It was during one of the many online lessons currently taking place across the UAE, that the teacher facilitating the class unexpectedly lost connection. With the internet refusing to cooperate, it seemed the lesson had come to a grinding halt. But no sooner had her connection died, than one of the primary school learners messaged the teacher with an idea. “All of the learning materials are saved on OneDrive. If you tell me in what order we should look at the materials, I can help guide the class.”
The young student from the Raffles International School in Dubai demonstrated the kind of leadership most teachers dream of cultivating in their learners. But until now this has been a fairly rare quality in school leavers the world over. In fact, just42 percent雇主认为他们遇到了良好的社会和情感技能的毕业生。
And it’s not the only example of this kind we’re seeing. Seema Vinod is the Coordinator of Education Technology for Innoventures Education – the group of schools to which Raffles belongs. She says children across the group are increasingly taking ownership of their learning journeys.
The question is – why suddenly are we seeing such positive change?
According to Microsoft Innovative Educator Experts across the Middle East and Africa (MEA), it’s giving them the space they need to take responsibility for their learning, understanding more about how they learn, what they’re interested in learning and the support they need to achieve.
Self-led learning inspires confidence
Technology also helps students function at their own pace. This gives children of all abilities the confidence to achieve. Ayokunle uses Microsoft’sImmersive Reader她班上的学生喜欢阅读困难的困难。“它像魔术一样工作。曾经为他们的阅读能力感到羞耻的孩子现在想学会阅读。“
Collaborating towards improved outcomes
At the same time, the shared experience of what the world is going through has enabled teachers to form a deeper connection with their students, parents and fellow educators. In fact, online learning has revealed the extent to which entire communities are able to work together to improve education outcomes.
教师之间的信息共享是演变教学实践的最佳方式之一。但在过去很少有教师从事合作。最近survey, just nine percent of teachers around the world said they provide observation-based feedback to colleagues, and only 21 percent said they engaged in collaborative professional learning.
然而，首次，教育工作者，父母和学生都在一个地方聚集 - 微软团队 - 围绕个体儿童的教育需求举行彼此。威廉希尔体育官网“世界各地的老师都在分享想法。我们正在学习教学远远超出了教科书和教室墙壁。生活经验是一部绝对的学习部分，“Vinod说。
Keeping the momentum going
The world of education is transforming before our very eyes and it’s drawn greater attention than ever before to the need for teachers to receive more comprehensive training around education technology.
游戏化工具喜欢Minecraft, for example, can be a powerful way of promoting collaboration, critical thinking and self-direction. But as Ayokunle points out, if a teacher doesn’t know how to use Minecraft, there’s little chance of their students benefitting from the technology.
On the other hand, educators who have been actively exploring technology during this time of remote learning have not only become far more confident in their use of technology, but also extremely creative in their use of different tools.
“威廉希尔体育官网微软团队——和更广泛的教育和Office 365 ecosystem – has revolutionised how we work and teach; it has taken us to a new level of working as it allows people to come up with innovative and creative ways of solving problems, and is ultimately changing traditional ways of teaching by showing that quality teaching can still take place remotely,” comments Chanille Viviers, Director of Technology and Innovation and Head of the EduTech centre at Steyn City School in South Africa.
The more teachers who are trained to incorporate technology into their classrooms, the greater the pace of innovation in education will be. Gradually, we’ll see gaps in learning get smaller as teachers make use of technology to ensure that even those learners who aren’t physically present don’t miss out on lessons learnt.