Mal Lee and Roger Broadie
While Roger and I have made mention in our writings on the digital evolution of schooling of the shift to an increasingly 24/7/365 mode of schooling until now we’ve not paused and specifically addressed its form, nor vitally the many and profound implications for schools, education authorities, teacher educators, governments and indeed society in general.
The attached article does both.
Unwittingly most associated with schooling work on the assumption it is a constant, that organisationally it will continue as it has for the last 50 to 60 years and for some reason will not be impacted by the digital revolution.
In 2015 one still sees globally few politicians, academics or school leaders commenting on the many and profound implications that flow the evolution occurring in schooling.
All see it in industry and discuss the profound implications, but not at yet in schooling.
The national teaching standards, such as those used across Australia in teacher appraisal, recruitment and increasingly in the payment of teachers, are for example based on a paper based mode of schooling that is constant in form, which is assumed will be in place for years and which is highly risk adverse, insular and strongly hierarchical.
Many of the attributes promoted are antithetical to those valued and deemed as essential in a 24/7/365 mode of schooling.
That said the standards are but one of the myriad of current school related practises that will be markedly impacted by the emergence of the 24/7/365 mode of schooling attached.