In the Education Forum’s column for Teach Secondary magazine, Alka Sehgal Cuthbert calls for a return to educational basics, and a more nuanced critique of optimistic dreams concerning our gleaming, edtech-powered future.

In education, those who do the actual hard work of education, as opposed to the host of ancillary work that enables and supports it, are the teachers and pupils. Technology can certainly bring useful things to education, but there’s nothing intrinsically educational about technology itself per se.

As a young person in the aforementioned video points out, the same technology can be used to play games, pursue hobbies and conduct everyday communications, as well as for educational purposes. It follows, then, that for any technology to be of actual use in the classroom, the ‘education’ side of the equation has to be firmly in place first, so that the technology’s use is distinctively educational.

And here’s the rub – few people among the ranks of politicians, policy makers and academics (and sadly, many teachers) possess a strong enough conception of what education is and what it needs to flourish.

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The drive to make schools a force for social mobility risks distorting our collective sense of what education is meant to be for, argues Kevin Rooney in the forum’s column for Teach Secondary magazine…

For years now, educationalists and politicians of all hues have been telling us that the core goal of education is ‘social mobility’ – that is, reducing poverty and inequality, while promoting mobility up the social ladder, especially for poor working class and black pupils.

Schools minister Nick Gibb informs us that, “A welcome consensus has begun to emerge that schools must be engines of social mobility.” London schools, in particular, are held up as a great success story.

I wish I could share that rosy narrative. For me, the social mobility agenda is distorting and degrading education in a number of ways. Many schools have become boring, technocratic institutions where formulaic lessons, teaching to the test and high stakes accountability measures are now the norm. I fear this approach is sucking the life and joy out of teaching and learning…

Read the full article on TeachWire.