Culture & Education | Thursday 14 April, 2016 4:11 pm |

Digital technology has the potential to improve educational outcomes in the Middle East, if implemented thoughtfully. This is the advice from renowned educational researcher and advisor, Dr Kimberly O’Malley who leads the Washington D.C based Pearson Research and Innovation Network.

 

Dr O’Malley has been in the region to deliver an address at Ta'leem 2016, Saudi Arabia’s 5th annual International Exhibition and Forum for Education. Dr O’Malley led a discussion at the event on how investments in technology can promote post-secondary success.

 

Dr O’Malley believes that technology can help drive learner outcomes, if tools are carefully selected, used in ways that support learning theory, and implementation is accompanied by appropriate training for educators. She said:

 

“Our current generation of post-secondary learners are digital natives. Their understanding and use of digital devices can be beneficial in improving their educational performance. However, digital technology is no ‘magic bullet’ in the classroom. The type of digital tools selected, teacher training for their optimal use, and their role in supporting instruction needs to be carefully managed. Otherwise, technology can simply be used for technology’s sake. Best practice would be to gather evidence to show that the ways we deploy technology havea proven impact on teaching and learning before widespread implementation.”

 

Research from Dr. O’Malley’s team at the Research & Innovation Network suggests that technology can have many benefits to both teachers and learners, including:

 

• increasing access to learning resources 
• enhancing communication and feedback
• restructuring teacher time
• extendingthe purpose and audience for student work; and 
• shifting teacher and student roles

 

The strong focus of GCC governments over recent years to increase the use of digital technology to realise some of the above-mentioned benefits is a trend echoed in many countries around the world. The USA has also invested heavily in bringing digital innovations to the classroom, with the expectation that digital adoption will foster innovation and future economic competitiveness. However, according to Dr O’Malley, the uptake of technology in schools has not always translated into improvements in learner outcomes. She says:

 

“The team at the Research & Innovation Network has undertaken in-depth research over a number of years to examine the role digital technology can play in improving education. Our research has shown that it is not always the case that the effects of digital education trump more traditional classroom instruction. Putting technology into classrooms is not enough to drive meaningful change. To realise the benefits of educational technology, we need to equip teachers with strategies that have proven to be beneficial in driving learning outcomes. Teacher training and professional development are key, as well as buy-in from school leaders and the wider community. We also need to be undertaking continued analysis of what is working and what is not, and use that information to driveongoing improvements to teaching and learning.

 

“Technology has the power to realise many of the gains we want and need in education. As educators, advisors and policy makers, we owe it to students to make sure we exploit the potential technology offers, and implement it in a way that improves the experience and outcomes of the learner, because after all, that is what education is all about”.