E-LEARNING
INTRODUCTION;
Digital
technology is already having an enormous impact on the economy and society.
These impacts are not uniform. For some, a new vista of creative opportunity
has opened. For others, they see the possibilities but have yet to fully realize
the full potential that digital and other new technologies might offer. New
technology is not a force of nature. Its impacts and who gets to share in its
potential benefits are grounded in the choices we make as a society. The
question is what are the right policy choices to enhance life opportunities for
the greatest number as we experience widespread technological change.
There are three main groups for
technological change in different ways:
•
The ‘confident creators’ who are adept at using new technology to develop their
knowledge, creativity and social capital. They are confident in a rapidly
changing technology environment.
• The ‘held back’ not only see the benefits of
new technology but they are using it to learn. They are ambitious and seek the
chance to turn their ideas and hopes into reality and they are trying to work
out how. However, they feel that they need more support, a greater level of
learning and more confidence to make their hopes a reality. With some support
they might just get there but as it stands they feel a sense of frustrated
ambition
.
• Finally, there are the ‘safety firsters’. This group is least engaged with
new technology and the internet. It’s not that they aren’t connected; it’s just
that they see it less a part of their lives than the other two groups. They are
not particularly satisfied with things but they do not see the world as particularly
stacked against them in the way the ‘held back’ do. Without realizing it, they
may be missing out on opportunities to learn, progress and connect and,
consequently, this may pose greater risks as the economy changes – risks they
may not have acknowledged
.POWER TO CREATE The new digital
learning age currently
There is a great deal of support for the role
of technology in our society. However, these groups face different
opportunities and outcomes from the non-neutral, biased by the skills levels of
individuals spread of new technology. Whilst there are considerable benefits
for many, there are also losses and risks for others – whether they see them or
not.
These
risks include changes to the labor market that can make certain roles and work
obsolete whilst downgrading the remuneration and status of others. How these
opportunities and risks are spread, history shows, is significantly determined
by how we respond collectively to technological change and how people are able
to adapt as a consequence. So public policy needs to widen its lens to focus on
the interventions that will predominantly help the ‘held back’ realize their
creative ambitions and help to ensure that ‘safety firsters’ are supported as
technology spreads. These interventions begin early-on in life but must be
continued throughout an individual’s working life. The policy toolkits of
narrowing the digital divide, introducing new technology into education, and
promoting a rapidly growing technology sector have been critical. However, this
report calls for leaders at national and local level to go much further if we
are to ensure that the real benefits of new technology are to be democratically
distributed. This is what we term inclusive social mobility.
There
are three main strategic policy interventions that we propose:
1. A
new approach to learning through and with new technology in schools. We
advocate new ways for teachers to work together in applying knowledge of what
is effective in the use of digital technology in schools and being supported in
that endeavor
2. Greater frequency, quality and range of contact with employers for students.
This will be supported throughout the education system through improving
careers networks developed in schools and beyond.
3. A
new ‘city of learning’ initiative to expand formal skills and learning. This
approach is led by local leaders, employers, informal learning networks and
institutions and increases skills-acquisition
Conclusion
Mobility is not
satisfied simply with greater mobility but nor is it about leveling down. It is
about all enjoying access to power, resources and opportunity. These
recommendations constitute a relentless ambition to ensure a more inclusive
form of social mobility – towards a goal of enhancing the Power to
Create. That is a major challenge in an economy that is technologically
biased towards particular skills.
BY MDODO REBECCA,J
BAPRM-42614
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