The article begins by summarising Steve Jobs' and Apple's approach to design, and the importance of simplicity - or 'simplexity' (making complex things simple). However, despite the apparent ease of use of products such as the iPad by children (and even orangutans), Fullen points out the "the education revolution is not a given" and that "even the most sophisticated technology still needs to e guided by strong pedagogy". Fullen highlights a Canadian study which showed that while children could be technologically adept at using a tool, but "pedagogically clueless with respect to getting the best out of it".
Fullen also draws attention to the seductive power of a technology - such as Apple's iBooks - because of its appealing looks. He points out that the technology (presumably in the context of its application in learning) "never is great unless guided by a wise pedagogue", and that consequently "we need to figure out the new role of teachers in this new learning equation". Fullen also makes the observation that "the scariest part about the new technologies is that they give people the false sense that they are learning something just by using an elegant machine".
Fullen believes that if we can effectively marry great technology with great pedagogy then "we may produce creative learners in vast numbers". He believes that we are in teh early stages of Christensen and Raynor's "disruptive innovation" paradigm - i.e. at the beginning of a new improvement cycle.
Interestingly, he points out that Steve Jobs was dismissive of the idea that technology could transform education. He was more concerned with the practicalities of the iPad solving the need for kids to carry around heavy bags full of textbooks.
Fullen highlights the six common factors of rapidly successful innovations (as stated by Adrian Slywotsky) as:
Fullen also draws attention to the seductive power of a technology - such as Apple's iBooks - because of its appealing looks. He points out that the technology (presumably in the context of its application in learning) "never is great unless guided by a wise pedagogue", and that consequently "we need to figure out the new role of teachers in this new learning equation". Fullen also makes the observation that "the scariest part about the new technologies is that they give people the false sense that they are learning something just by using an elegant machine".
Fullen believes that if we can effectively marry great technology with great pedagogy then "we may produce creative learners in vast numbers". He believes that we are in teh early stages of Christensen and Raynor's "disruptive innovation" paradigm - i.e. at the beginning of a new improvement cycle.
Interestingly, he points out that Steve Jobs was dismissive of the idea that technology could transform education. He was more concerned with the practicalities of the iPad solving the need for kids to carry around heavy bags full of textbooks.
Fullen highlights the six common factors of rapidly successful innovations (as stated by Adrian Slywotsky) as:
1. magnetic
2. hassle free
and focus on:
4. trigger
5. trajectory
6. variation
He identifies the biggest obstacles to change as inertia, skepticism and indifference, and that "great demand creators eliminate or reduce the hassles that make most products and services inconvenient, costly, unpleasant and frustrating".
- always try to figure out what people want (before they do)
- make it easy for them to experience it hassle free and as something irresistibly engaging
This article seems to be a little too 'familiar' and conclusive - e.g. 'These days the big need in education is to make it more engaging' - says who? Supported by what evidence?
Fullen cites Hattie's argument that technology is much less important than teachers, and that it is teachers who are the main change agents. The main difference in a world of all-pervasive technology it to place increased emphassis on learning as opposed to teaching. In this 'flipped' pedagogy, "students are knowledge workers, learning to learn and think better" and "teachers see assessment as feedback about their impact and engage in dialogue with students about their aspirations and progress" (Fullen, 2013, p.67-68)
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