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0 and the changing ways we are using computers for learning: what are the
implications for pedagogy and curriculum?
1. Introduction
This paper is written as a basis for discussion and debate. It presents a series of hypotheses about
the development of education and training systems, institutions, pedagogy and curricula as the
basis for exploring how education may develop in the future. Central to these hypotheses is a
cultural understanding of education both as a reflection and part of wider societal organisation
and in individual terms as a reflection of the ways in which we learn and share knowledge.
Hypotheses
The first hypothesis is that education systems and institutions are developed to meet the needs of
society at particular stages of economic and social development. Education systems serve not
only to develop the skills and knowledge in the workforce required by industry but also to
develop social capital. Furthermore the organisational forms that education systems develop and
implement reflect particular organisational forms of capitalist production.
The second hypothesis is that industrial revolutions lead to profound and often paradigmatic
social change. However, such paradigm changes in the social arena tend to lag behind at times of
rapid technical development and change.
The present deep and prolonged industrial revolution, based on the development and
implementation of digital technologies, is leading to massive pressures on education and training
systems, both in terms of the changing demands from society – especially from employers – for
new skills and knowledge but also from the changing ways in which individuals are using Web
2.0 technology to create and share knowledge.
Paradigm Shift
The interaction of these pressures is likely to result in a longer-term paradigm shift in our
education systems – including the organisation and form of educational institutions and curricula
and the pedagogic approaches to learning and knowledge development.
This paper will elaborate on these hypotheses. In the final, and perhaps speculative section of the
paper I will put forward some ideas what a new education system might look like. I believe that if
the hypotheses and scenarios I advance in this paper are accepted, it is important that we begin
now to discuss how we can shape an education system which meets the needs of learners and the
wider needs of society in the future.
Values, cultures and organisation
Of course one of the features of paradigms, particularly in social fields such as education, is that
they seem almost ‘natural’ to participants. We fail to appreciate that there are radically different
alternatives and that systems are socially shaped. Even in education and training systems in
Europe there are quite different base assumptions in values, cultures and organisation. I once
spent some time trying to explain to an incredulous head teacher in Spain that school heads in the
UK were appointed and not elected. He could not accept that an externally appointed head would
have the authority to run a school. And at the same time I found it hard to persuade a UK head
teacher that elected heads could have authority within their institution.
2. The industrial model of schooling
The present ‘industrial’ model of schooling evolved to meet the needs and form of a particular
phase of capitalist industrial development. At least in the UK, prior to the industrial revolution of
the 1840s the schooling model was not the predominant form of education. Education was the
preserve of the privileged few, based on class and wealth. Parents hired tutors for home schooling
for their sons and (less often) daughters. The church provided what schooling there was. Indeed
until as late as the nineteenth century, all university fellows and many schoolmasters were
expected or required to be in holy orders. Schoolmistresses typically taught "the three Rs"
(reading, writing and 'rithmatic) in dame schools, charity schools, or informal village schools
(Wikipedia, 2007). However, the majority of young people had little formal schooling. That is not
to say they did not learn. But, learning was through what we would now call work based or
practice based learning. In a predominantly rural economy this took the form of helping in the
family smallholdings from an early age. Apprenticeship was the main way of learning in the
mainly town based craft trades. Occupational choice was (as it still is often today) based on
parental occupation.
The industrial revolution imposed new requirements in terms of skills and knowledge – in
particular the need to extend general education to much wider layers of society. But, in the UK, it
was not until 1893 that the Elementary Education (School Attendance) Act raised the school
leaving age to 11 and 1902 that the state took over education, through the organisation of Local
Education Authorities and the provision of funding for schools from taxation. It is notable that
there was opposition to these reforms based variously on the idea that this would make the
labouring classes ‘think’ and could lead to revolt and that handing children to a central authority
could lead to indoctrination. These reforms were based on a perceived need for Britain to remain
competitive in the world by being at the forefront of manufacture and improvement.1
Organisation and pedagogy
1
Some of the speeches and documents of the time bear an uncanny resemblance to debates
around the European Union’s Lisbon Declaration
Figure 2: A 19th Century Classroom
Curriculum
The curriculum was closely tied to the needs of industry. In the early years of the 19th century the
major emphasis was on basic skills and literacy. The following table shows the six Standards of
Education contained in the Revised code of Regulations, 1872
Table 1
STANDARD I
Reading One of the narratives next in order after monosyllables in an elementary reading
book used in the school.
Writing Copy in manuscript character a line of print, and write from dictation a few
common words.
Arithmetic Simple addition and subtraction of numbers of not more than four figures, and
the multiplication table to multiplication by six.
STANDARD II
Reading A short paragraph from an elementary reading book.
Writing A sentence from the same book, slowly read once, and then dictated in single
words.
Arithmetic The multiplication table, and any simple rule as far as short division (inclusive).
STANDARD III
Reading A short paragraph from a more advanced reading book.
Writing A sentence slowly dictated once by a few words at a time, from the same book.
Arithmetic Long division and compound rules (money).
STANDARD IV
Reading A few lines of poetry or prose, at the choice of the inspector.
Writing A sentence slowly dictated once, by a few words at a time, from a reading book,
such as is used in the first class of the school.
Arithmetic Compound rules (common weights and measures).
STANDARD V
Reading A short ordinary paragraph in a newspaper, or other modern narrative.
Writing Another short ordinary paragraph in a newspaper, or other modern narrative,
slowly dictated once by a few words at a time.
Arithmetic Practice and bills of parcels.
STANDARD VI
Reading To read with fluency and expression.
Writing A short theme or letter, or an easy paraphrase.
Arithmetic Proportion and fractions (vulgar and decimal).
The system evolved to provide a basic technical education for the majority (through Secondary
Modern Schools) and a more advanced academic education in grammar for a minority
progressing to university. Selection of schooling route was heavily class based.
Mobility was relatively low. Most people worked and lived in the city, town or village in which
they were born. Socialising took place at a local level, based on networks formed at school and at
work.
Reforms and modernisation
Of course, there were continuing change and reforms in the education system throughout the 20th
century. In the UK, perhaps the most notable were the move to end the 11 plus entrance
examination for grammar schools and the establishment of comprehensive schooling and the
move towards mass university education heralded in then Prime Minister James Callaghan’s 1976
‘Ruskin speech’ which argued for society's right to have a say in what was taught in schools -
through establishing a "core curriculum of basic knowledge".2 Such reforms reflected the
changing needs of industry and the economy at the time.
Taylorist organisation
Despite the reforms, the paradigmatic forms of organisation and delivery of education, the
institutional form of schooling, the development of curriculum and approaches to pedagogy were
based on the Taylorist organisation of production stemming form the industrial revolution.
3. The challenge of the Digital revolution
It is this paradigm which is being challenged by the digital revolution. The challenge comes form
many different directions – indeed it could be characterised as a ‘perfect storm’. In this short
paper I will look at two aspects of the pressure: firstly, the demand for lifelong learning, and
secondly, the changing forms of knowledge production, and thirdly the different cultural
approaches to learning amongst young people. Theses pressures reflect the changing forms of
knowledge production within society, facilitated by the implementation of web 2.0 technologies
but also as a response to new demands for knowledge production within society3.
2
Interestingly, this speech is still quoted on Tony Blair’s 10 Downing Street web site
Lifelong Learning
Lifelong learning is hardly a new idea. Arguably, the idea of lifelong learning was originally
rooted in the workers movement. In the UK, the Mechanics Institutes, the Miners Halls and
organisations like the Workers Educational Association (WEA) organised classes and courses for
workers to improve their own education as well as providing access to learning resources and
social activities. Whilst this provision might aim at developing technical and labour market
related skills and knowledge, it was guided by a wider belief in the power of education for
emancipation. The more recent focus on life long learning, in say the last thirty years, has been
guided by a far narrower discourse. Driven by a shorter product life cycle, the increasing speed of
adoption and implementation of new technologies in the workplace and the increasing instability
of employment with the computer driven industrial revolution, it was reasoned that workers
would need continuous learning throughout their work-life to update their occupational skills and
knowledge or to learn new occupational competences. It was contestable as to who would be
responsible for this. Whilst previously continuing vocational training had been the responsibility
of employers, and the state was seen as playing a leading role in the provision of continuing
education and training, it was now often argued that individuals were responsible for maintaining
their own employability, albeit sometimes with the assistance of grants, vouchers and subsidised
courses.
If not continuous, learning is now seen as multi episodic, with individuals spending occasional
periods of formal education and training throughout their working life.
However, despite the rhetoric in most countries there is little evidence of real moves to support
Lifelong Learning. Indeed the discourse of lifelong learning has come to be dominated by the
idea of employability. Far from facilitating and supporting lifelong learning, the concept of
employability seeks to place responsibility for continuing learning and the updating of skills and
competences for the individual on the learner themselves, without requisite levels of support.
More liberal discourses have embraced the idea of social inclusion, yet all too often social
inclusion merely seeks to reintegrate individuals within the systems which have failed them in the
first place. Education systems have failed to extend opportunities for learning outside the
institutions and into wider layers of society at a widespread level.
Figure 4: My Space
Identity production
In a speech to the American Association for the Advancement of Science, Danah Boyd, (2006)
said many teens access MySpace at least once a day or whenever computer access is possible.
“Teens that have a computer at home keep MySpace opened while they are doing homework or
talking on instant messenger. In schools where it is not banned or blocked, teens check MySpace
during passing period, lunch, study hall and before/after school. This is particularly important for
teens who don't have computer access at home.”
Boyd went on to look at the issue of identity production in on line social networking
environments. “The dynamics of identity production play out visibly on MySpace. Profiles are
4
It is a shame that the surveys being undertaken by Pew Research are limited to the USA. Similar work in
other countries and cultures would be extremely useful.
digital bodies, public displays of identity where people can explore impression management.
Because the digital world requires people to write themselves into being, profiles provide an
opportunity to craft the intended expression through language, imagery and media.”
As Boyd point out public spaces on the internet are critical to the coming-of-age narrative
because they provide the framework for building cultural knowledge.
Learning?
Of course, there is an issue as to how much learning takes place through participation and
engagement in social networking sites. However, the failure of the education providers to engage
with this activity risks schools and other educational institutions becoming irrelevant to the
culture of discourse for young people and to the way in which young people interact and
exchange ideas.