When talking about introducing online or computer based learning programmes into schools, the topic is often met with some resistance. The usual structure at the moment is classroom-based, age-related groups following a set and standardised curriculum but with support from individuals such as Bill Gates, schools right across the world are implementing these kinds of software in an attempt to structure learning to suit the individual child.
If they are not run efficiently, such devices can cause distraction. Studies have shown that bans on sites such as YouTube and Facebook produce better results. Over the last 15 years, a vast amount of money has been spent on technology within schools and childcare settings. In 2012, Australia had more computers than pupils! But over this same time period, the statistic of 30% of teenagers in mostly rich countries failing to achieve competence in at least one of the key subjects (Maths, Science and English) barely altered.
If they are not run efficiently, such devices can cause distraction. Studies have shown that bans on sites such as YouTube and Facebook produce better results. Over the last 15 years, a vast amount of money has been spent on technology within schools and childcare settings. In 2012, Australia had more computers than pupils! But over this same time period, the statistic of 30% of teenagers in mostly rich countries failing to achieve competence in at least one of the key subjects (Maths, Science and English) barely altered.
But there is evidence that technology related learning programmes can be successful. In California, there are a large number of schools who are leaving behind the standard learning model. Textbooks and classroom tests are being replaced by online “playlists”. Students use these to retrieve lessons and take tests. The software is programmed to assess the development of the individual child so not only is the child progressing through their work at their own pace and ability, but the workload of teachers is also reduced. This allows for more time to be spent on other necessary tasks. In 2015, a study suggested that children learning via this model achieved higher test results than children from other schools not using the software.
When visiting his daughter’s maths class in 1953, Skinner realised that every child was learning at the same pace and via the same methods. This is what inspired him to create a teaching machine which allowed children to work at their own speed. After an initial take off, the interest in this seemed to disperse but these new technologies are working on the same premise. So it may be worth considering such technology but for it to work successfully, it needs to be welcomed by teachers.