“Right now, a Masai warrior on a mobile phone in the middle of Kenya has better mobile communications than the president did 25 years ago. If he’s on a smart phone using Google, he has access to more information than the U.S. president did just 15 years ago.” — Peter Diamandis
… technology sometimes distracts from this valuable human engagement. Another interpretation is that we have not yet become good enough at the kind of pedagogies that make the most of technology; that adding 21st-century technologies to 20th-century teaching practices will just dilute the effectiveness of teaching. If students use smartphones to copy and paste prefabricated answers to questions, it is unlikely to help them to become smarter. If we want students to become smarter than a smartphone, we need to think harder about the pedagogies we are using to teach them. Technology can amplify great teaching but great technology cannot replace poor teaching.
The teacher is no longer just a transmitter of knowledge, but neither is she or he a mere facilitator. The role is that of an “activator,” using John Hattie’s evocative term: someone who injects ambition, provokes thought, asks great questions, challenges mediocrity, and brings passion and insight to the task at hand.