Technology & Innovation - Issue 11

“ Do we control the technology, or does it control us? ” Yes, it’s a trite question that could serve as the tagline to any number of hokey sci-fi films over the decades, but one that schools need to be sincerely asking themselves, nowmore than ever. In place of server rooms and complex, on-site data retrieval networks there are now highly sophisticated, easy to use cloud solutions that streamline schools’ various administrative tasks in all manner of ways – but whichmake the issue of cybersecurity one that schools can’t afford to ignore (see page 46). Another development schools are having to grapple with is the growing influence of artificial intelligence over howwe operate our devices and interact with online services. There are sound reasons for scepticismwith regards to the much talked-up ‘AI revolution’ – if you want an eye-opening read, try researching the financial arrangements that underpin the (for now) non-profit market leader, OpenAI – but as of right now, the technology’s presence in schools has become a fact of life. That’s not necessarily a bad thing, per se .With teacher workloads still consistently falling on the wrong side of ‘punishing’, there are some very real advantages to having amultifunctional, text-based clever clogs at your disposal during a busy school day (see page 60). However, matters quickly become muchmore thorny when eager students present their teachers withAI-assisted ‘work’ that’s meant to demonstrate their aptitude for creativity and invention (see page 50). Of course, AI’s hardly the first technological innovation to come along with the potential to completely rewire how students behave and think. Video games have been weaving their seductive spell on the nation’s youth – and adults – since at least the 1980s, though we perhaps shouldn’t be so quick to dismiss the degree to whichmodern games might have a thing or two teach kids about world-building and crafting stories (see page 32). And lest we forget, the current Y7 to Y11 cohort have never known a world without a handful of social media companies operating at a global scale. Given how immersed in social media services they’ve been, it’s hardly surprising that they’ve got some thoughts on how they could be reimagined and improved for everyone (see page 52). So, are we calling shots, or merely dancing to Big Tech’s tune?We might not be able to give you a definitive answer to that in this edition of Technology and Development , but we can hopefully at least spotlight a few areas worth thinking about, and some helpful insights intomodern education practice. Best wishes CallumFauser, editor callum.fauser@theteachco.com ON BOARD THIS ISSUE Welcome… Ben Garside is a senior learning manager at the Raspberry Pi Foundation Visit teachwire. net/edtech for more information and great ideas teachwire.net 3 Nicky Cox MBE is editor-in-chief of First News David Voisin is a head of MFL Hannah Day is a head of art, media and film RobWraith is head of learning technology and digital learning at NCG Rebecca Westcott is a deputy headteacher and author C O N T E N T S