Looming inequality in learning
Children using a computer
By Matthijs Leendertse
In 2011, I participated in a broad study on the future of learning for the European Commission. Some of the key conclusions were that because on new enabling technologies, learning would become more personalised, more collaborative and more informal. Fast forward to 2021, we see that many of these predictions have become true. Artificial intelligence is increasingly personalising the content flows we see, and education is no stranger to that development (see for instance ed-tech firm Knewton). Collaborative software and online platforms make it easier to work with others, from Microsoft Teams, Coursera and Google Classroom to TikTok and Instagram. Furthermore, we see a seemingly never ending supply of new educational content and services on digital channels.
In formal education, we see that digital content and tools are increasingly blended within a more traditional educational setting. Outside of formal education however, we witness rapid growth in commercial educational services and tools that are often only available at a premium. This leads to two main issues. First, we can raise questions around the quality of these materials. If there is one thing this COVID19 pandemic taught us, is that the role of instruction by teachers is crucial for learning. Something researchers have been pointing out for years and almost every parent has realised while home schooling their children during lockdowns. For many online tools and services there is insufficient evidence about their effect. Second, when educational tools and content are available to children outside of school at a premium, we run the risk to further marginalise children from disadvantaged backgrounds by denying them access to additional learning opportunities.
In order to mitigate this, we should give the public sector (schools, libraries, teachers etc.) a more central role in both formal education and access to content and materials outside of the schools. Teachers can make a selection based on strong quality standards and instruct pupils in the use of additional materials outside of schools. Libraries and schools can collaborate to make these materials available to all children, not just the well off.
Example of Educational Games: Assassin’s Creed Odyssey by Ubisoft.