{"id":38127,"date":"2014-01-24T12:02:01","date_gmt":"2014-01-24T12:02:01","guid":{"rendered":"http:\/\/mostafa.openonline.co.uk\/?guid=5f90606e387cb90a4101017f0eab9b79"},"modified":"2014-01-24T12:02:01","modified_gmt":"2014-01-24T12:02:01","slug":"speech-matthew-hancock-speech-on-education-technology-at-bett-show","status":"publish","type":"post","link":"https:\/\/mostafa.openonline.co.uk\/?p=38127","title":{"rendered":"Speech: Matthew Hancock speech on education technology at BETT show"},"content":{"rendered":"
\n

Thank you, it\u2019s a pleasure to be here. <\/p>\n

What an extraordinary show – bigger and better than ever. <\/p>\n

And what progress the march of technology makes. <\/p>\n

The last year saw headlines about the world\u2019s first 3D-printed kidney<\/a>, the world\u2019s first artificial heart implant<\/a>, and the world\u2019s first malaria vaccine<\/a>. <\/p>\n

But there\u2019s more.<\/p>\n

Scientists in Australia resurrected a frog species<\/a> that had been extinct for 20 years – that gives birth through its mouth.<\/p>\n

A Japanese inventor designed a light that fits inside your nose<\/a> – and lights up, every time you breathe. <\/p>\n

Researchers in the USA managed to give a mouse false memories<\/a> – making it react to an electric shock it didn\u2019t receive.<\/p>\n

Architects in South Korea unveiled plans for an invisible skyscraper.<\/p>\n

And they say necessity is the mother of invention. <\/p>\n

But it does show – from heart transplants to high rises, of mice and memory, in every field in every industry – technology is transformational. <\/p>\n

I want to talk today about what that means in education. <\/p>\n

About new tools we can use. About what we\u2019re doing in government to support innovation – and most important of all, about how technology can empower teachers, raise standards – and lead to a brighter future. <\/p>\n

And now, in education<\/h2>\n

The other day, I had one of those moments that any parent dreads. <\/p>\n

When you come home, walk in the door, see your children – and there\u2019s no \u2018hello, dad – because my daughter was sitting, engrossed, totally absorbed – in an iPad. <\/p>\n

My heart sank. <\/p>\n

But luckily for me, she was playing on Math Monsters – a maths app. So it could have been worse. <\/p>\n

And it\u2019s a sign of the times: when a 7-year-old thinks of learning maths, they\u2019re as likely to think of an app as the old, traditional image of blackboards and mortarboards. <\/p>\n

Which means that teaching roles will change<\/h2>\n

Technology is changing the world around us. And so it will change teaching. <\/p>\n

There\u2019s a big culture change coming. By seizing the initiative, we can make sure it\u2019s good for teachers and children.<\/p>\n

One side of teaching is essentially pastoral: mentoring pupils, keeping them on good behaviour, instilling values – nurturing a sense of possibility about life. <\/p>\n

But there\u2019s another side to the job. Late nights marking. Early mornings lesson planning – paperwork, and the administration of education. <\/p>\n

Technology can help with the drudge – allowing teachers to focus on inspiration. <\/p>\n

Take marking. <\/p>\n

In subjects like maths, online marking is already advanced. We\u2019re now seeing the same in the arts, too. <\/p>\n

EdX, an online course provider, say they have developed computer essay marking as accurate as human marking.<\/p>\n

It\u2019s not perfect – but it\u2019s no worse than human error. <\/p>\n

While the University of Edinburgh have pioneered a peer-based approach using online feedback – and found that if 6 students mark a paper, it\u2019s just as accurate as a lecturer. <\/p>\n

Use technology properly, and teachers save time. <\/p>\n

Or look at lesson planning. <\/p>\n

Teachers talk about \u2018freshening up\u2019 a course – which usually means time-consuming tweaks to lesson plans, or creating new exercises for the same content. <\/p>\n

But technology can help.<\/p>\n

Take Udacity, another MOOC<\/abbr> provider. Because their courses are running all the time, they can fine tune them, almost in real time. They see exactly where people switch on or off – and which materials should change.<\/p>\n

And that, in turn, drives up attainment. Because rather than just refreshing the same content, working largely on instinct – they can scientifically track pupil understanding, and design more effective courses.<\/p>\n

Use technology properly, and attainment can improve. <\/p>\n

Or look at the progress of each child. <\/p>\n

Even the most experienced teachers can\u2019t know exactly how each child is doing every single second of the day.<\/p>\n

But software can adapt lessons to the exact requirements of each child. <\/p>\n

Many of you will have seen the film Slumdog Millionaire. It was inspired by an experiment in computer-led education. <\/p>\n

In 1999, Professor Sugata Mitra loaded education programs onto a computer and put it in a kiosk in the middle of a Delhi slum. And then watched, as the children taught themselves.<\/p>\n

The concept has been refined since.<\/p>\n

Visit the School of One, in New York. Their pupils use a digital learning program. Each day, it tracks their individual performance, what information they retain, how they engage and work with new content. <\/p>\n

An algorithm then takes that data, and works out how each child could learn more. <\/p>\n

Use technology properly, and children get a bespoke education.<\/p>\n

And it motivates children, too.<\/p>\n

We know more and more about how the brain works.<\/p>\n

If material is structured and presented in the right way, it provides a dopamine hit – a chemical reward for learning new information.<\/p>\n

We all know the feeling: the \u2018a-ha\u2019 moment – when you suddenly just get it. <\/p>\n

Some kids fall behind, though – so as the rest pull away, instead of that hit, they get bored, frustrated, or disruptive. <\/p>\n

Yet we\u2019ve all seen people frantically reloading Twitter to get their next dose. Or seen people miss tube stops because they can\u2019t stop playing Angry Birds. <\/p>\n

Software can replicate that addictive effect in education. <\/p>\n

Some of the students on EdX courses will talk about wanting \u2018the green tick\u2019. <\/p>\n

When you get an answer right, you get a tick: that feels good, and before long, the brain starts to crave that reward. You\u2019re addicted to learning. <\/p>\n

It\u2019s mind-altering and it gives you a rush: the green tick is the best form of legal high.<\/p>\n

So technology can revolutionise marking, lesson planning, individual achievement and motivation. And that\u2019s just a few of the most exciting technologies. <\/p>\n

Use technology properly, and standards rise. <\/p>\n

But teachers still important<\/h2>\n

But that doesn\u2019t mean teachers don\u2019t matter. Quite the opposite. <\/p>\n

We should judge technology not by technical terms, but by its ability to drive up standards. <\/p>\n

We should think about changing the ethos – not just changing the equipment. <\/p>\n

Because in each of these cases, technology makes teachers more valuable. <\/p>\n

By saving time on routine tasks, teachers can concentrate on encouraging and mentoring pupils – the vital, high-end, pastoral role only they can do. <\/p>\n

And it\u2019s what most teachers want to focus on, too. <\/p>\n

No teacher wants less time with children, and more on admin.<\/p>\n

No teacher wants their profession to be an evidence-free cottage industry for the well-intentioned.<\/p>\n

No teacher wants less efficient lesson planning, more time-consuming marking, less individual attention for children.<\/p>\n

Technology can help with all these things. And free up teachers to do what really matters: inspiring children. <\/p>\n

Against the naysayers<\/h2>\n

If, that is, we are prepared to embrace technology. <\/p>\n

Because there are always naysayers. <\/p>\n

There was once a respected Swiss scientist, for example, called Conrad Gessner.<\/p>\n

He wrote a ground-breaking book, just as a new technology swept across Europe. He argued passionately that it would overwhelm society with too much information – and called on governments to regulate it before it was too late.<\/p>\n

That book was written in 1545. And he was talking about the printing press<\/a>.<\/p>\n

Luckily, Gessner didn\u2019t have his way. <\/p>\n

But he wasn\u2019t alone in getting it wrong. Thomas Watson, chairman of IBM, is rumoured to have claimed in 1943: \u201cI think there is a world market for maybe 5 computers.\u201d<\/a><\/p>\n

History is littered with bad predictions about new technologies. <\/p>\n

No matter the innovation, there have always been people who say it won\u2019t or can\u2019t or shouldn\u2019t work – and we don\u2019t want it. <\/p>\n

Imagine, for a moment, if doctors had said the same thing about medicine. If when you went to see the GP, they said they\u2019d just \u2018refreshed\u2019 their diagnosis – rather than referring to latest medical research. <\/p>\n

Education might not have the sort of research-driven technology that helps doctors keep up with the latest medical standards. But that\u2019s a reason to start using technology – not to ignore it. <\/p>\n

And the utopians<\/h2>\n

Yet at the same time, there are always utopians – who say that technology is the answer to everything. <\/p>\n

Over-claiming for technology is equally misguided. <\/p>\n

The 1980s film \u2018Back to the Future\u2019 predicted hoverboards by 2015: no sign of them yet. <\/p>\n

It\u2019s easy to recall short-lived tech: MySpace – Bebo – and does anyone here still use a Minidisc player? <\/p>\n

And past governments made a similar mistake – assuming expensive IT<\/abbr> will improve things. That having a touchscreen whiteboard counts as e-learning. That just showing a video counts as interactive learning. <\/p>\n

New technology brings out sceptics on one side, and utopians on the other. <\/p>\n

The lesson is to fall into neither trap. <\/p>\n

We must neither fear nor fetishise technology. <\/p>\n

We must be clear about its potential to raise standards, without wanting tech for its own sake. <\/p>\n

Education learning from other sectors<\/h2>\n

What\u2019s exciting is that education can learn from others. <\/p>\n

Economists talk about \u2018convergence\u2019 – the idea that poor countries can catch up very quickly with rich ones – because they can leap-frog to the most advanced technology and institutions. <\/p>\n

We could see the same effect in education technology. <\/p>\n

A few years ago, big data was the idea on everyone\u2019s lips. <\/p>\n

For the first time, vast quantities of data could be stored and processed. So in theory, businesses could get an instant, rich analysis of their environment. <\/p>\n

Except at first, companies were just swamped – paralysed by too much information.<\/p>\n

But by now, many have refined their analytical tools, what sort of information is useful – and how to use it in decision making.<\/p>\n

This cycle is a well-studied pattern: first, hype – then, doubt, as a technology hits problems of scale and practicality – and finally, resolving those problems, and becoming useful. <\/p>\n

Just like convergence between economies, in education, we can borrow straight from the mature stage of other sectors. <\/p>\n

Like big data. We can learn from the experience of making data useable, and apply those lessons to analysing pupil performance. <\/p>\n

Or virtual reality – which is now sophisticated enough to use in teaching. I\u2019ve done it myself. I was once taught to weld this way – without wasting my body weight in steel – or burning anyone. <\/p>\n

Or augmented reality. We\u2019re past the hype, through the doubt – and now, institutions like Kendal College have worked out how to use it well – supporting a plumbing course, for example. <\/p>\n

So not only can technology transform education – it\u2019s a good time to try.<\/p>\n

Britain a world leader<\/h2>\n

And what\u2019s more, Britain\u2019s got a head start – because we\u2019re already home to some cutting-edge companies. <\/p>\n

Look at King\u2019s College London and Reading University. They combined virtual reality with hands-on learning to create a new method for learning manual skills. <\/p>\n

This \u2018haptic learning\u2019 means, say, dentists can train without having to practise on real patients – and we should all be very grateful for that. <\/p>\n

Trainee vets can practice on a \u2018haptic cow\u2019 – which presumably, most cows are grateful for, too. <\/p>\n

That sort of product is sellable across the world. <\/p>\n

And they\u2019re not alone. <\/p>\n

Our education exports are worth about \u00a318 billion each year<\/a>. Half of Europe\u2019s biggest and fastest-growing education companies are based in the UK.<\/p>\n

And I\u2019ve just come back from a trip to Saudi Arabia and India. Two very different countries, but both with enormous hunger for education. <\/p>\n

The Saudis are embarking on a radical reform of their education system – and British providers are there, helping it happen \u2013 while India is a huge potential market for British companies – especially MOOC<\/abbr> platforms, like FutureLearn.<\/p>\n

I met British firms like Floream and AAT<\/abbr> – who were launching India\u2019s first-ever skills MOOC<\/abbr>, teaching finance and accountancy.<\/p>\n

Or Vodafone, who linked up with an Indian charity called the Pratham Foundation to take smartphones into classrooms – aiming to reach 50,000 children in 1,000 schools across India. <\/p>\n

Or Pearson. They got together with an NGO<\/abbr> called Village Capital to run an \u2018edupreneurs\u2019 programme – a competition for education start-ups to improve education in low-income areas. One hundred and twenty-six entered. Fourteen were shortlisted. And 2 winners – Sudiksha, a chain focused on early years education, and Experifun, who make hands-on science learning kits – will receive mentoring and investment. <\/p>\n

These companies are supporting innovation across the world.<\/p>\n

And there is no reason we can\u2019t have more like them. <\/p>\n

Which is why we\u2019re supporting it<\/h2>\n

That\u2019s why we\u2019re supporting technology in education. <\/p>\n

Many of you will have heard Michael Gove talking on Wednesday. <\/p>\n

Sometimes people confuse his passion for rigour with a distaste for technology. <\/p>\n

Nothing could be further from the truth, and I hope his session conveyed his enthusiasm for ground-breaking inventions in education. <\/p>\n

You can see that commitment in the work of FELTAG, the FE<\/abbr> learning and technology action group – which produced a wealth of ideas, and is still online for comments before we make our formal response. <\/p>\n

You can see it in the Small Business Research Initiative, where government challenges SMEs<\/abbr> to come up with solutions to policy problems – like helping people with learning disabilities access education. <\/p>\n

You can see it in the capital support for broadband across all colleges, improving bandwidth and resilience, which I announced last November. <\/p>\n

And today, I am delighted to announce a new Education Technology Action Group. <\/p>\n

This group of experts will identify how learning technology can be best used – across schools, universities and colleges. <\/p>\n

I\u2019m hugely proud that we have a distinguished membership – chaired by Professor Stephen Heppell – and that Anant Agarawl, President of EdX, will attend our first meeting in February.<\/p>\n

Conclusion<\/h2>\n

Because I have no doubt that the opportunity is great. <\/p>\n

By next year\u2019s BETT<\/abbr> show, who knows what sort of inventions will have been unveiled. <\/p>\n

If 2013 gave us confused mice, invisible skyscrapers and resurrected frogs, maybe we really will have hoverboards by BETT<\/abbr> 2015. <\/p>\n

None of us can say where sheer human ingenuity will take us next. <\/p>\n

None of us can say what the imagination and vigour of our scientists and entrepreneurs will discover. <\/p>\n

But one thing is clear. <\/p>\n

Education technology has immense potential. <\/p>\n

Used properly – seen as neither a solve-all solution, nor as something to be rejected out of hand – it can raise standards. <\/p>\n

And most important of all, it can help elevate teaching to the status it deserves. A high-end profession, that focuses on what really matters: the honest, human work of inspiring, leading – and educating – our children. <\/p>\n

Thank you. <\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Skills Minister Matthew Hancock says technology is changing everything.<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[],"_links":{"self":[{"href":"https:\/\/mostafa.openonline.co.uk\/index.php?rest_route=\/wp\/v2\/posts\/38127"}],"collection":[{"href":"https:\/\/mostafa.openonline.co.uk\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/mostafa.openonline.co.uk\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/mostafa.openonline.co.uk\/index.php?rest_route=\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/mostafa.openonline.co.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=38127"}],"version-history":[{"count":0,"href":"https:\/\/mostafa.openonline.co.uk\/index.php?rest_route=\/wp\/v2\/posts\/38127\/revisions"}],"wp:attachment":[{"href":"https:\/\/mostafa.openonline.co.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=38127"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/mostafa.openonline.co.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=38127"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/mostafa.openonline.co.uk\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=38127"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}