knowledge and enlightenment, effortlessly shifting between the physical and the intangible.
We are all very familiar with how Covid-19 disrupted education, likely having been through it ourselves. So, it shouldn’t come as too much of a shock that we were just two of 1.6 billion students affected by it. While the figure is staggering, it is also a mirror reflecting how deeply our generation was exposed to the concepts of blended and online learning, with a survey by the Babson Survey Research Group in 2020, revealing that 85% of higher education institutions in the U.S. offered those options to students. (Though, it is important to be mindful of inequalities and we must not overlook the bitter reality that one student may not have the same level of access as another). Still, what we can see now are the numerous lasting effects on our perspectives of education.
Blended learning introduced us to the flipped approach, where students studied class content such as pre-recorded lectures outside of said classrooms and then, participated in discussion inside of them. That essentially gave us the liberty to study at our own pace and in the place and time of our choosing, whether it be at 4 PM sprawled on the plush cushions of our sofa or 7 PM snuggled around the duvets of our bed. Technology injected elements of convenience and flexibility into our learning routines. Its companionship with physical teaching also pushed students to think critically and actively engage with the materials in order to have talking points for collaborative activities.
This ability to reclaim ownership of our education and shatter the manacles of rigidity imposed on us by traditional schools has led to full-time online learning emerging as a popular trend as well. Five years ago, the idea of attending an online school would have probably been met with confusion and skepticism. However, today, they are arguably more accepted within society as competent alternatives for students who prefer to strike a balance between their studies and other commitments. Online schools like Crimson Global Academy are a testament to the changing nature of education, with a strong emphasis on student-centered learning and personalized experiences.
In line with this, personalized learning also seems to be commonly talked about in education as a forward-moving, modern concept. But, to be honest, it is oftentimes reduced to a mere buzzword thrown around without much thought put into understanding its ideals. Andrew Calkins, co-director of the Next Generation Learning Challenges, points out that personalized learning is not just a set of goals to check off a list, but rather a methodology in itself. It's about schools making a sincere effort to recognize not only their students’ individual abilities, but also what excites and motivates them.
At the moment, you may have noticed that attempts to tailor content usually amount to a simple difference in lessons based on skill. Though, the way in which progressive thinkers in the field urge us to envision the future is by embracing this type of learning and calling for higher standards that allow for greater student agency in guiding their studies.
Technology aids this endeavor. Commonly used digital tools like Microsoft Teams and Schoology contain features for communicating directly with teachers, receiving personal feedback and tracking individual achievement. And I’m sure many of you have come across, and perhaps used, adaptive learning platforms like Duolingo and Khan Academy that customize content, at home.
Teachers’ can leverage AI-powered platforms like Carnegie Learning to help them improve class performance and plan sessions. The software also provides detailed information on a student’s progress through its digital learning coach, MATHiaU, enabling teachers to give targeted support that may not have been as feasible or effective without it. This will likely be quite consequential moving forward, since schools will seek to – as I’m sure you’ve heard it before – ‘unlock student potential to the fullest’.
When we think of recent advances in technology, ChatGPT undoubtedly comes to mind. Its emergence has triggered an absolute mania, with people using it for just about everything, from fixing sentence grammar to explaining advanced mathematical concepts. In essence, ChatGPT has revolutionized our access to information, the way we interact with it and the relationship we form. The same questions and discussions we may have had with teachers, we can now have with it, and at our convenience. Further, where we would have had to sift through multiple websites after a Google search (kicking and thrashing in a torrent of information), ChatGPT now offers us instant and focused responses.
Perhaps that's why it won't be so hard to believe that while 74% of teachers view technology favorably, as per a study published in the Journal of Research on Technology in Education, those more conservative are bound to resist its integration due to fears of being replaced. Nevermind these so called ‘technophobes’, ChatGPT’s capabilities are enough to make even Google a little wary. And with many schools outright banning it, yet students using it nonetheless, it’s quite clear that the integration of technology in education is not going to be as seamless as we’d like. It is likely to consist of a struggle between different actors vying for control.
ChatGPT aside, there have been many more strides forward. In smaller steps, learning management systems like Google Classroom have been adopted by many teachers, which a 2020 survey by McKinsey suggests have the potential to save 20-40% of their time. This gives educators the opportunity to re-invest saved time or simply put, relieve some of their work stress. (The overburdened and underpaid nature of their role is another pertinent issue, but one we won’t be tackling today).
In larger steps, augmented and virtual reality technologies have begun to penetrate education too. One of its main attractions is the level of immersion it brings – the uncanny feeling of seeing through time and space. One example of its extraordinary potential is the 42 VR labs established in Nagaland, one of the most remote regions in India, allowing students access to a wide range of STEM learning modules and, perhaps more entertaining, the opportunity to embark on virtual tours of world famous landmarks. Such examples of technology integrating and enhancing the quantity and quality of education available seems almost unbelievable at times.
When talking about accessibility, it feels necessary to bring up another face to technology, one that doesn’t enhance the learning experience, but actually enables it in the first place. This is because it feels almost prudent for us to keep in view the many students with cognitive, visual or hearing disabilities, as that is where assistive technologies come into play. Such technologies help these individuals engage with classrooms and participate in learning activities. Advancements in them, going from adaptive keyboards and talking calculators to voice-recognition software and optical character recognition technology, have re-assured us that education will likely be more inclusive in the future.
What Makes Crimson Different
Education has always operated on a one-size-fits-all approach, and quite frankly, we can’t all be Cinderella. Even the systems that do break away from this are generally tilted in favor of granting opportunities and resources to high-achieving students. With technology acting as a catalyst for online, hybrid style and personalized learning, coupled with the latest waves of innovation, the lens through which we view students has elevated. They are now active participants taking ownership of their studies and so we can rest easy knowing that the future of education is one that is more engaging, empowering and student-centered. And while the integration of technology is bound to be chaotic and disruptive, we should continue to channel its benefits into helping us create fertile learning environments.
Khushi Nagpal is a second-year History student at the London School of Economics. When she isn’t off gallivanting in fictional worlds, Khushi spends her time writing and self-studying data analytics, which she hopes to pursue after college.
Katika makala hii, tutachunguza uwezekano wa mabadiliko ambayo yako mbele kwa ajili ya elimu. Kutoka kuunganishwa kwa teknolojia za hali ya juu hadi mageuzi ya mbinu za ufundishaji, tutajifunza mwenendo muhimu unaounda siku zijazo za kujifunza. "Tutachunguza faida na changamoto zinazohusiana na maendeleo haya na kuchunguza jinsi waalimu, watunga sera na wadau wanaweza kushirikiana kuunda mfumo wa elimu wa siku zijazo ambao unawapa wanafunzi nguvu na kuwaandaa kusafiri katika ulimwengu unaobadilika haraka. """ Wakati sisi kwa ujumla kuona wanafunzi na walimu kama watendaji kuu ndani ya mazingira ya nguvu ya elimu, ni kabisa kusisimua kupata kwamba teknolojia sasa pia amechukua jukumu la kazi. Kwa kuchochewa na janga la hivi karibuni, imepelekwa mbele ya elimu, kuunda mwenendo mpya na kuhalalisha uhuru wa majukwaa na rasilimali za dijiti. Teknolojia imekuwa kiasi fulani ya kuishi, kusonga, daima kuendeleza chombo <unk> kiumbe njaa ambayo imeshikamana na ni polepole subsuming mazoea ya ufundishaji wa jadi. Tunapochunguza maendeleo ya teknolojia na jinsi ilivyoanzisha aina mpya za kujifunza, tunalazimika kukabiliana na athari itakayokuwa nayo kwa kiwango kikubwa. Je, teknolojia itachukua mfumo wa elimu kama tunavyojua, kuimeza miundo ya shule ya sasa, kuitumia kabisa? Au itaungana nao, ikiunganishwa ili kuleta badiliko la mabadiliko? Maswali haya yanatokea wakati ushirikiano unaoongezeka wa teknolojia unatutia moyo kuona madarasa chini kama nafasi za jadi za elimu, na zaidi kama maeneo ya maji ya maarifa na ufunuo, kwa urahisi kuhamia kati ya kimwili na isiyoonekana. """Sisi sote tunajua jinsi Covid-19 ilivyovuruga elimu, labda kwa kuwa tumepitia hilo wenyewe." Kwa hiyo, haipaswi kushangaza sana kwamba sisi tulikuwa wawili tu kati ya wanafunzi bilioni 1.6 waliohusika. "Hiyo ni takwimu ya kushangaza, lakini pia ni kioo kinachoonyesha jinsi kizazi chetu kilivyofunuliwa kwa dhana za ""kujifunza mchanganyiko"" na ""kujifunza mtandaoni"" na utafiti uliofanywa na Babson Survey Research Group mnamo 2020, ulifunua kwamba 85% ya taasisi za elimu ya juu nchini Marekani zilitoa chaguzi hizo kwa wanafunzi." """Hata hivyo, ni muhimu kuwa makini na ukosefu wa usawa na hatupaswi kupuuza ukweli mkali kwamba mwanafunzi mmoja anaweza kuwa na kiwango sawa cha upatikanaji kama mwingine." Hata hivyo, tunachoweza kuona sasa ni athari nyingi za kudumu juu ya mtazamo wetu wa elimu. "Kufundisha kwa mchanganyiko ulitujulisha kwa mbinu ya ""kugeuka,"" ambapo wanafunzi walijifunza yaliyomo darasani kama vile hotuba zilizorekodiwa kabla ya madarasa hayo na kisha kushiriki katika majadiliano ndani yao." "Hiyo ilitupa uhuru wa kujifunza kwa mwendo wetu na mahali na wakati wa kuchagua, iwe ni saa 4 jioni tumelala kwenye mto wa sofa yetu au saa 7 jioni tumelala kwenye vitambaa vya kitanda chetu.""" Teknolojia ilitia mambo ya urahisi na kubadilika-badilika katika utaratibu wetu wa kujifunza. Kuunganisha na mafunzo ya kimwili pia iliwafanya wanafunzi kufikiri kwa ukali na kushiriki kikamilifu na vifaa ili kuwa na vitu vya kuzungumza kwa shughuli za ushirikiano. Uwezo huu wa kurudisha umiliki wa elimu yetu na kuvunja minyororo ya ukali uliotufanywa na shule za jadi imesababisha kujifunza kwa wakati wote mtandaoni kuibuka kama mwenendo maarufu pia. Miaka mitano iliyopita, wazo la kuhudhuria shule ya mtandaoni lingekutana na kuchanganyikiwa na kutilia shaka. Hata hivyo, leo, wao ni arguably zaidi kukubaliwa ndani ya jamii kama mbadala wenye uwezo kwa wanafunzi ambao wanapendelea kupata usawa kati ya masomo yao na ahadi nyingine. Shule za mtandaoni kama Crimson Global Academy ni ushahidi wa asili inayobadilika ya elimu, na msisitizo mkubwa juu ya kujifunza kwa mwanafunzi na uzoefu wa kibinafsi. Kwa mujibu wa hili, kujifunza binafsi pia inaonekana kuwa kawaida alizungumza juu ya katika elimu kama mbele-kuhamia, dhana ya kisasa. Lakini, kwa uaminifu, mara nyingi hupunguzwa kuwa neno la kawaida linalotumiwa bila kufikiri sana juu ya kuelewa kanuni zake. Andrew Calkins, mkurugenzi mwenza wa Next Generation Learning Challenges, anasema kwamba kujifunza kwa kibinafsi sio tu seti ya malengo ya kuangalia orodha, lakini badala yake ni mbinu yenyewe. Shule zinapaswa kufanya juhudi za dhati kutambua si tu uwezo wa mwanafunzi, lakini pia kile kinachowasisimua na kuwachochea. Kwa sasa, unaweza kuwa umegundua kwamba majaribio ya kurekebisha maudhui kwa kawaida hufikia tofauti rahisi katika masomo kulingana na ustadi. Hata hivyo, njia ambayo wanaharakati wa maendeleo katika uwanja huu wanatuomba tuone wakati ujao ni kwa kukumbatia aina hii ya kujifunza na kutaka viwango vya juu zaidi ambavyo huruhusu shirika kubwa la wanafunzi katika kuongoza masomo yao. Teknolojia husaidia katika jitihada hiyo. Vifaa vya dijiti vinavyotumiwa kwa kawaida kama Microsoft Teams na Schoology vina vipengele vya kuwasiliana moja kwa moja na walimu, kupokea maoni ya kibinafsi na kufuatilia mafanikio ya mtu binafsi. Na nina hakika wengi wenu mmepata, na labda umetumia, majukwaa ya kujifunza ya kukabiliana kama Duolingo na Khan Academy ambayo huamua maudhui, nyumbani. Walimu wanaweza kutumia majukwaa ya AI kama Carnegie Kujifunza kuwasaidia kuboresha utendaji wa darasa na kupanga vikao. Programu hiyo pia hutoa habari za kina juu ya maendeleo ya mwanafunzi kupitia kocha wake wa kujifunza wa dijiti, MATHIAU, na kuwawezesha walimu kutoa msaada wa lengo ambao hauwezi kuwa na ufanisi au ufanisi bila hiyo. Hii pengine itakuwa na matokeo sana kusonga mbele, tangu shule itatafuta - kama mimi nina uhakika umesikia kabla ya - "kufungua uwezo wa mwanafunzi kwa ukamilifu". Wakati tunapofikiria maendeleo ya hivi karibuni katika teknolojia, bila shaka ChatGPT inakuja akilini. Kuibuka kwake kumesababisha mania kamili, na watu wakitumia kwa karibu kila kitu, kutoka kurekebisha sarufi ya sentensi hadi kuelezea dhana za juu za hisabati. ChatGPT imebadilisha njia yetu ya kupata habari, njia yetu ya kuingiliana nayo na uhusiano tunaounda. Maswali na mazungumzo tuliyoyauliza walimu sasa tunayo wakati wowote tunavyohitaji. Kwa kuongezea, ambapo tungelazimika kuchunguza tovuti nyingi baada ya utafutaji wa Google (kupiga na kupiga katika torrent ya habari), ChatGPT sasa inatuwezesha kutoa majibu ya haraka na ya lengo. "Hata hivyo, ni muhimu kutambua kwamba wakati 74% ya walimu wana maoni mazuri juu ya teknolojia, kulingana na utafiti uliochapishwa katika Jarida la Utafiti wa Teknolojia katika Elimu, wale walio na msimamo mkali zaidi wanakabiliwa na ""kuzuia"" kuingizwa kwa sababu ya hofu ya kubadilishwa." Usijali hawa wanaoitwa 'technophobes', uwezo wa ChatGPT ni wa kutosha kufanya hata Google kuwa na wasiwasi kidogo. Na na shule nyingi moja kwa moja marufuku, bado wanafunzi kutumia hata hivyo, ni wazi kabisa kwamba ushirikiano wa teknolojia katika elimu si kwenda kuwa kama seamless kama tungependa. Yaelekea itakuwa mapambano kati ya watendaji tofauti wanaopigania udhibiti. Kwa upande mwingine, ChatGPT ina maendeleo mengi zaidi. "Mifumo ya usimamizi wa kujifunza kama Google Classroom imechukuliwa na walimu wengi, ambayo uchunguzi wa 2020 na McKinsey unaonyesha kuwa ina uwezo wa kuokoa ""masharti ya wakati"" yao." Hii huwapa walimu fursa ya kuwekeza tena wakati uliookolewa au kwa ufupi, kupunguza baadhi ya mkazo wao wa kazi. (Uzito na chini ya kulipwa asili ya jukumu lao ni suala jingine muhimu, lakini moja sisi si kuwa kushughulikia leo). Kwa hatua kubwa, teknolojia za hali halisi na halisi zimeanza kupenya elimu pia. Mojawapo ya vivutio vyake vikuu ni kiwango cha kuzamishwa ambacho huleta - hisia isiyo ya kawaida ya kuona kupitia wakati na nafasi. Mfano mmoja wa uwezo wake wa ajabu ni maabara 42 za VR zilizoanzishwa huko Nagaland, moja ya mikoa ya mbali zaidi nchini India, kuruhusu wanafunzi kupata moduli mbalimbali za kujifunza STEM na, labda zaidi ya burudani, fursa ya kuanza ziara za virtual za alama maarufu za ulimwengu. Mifano kama hiyo ya teknolojia ya kuunganisha na kuboresha wingi na ubora wa elimu inapatikana inaonekana karibu incredible wakati mwingine. Wakati wa kuzungumza juu ya upatikanaji, inahisi muhimu kuleta uso mwingine kwa teknolojia, moja ambayo haina kuboresha uzoefu wa kujifunza, lakini kwa kweli inawezesha katika nafasi ya kwanza. "Hii ni kwa sababu inahisi karibu busara kwetu kuweka katika mtazamo wa wanafunzi wengi wenye ulemavu wa utambuzi, kuona au kusikia, kwani hapo ndipo teknolojia za kusaidia zinapoingia.""" Teknolojia hizo husaidia watu hao kushiriki katika madarasa na kushiriki katika shughuli za kujifunza. Maendeleo katika elimu, kuanzia keyboards adaptive na kuzungumza calculators kwa sauti-kutambua programu na optical tabia utambuzi teknolojia, wamekuwa reassured kwamba elimu itakuwa uwezekano zaidi ya kujumuisha katika siku zijazo. Nini hufanya Crimson Tofauti Elimu daima kuendeshwa juu ya moja-ukubwa-fit-wote mbinu, na wazi kabisa, hatuwezi wote kuwa Cinderella. Hata mifumo ambayo huondoka kutoka kwa hii kwa ujumla huelekezwa kwa kuipa fursa na rasilimali kwa wanafunzi wenye mafanikio ya juu. Teknolojia ya kuendesha kama kichocheo kwa ajili ya online, mtindo mchanganyiko na kujifunza binafsi, pamoja na mawimbi ya hivi karibuni ya ubunifu, lensi ambayo sisi kuona wanafunzi imeinuka. Sasa wao ni washiriki wenye bidii, wakichukua umiliki wa masomo yao, na kwa hivyo tunaweza kupumzika kwa urahisi tukijua kuwa siku zijazo za elimu ni moja ambayo ni ya kuvutia zaidi, kuwezesha na kuelekeza kwa mwanafunzi. Na wakati ushirikiano wa teknolojia ni lazima kuwa chaotic na disruptive, tunapaswa kuendelea channel faida zake katika kutusaidia kujenga mazingira ya kujifunza mazao. Khushi Nagpal ni mwanafunzi wa mwaka wa pili wa Historia katika Shule ya Uchumi ya London. Wakati yeye si nje gallivanting katika ulimwengu wa uwongo, Khushi hutumia muda wake kuandika na kujifunza data uchambuzi, ambayo yeye matumaini ya kufuatilia baada ya chuo kikuu.