Educational systems’ inertia in embracing new forms of education

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The problem is…

Despite the example of best practice and the successful experience of some schools, some teachers still appear reluctant in adopting new educational approaches based on the so-called DiDIY paradigm, which could benefit young generations of students.

The proposed solution might apply when

This could be partially due to the teacher’s “fear” for new technologies, of for “not knowing enough” to use them with students.

The solution proposed is…

Work needs to be done locally, at the school level, to make school deans aware of the need for school teachers and educators to expand their knowledge and skills in order to be able to include digital tools and new technologies as effective educational approaches. At the same time, school policy makers (teachers’ unions, national ministries of educations, etc.) need too to be made aware of the need to invest resources into teachers’ training.

The expected outcome is…

By making teachers more self-confident in the use of such tools, they will be more prone to adopt them in a creative way, to fit their pedagogical needs and those of their pupils.

Other information

Teachers need to be empowered in their role of educators with respect to new technologies and digital competences. As a significant share of teachers still appear to be unable to attend updating courses due to lack of time outside school shifts and to the necessity of self-sustaining costs, they are not recognizing the added value of such new educational approach.

Rationale

In those contexts where students, families, and the society as a whole are asking for updated school curricula that can match the need to use new (digital) technologies in an efficient way, i.e. making the younger population able to exploit efficiently new technologies for the job market and for personal use, developing a proactive attitude toward them.

Significant influencing factors

New technologies and new learning environments are already entering schools

Evidence/Examples

Related Patterns

Old assessment schemes for new learning environments

Links to further resources

Authors and Credits

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