Digital: the next pillar of education
Education is an ever-changing machine which constantly evolves as experts continue learning, research in pedagogy expands and technology advances. What was once known in English as the “Three R’s” — Reading, wRiting and aRithmetic — became the core subjects of mathematics, science and language. A further development has most certainly been added to these pillars of education: digital.
The growing need for computers
Over the past three decades, computer science has become a core necessity for many national curricula around the world. In Britain, as part of the Education Reform Act 1988, the subject was first introduced and made compulsory for all learners from Key Stage 1 to Key Stage 4 — age five to 16. Prior to the 1980s, computers were only placed into classrooms in very isolated instances. With technology improving, becoming more affordable and therefore more accessible, the use of computers, laptops and now tablets has slowly increased over 30 years. By 1998, 99% of secondary schools and 93% of primary schools had computers in classrooms.
Governments are attempting to invest in computer literacy and digital knowledge in several ways. Schools in the UK reportedly spend nearly £900 million each year on educational technology. Many countries are attempting to equip educational facilities with as many computers, laptops and tablets as possible, with varying success. The 2nd Survey of Schools: ICT in Education report by the European Commission states that on average in the European Union, there are seven to eight students for every device. This varies vastly between countries with one between three in Finland, Spain, Slovakia and Sweden and one for 19 in Bulgaria and Greece.
My home country of Italy is just below par with nine students to a device. The UK, especially during the pandemic, has been striving to ensure that as many students as possible have access to a laptop or tablet. In 2020 and 2021, the government boosted funding to the Get Help with Technology programme to provide 1.3 million devices to British pupils during lockdowns. This would ensure children and young people from underprivileged background were not disadvantaged during times of compulsory remote learning.
More technology savvy than ever before
Students are growing up to be the most tech-savvy generation we have ever known. Toddlers have already learnt how to swipe left, right, up and down to find their favourite kids’ show on YouTube. Children teach their grandparents how to successfully master their smartphones. Teenagers are learning to operate and even design software packages.
In my opinion, coding should be seen as a branch of mathematics and taught to students accordingly. They should begin learning about core applications and understand how computers work from a young age to ensure we keep up with the constant updating and advancement — they are more complicated than they have ever been and as development continues, it’s only going to get worse.
Finding specialists to teach computing
IT specialists are not specialists for long if they are not constantly honing their knowledge and skills, which leads to issues around finding ICT teachers — something which has historically always been an issue. IT experts with the necessary passion for the subject, are arguably less likely to decide to go into teaching when there are jobs in large hi-tech corporations. Better jobs, better prospects and better paid!
In fact, recruitment for ICT and computer science teachers has been a point of contention for over a decade. In 2012 a damning report was released by the Royal Society, criticising the situation surrounding computer science and ICT as a subject and the number and standard of computer science teachers, stating that sometimes students even know more than the teachers. This sparked a lot of discussion in the Department for Education and a new, tougher curriculum was put into place in 2014. Perhaps a step in the right direction, and yet in 2017 a follow-up report showed that fewer students chose to study the subject and fewer teachers were available to teach it. In fact, the study revealed that the government had only met 68% of their target.
Since, the DfE has continued to try to find ways of further recruiting and incentivising the decision to go into teaching. I believe that this is imperative for the next generation of workers to develop a well-rounded toolkit for a world where the digital age continues, and the startup revolution is storming ahead.
A vital component for professional inclusion
Computer literacy is simply vital for the workforce. Not just for those wanting to become software engineers, but for everything from admin roles, retail positions, or even restaurant servers — anyone who uses a tablet, digital POS system or computer. A basic understanding of Microsoft Office or similar is no longer really an option — they are a staple part of the lives of our children, and it is vital that they learn to use these technologies with confidence. Without these fundamental skills as a core element of the educational system, populations risk the chance of a diminishment of inclusion — socially, personally, and professionally.
Confidence in technology opens up a world of possibilities. Knowledge is at our fingertips, but we need to teach correct application — and also moderation. It is a great skill to be able to research anything you choose and find answers to anything, at any time — but are we losing the skill to memorise and actually acquire knowledge?
The value of being away from your keyboard
Although I believe that learning how to use technology is vitally important, we also need to teach how and when to use technology — and more accurately, when not to. It is a concern for me that perhaps the internet has removed our ability to think for ourselves and by ourselves. Do children still know what the capital of Italy is? Are they able to do mental arithmetic without using a calculator? Do they know what years the Great War took place? Or have we replaced the need to learn this information with the easy-access, cyber-solutions of Google, Bing and Yahoo?
It is important to understand that devices and applications are designed to be addictive for the users and in most cases applications/programmes make the child using it more passive and less interactive with an impact on their social skills.
There is value in writing an essay or doing mathematic problems with a piece of paper and a pen, of learning chemical symbols and reading directly from sources individually. Children need to learn to spell, understand syntax and construct grammatically correct sentences without the zigzag, double-lined, red, blue and green assistance of autocorrect. There is value in interacting with teachers and other pupils, discussing problems and finding solutions collectively without the help of an application.
Language should not be limited to typed words on a screen and we need to continue interacting away from our digital existence. You simply cannot replace personal interaction and learning interpersonal skills, which are beginning to fall short, with virtual-based communications. The next generation needs to know how to discuss, argue and negotiate with each other; to buy, sell and build relationships face-to-face; to laugh, share and enjoy the company of others. Not sit around the dinner table speaking to each other virtually through devices or distracted by speaking to those who are not present.
Indeed, our devices can certainly be a distraction. I would argue, in fact, that although tablets can be a useful tool in an educational setting, without the proper controls, student may very well become distracted by other applications or search engines available to them.
Addition, not replacement
It is, without a doubt, a great target for all pupils to have access to these technologies and important for computer skills to be taught in school. This, however, does not take away the importance of other lessons or subjects. Sport and PE should not lose attention to encourage health and fitness. Drama needs to stay relevant to build confidence and inspire a passion for the arts. Our children deserve a fully rounded educational experience.
Technology is an important tool and computer science is a vital subject — as an addition and not as a replacement. Not to take space from one of our core subjects but to stand strongly as a fourth pillar of education.
