High Tech or High Touch

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High Tech or High Touch

• Marc Vermeulen
• EFODL s-Hertogenbosch
• October 12, 2005

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Thinking about the future..
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Three different perspectives on the consequences
of ICT

• Critical Theory
• Baumols law (Economy)
• OECD Schooling for the Future

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Critical Theory Freire, Fanon, Illich

• Schools as reproductions of social structures
• Emancipation and de-institutionalisation
• Changing social structure individualism,
  networks, multi-tasking and multi-moding
• Consequences for institutional structure

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Williams Baumols law

• On productivity of services
• Labour productivity in education as a neglected
  item in reforms (cf competence based)
• Optimising educational quality or the case of
  Mercedes (and many other car producers)

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OECD scenarios 2001
RE-SCHOOLING
Schools as Core Social Centres
Schools as Focused Learning Organisations
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Radical redesign?

• Yes, but..
• Introduction after introduction of black board,
  radio, TV, video, overhead did not bring radical
  changes although expected

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Competences en use of ICT
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Learning focus
Codified knowledges Cognitive psychology/Vygotsky
/cognitive constructivism etc.
acquisition
Meta cognitive skills
Wenger, Rogoff, situated /collaborative learning
participation
reflection
Reconstruction
Forming a professional identity Modern
apprenticeship
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Functions of education

• Qualification
• competence based
• Socialisation
• new moral standards ICT-ethics and ethics
  through ICT
• Liberty, Equality and.. Fraternity or Solitude
• Peer groups
• Experimenting with behaviour
• Selection
• assessments,
• validity and social impact

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To conclude

• Reconfiguring institutional structures
• Schools lose the exclusive license to educate
• Morality of ICT-impacts
• Social function in a high tech curriculum a
  virtual peer group-meeting-place