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Preparing the next generation for the algorithmic age

Posted on November 28, 2018 by James Hopkins

James Hopkins summarises Mike Walsh’s uLearn18 keynote address and interviews Mike.

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What does the future mean to the education industry? Futurists tend to get a bad wrap because they often make technological predictions. Mike Walsh argues that successfully predicting the future is more about paying attention to people, not the technology in their lives.

While in Japan, Walsh shared his thinking around Masayoshi Son’s ability to raise hundreds of millions of dollars by starting his thinking 15-20 yrs into the future, and simply working backwards to see what support and infrastructure would be needed to make that future a reality. He then goes to find those companies to invest in and if they don’t exist, he creates them! You see, what Masayoshi does differently is that he looks at the people needed to create a distant dream, not the technology. And so, Walsh surmises, we needn’t be looking at the current crop of Millennials to make predictions about education in the next 12-15 years, as by then, they will be “as old and as miserable as the rest of us!” The people we should be looking, Walsh describes as the most terrifying generation we’ve ever encountered, are eight year olds!

Why are eight year olds so different?

The way our current crop of primary aged students interact with technology is vastly different to the generation previous to them. Walsh points out that this digitally native group of users develops an almost intrinsic understanding of the algorithmic framework that drives interactions from an impossibly young age. It’s this genuine difference in the way they interact with technology that Walsh believes will lead to a very different way of thinking around the way we connect with and explore knowledge.

It’s not the screen that’s interesting, it’s the experiences and the way technology has interacted with it. YouTube has changed the way an entire generation watches TV. Every experience children have now has been customised and hyper-individualised by the data collected by social media. Children now are at the beginning of a true algorithmic society, a social credit score based society. Terrified yet? The currency and fabric of daily life is fast becoming driven by data, artificial intelligence, algorithms and machine learning. Computers themselves are constantly adapting, writing their own code and programming, no longer reliant on the dinosaurs of the MS-DOS prompt generation.

“The minute you joined Facebook, your kids left!” 

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Adaptive Learning

The reason adaptive and machine learning has so much potential is because it allows us to truly take the world’s knowledge, understand an individual’s needs and to personalise and tailor it to algorithmic, logical perfection. Students of tomorrow have the opportunity to be taken along their own learning journey, at their own pace and scale, for vastly reduced sums of money. As Walsh points out, this is not to say human teachers are not important, just that we are entering an age whereby content and opportunity can be delivered in a scaled way, that has previously been inconceivable. And we’re going to need it! Walsh continues on to share that the skills, knowledge and understandings required to function successfully in an algorithmic age are not being taught in today’s schools. As we stand at a precipice, faced with the landscape of tomorrow’s society, how can teaching knowledge and skills of yesterday, prepare leaders and learners of tomorrow? We need to start by articulating what those skills might be…

Automation of Industry

When farm jobs started to decline during automation, the westernised education system began to evolve. Many smart and forward thinking people realised the need to invest in new forms of education in order to prepare people for the future. Technology doesn’t destroy jobs, it simply changes them. It’s not always a straightforward process and often the realisation takes a little time. Sometimes enabling technology, even though it can be hugely disruptive, can actually increase the number of people employed in an industry. Take ATMs for example. Some bank tellers lost their jobs, however because paying the number of people who worked as tellers reduced, it meant that more branches could be opened- thus increasing the number of people working for the banks!

It’s becoming a case of looking at the type of people that will thrive in an environment that focuses on both the world of people as well as having a strong understanding of how to leverage data and apply it. Computational thinking is not about teaching children to code, it’s about how to leverage technology to break a problem down and find a strategy to automate its solution. Thinking about the future, this gives students the ability to both understand the essence of a problem as well as a knowledge of the tools and processes to combat it.

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Key skills for the next generation

As we see the rise of this hybrid approach, the understanding of the problem and the data to solve it using computer science and technology, we need to teach the next generation to be more comfortable with ambiguity. We are in danger of preparing students for a world that has become obsolete by the time they leave education. The CEO of Netflix looks for employees that can exercise “good judgement in ambiguous situations.” This is harder than it sounds. As we leave a structured education system that has exams and allocated time, hierarchy and structure, and they walk into a world that has huge unknown, how can we make sure they cope. How do we teach students to process unpredictability and handle ambiguity?

Another element we need to help learners become aware of is the power of machine thinking and artificial intelligence. Here Walsh sites Deep Blue (an AI) beating world Chess Master Gary Kasparov. Reflecting on this event, it became clear that the computer was not trying to beat the world’s greatest human chess player by a substantial margin, it was simply trying to do the very minimum to win by just one point. What this means is that we need to understand how a computer ‘sees’ the world and problem solving. A computer will conserve resources, not try to focus on the end goal and winning big. A computer will work out the simplest way to win and this way is often not an approach that a human will see, let alone take.

The final element we need to take into account is to teach students to centre themselves, find the right moral compass and make good ethical judgements. Here Walsh suggests that perhaps studying computing is not the best way forward, but the studying of philosophy in order to help build decision making capacity using a strong moral compass. This is not about following the laws of a land, it’s about following the laws of trust, set by humans. As the debates around privacy and our data continue to rage, we are entering a time where understanding the tech is important, but understanding underlying motivations and human behaviour is even more valuable.

“The algorithmic age is an opportunity to embrace new and exciting ways of thinking…”

Q&A with Mike

Are our experiences within the digital economy going to get wider and bigger?

It’s impossible to not participate in the future. It may become impossible to get a bank loan or go about daily efforts as you’ll have no transparency and digital value. With kids, we have about 9-10yrs where people shelter them from tech. If we don’t teach them how to function appropriately and effectively, then how can we expect them to function?

How can we avoid programmer bias being transferred to AI?

This is important. We need to interrogate the code that is produced. How was the data collected? Are they discriminatory? There’s a need to have well educated teachers and others so they can be part of the discussion.

Small data: The rights, the voice and the individual. How do we as teachers ensure that the rights of our children are at the forefront?

People assume it’s a binary thing. They think it’s either about human interest or corporation driven outcomes. I see it as a combination. As we scale up good education into remote communities or for larger class sizes, it should be a partnership. Everyone is at a different rate of learning and we can leverage small or big data to find what someone knows and unlock their potential.

Teachers in the future: They need to be informed, discerning, questioning and listening. So what might it actually look like?

Teachers need to be as good as the tech they use. I don’t believe classrooms will disappear. The power of humans together is incredible. People working from home is beginning to end because their best ideas come from the old school analogue way of being face to face. In 10-20 yrs we won’t have virtual classes. If anything the tech will be less visible. It’s the data that sits behind it that will really shape the system.

Are humans learning to think less for themselves therefore teaching ourselves to becoming less intelligent?

In many ways we don’t have the same memories because we have google! We live in times when we don’t even need to remember phone numbers. Tech has become an extension of our memory and perception. Does it makes us stupid? I think it’s changed us. It should allow us to extend ourselves.

As someone who travels world as a global nomad – where do you think the patterns around where people live lie? Will travel decrease because of tech?

It feels like we’re going backwards. How did we lose Concord? Even with tech, our ability to see more digitally makes us want to see it more physically. I hope it will make people want to see more. Autonomous cars, flying cars and drones, all will change how we interact and how we design where we learn. We need to remember not to forget what it means to keep in touch and be human.

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Image Credits

Mike Walsh Keynote Photo by Becky Hare via Twitter

VR Photo by Giu Vicente on Unsplash

Chess Photo by JESHOOTS.COM on Unsplash

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technology-focus

Technology – so much more than just making

Posted on August 17, 2016 by Wendy Webb

In the past, many thought that teaching technology was about cooking, sewing, metalwork, or other traditional “tech” subjects, all with a focus on making and doing.

The current technology curriculum is much broader and deeper than this. It provides an elegant framework for creating learning opportunities at every curriculum level — learning that challenges students to observe and critique the impacts that human making has had on the natural and social worlds, and that engages them directly in researching and developing possible solutions.

As a technology teacher, I loved seeing my students developing and using increasingly sophisticated skills in my specialist areas. But, what excited me more was seeing them develop skills and understandings that would serve them well if they moved between specialist areas or even outside of technology. For example, how to pin down what a client wants and develop a brief; how to model ideas and possible solutions; the importance of stakeholders; the meaning of fitness for purpose; the contextual nature of technological development; the ways technological developments have both positive and negative impacts; and much more.

Technology is about broad understandings – Why? How? What?

Like technologists, a technologically literate student makes for a purpose. While doing this, they critically review all aspects of their project in the light of their own prior experience and the work of other technologists, asking, for example:

  • How was this made?
  • What modelling was carried out and why?
  • What risks did this modelling mitigate?
  • Why were particular materials used?
  • What was the intended purpose of this product or system?
  • Did it meet the needs of the people impacted by the design?
  • What are its continuing social and environmental impacts?

We owe it to our students to provide learning opportunities that encompass all three strands of the curriculum: nature of technology (knowing why); technological practice (knowing how); and technological knowledge (knowing what). Only some will go on to become food technologists, programmers, or whatever, but all will be users of (and impacted by) products and systems that have been developed by technological practice.

When young innovators Henry and Jack developed cafeX, they needed to know how to make coffee, how to make a robot, and how to programme and build an app. If they didn’t have the required knowledge, they had to find it in someone else. Hopefully, they also asked themselves the kinds of critical questions that we expect our students to ask, for example:

  • In what ways is getting a coffee from a robot the same as/different from getting a coffee from a human?
  • Do people who buy their coffees from a cart or cafe like and value the experience, the social interaction?
  • Who benefits if robots take over from baristas?
  • Will people buy their coffees from robots if they are cheaper?
  • How will using robots for such tasks as dispensing coffee change the nature of society?

Technology is about values

Technology is not values-neutral: every technological development raises questions that are fundamentally values questions. The New Zealand Curriculum describes values as “…deeply held beliefs about what is important or desirable. They are expressed in the ways that people think and act.” We need to encourage our students to think about what values are celebrated by a particular innovation, and how the innovation may influence people’s values in the future. For any innovation there are winners and losers. We want our future technologists to know that with making, comes responsibility.

Technology is about the made world

We are privileged to live in Aotearoa New Zealand. Technology has played a huge part in enabling our geographically isolated country to develop and participate in the world. We are surrounded by products and systems of the made world, and it is the made world that technology education is about. It is much more than sewing, cooking, woodwork, electronics, or programming. As technology teachers, we need to get this message out there.

A peek at what is happening in technology in New Zealand schools

These are just a few of the great examples from Technology Online of student technologists around Aotearoa. What’s happening in your school, and what do these examples inspire you to try next?

technology online

volunteer website

Developing a website for a volunteer organisation

Holly Hanson, Year 13 student from Columba College created a website for the No. 42 Air Training Corps (ATC) squadron, where her brother was a member and her parents were involved as volunteer organisers.


technology online

water play

Top scholar : Water play activity

Briar Patel from Aquinas College in Tauranga communicated extensively with the Kaka Street Special School students to produce a water play activity that was exciting to use, encouraged social interaction, as well as being educational and safe.


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Year 1–2 technologists design for a purpose

Year 2 students at Green Bay Primary School explored hats as a technological outcome by finding out about their purpose and the materials that were used to make them.


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The students at Wellington Girls College designed lights and then arranged for them to be produced at the Fab Lab.
Lighting with a digital and design focus


technology online

kiwi break

Captivating contexts: Kiwi break

The  outcomes that students at Nayland College produced for “Kiwi break” included a bush shirt for a boyfriend; a beekeeper’s suit; an outfit for a mother to wear to a summer wedding; and a shirt for a father to wear when working on cars at a stock-car meeting.


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Food technology can successfully encompass food science and the culinary arts. Ritu Sehji at  Diocesan School for Girls discusses her approach to food technology and the resulting student’s products.

Authentic modern food contexts in senior programmes

Introducing innovation in foods


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A blog, an iPhone, a school visit and its impact

Posted on March 18, 2012 by DK

Catriona Pene is head of curriculum for St Francis Xavier Catholic School, passionate about ICT and teacher of year 3.

We invited Catriona to put together the above video about her Room 10 blog as a great example of how to use this platform as a way of engaging stakeholders, parents, those who couldn't experience the specific events first hand, plus its impact.

CORE Education loves to champion simple and effective examples of using new media technologies in and out of the classroom.

What do you think? Have you used blogging in other ways in your teaching? What else can be achieved using these platforms and an iPhone (and other non-Apple-related but smartphone goodies)?

Catriona PeneCatriona Pene is head of curriculum for St Francis Xavier Catholic School, passionate about ICT and teacher of Year 3. Her class blog states: "We love ICT and sharing our work with our families and the world on our class blog."

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To share or not to share, that is the question

Posted on April 21, 2011 by Karen Spencer

The word of the morning was ‘unrivalrous’ (to quote David Wiley). And working with colleagues to present a panel discussion at the IFTE (International Federation of English) conference was easily one of the most rewarding – and least ‘rivalrous’ experiences I’ve had as a presenter.

A central theme of this conference was exploring the idea of ‘new technologies, new practices’.

Using ICTs in English: to share or not to share

With Claire Amos (Director of e-Learning, Epsom Girls Grammar) and Hamish Chalmers (HoD English, Albany Senior High), I was invited to participate in a panel discussion exploring the use of ICTs in English; a wide brief that we refined to address three areas of concern to English teachers: digital citizenship/cybersafety; copyright and ownership of IP; and teacher professional learning. A heady mix, I’m sure you’ll agree, with a peppering of YouTube/TED clips to stimulate chat and plenty of thoughtful contributions from the flatteringly large audience.

In essence, the following ideas and questions emerged…

Digital Citizenship and Cybersafety: Is it worth swimming with the sharks?

  • If the prevailing default advice is to open up access, whose role is it to support the students to develop ethical and thoughtful attitudes. For some, this was a role that sat outside their classroom practice; for others, it sat at the heart of the key competencies.
  • Can social media support learning? It can be a distraction, and not necessarily a teachable moment worth managing, but there was an advantage in using it to support collaborative, peer-supported learning, especially if the students drove it themselves.
  • Open access brings a whole new raft of issues, and engaging the wider community support is vital. If parents ban Facebook at home, what happens when you have access at school? (And, with web-capable phones in many students’ pockets, who are we kidding anyway?)

Copyright and IP: If it’s free, it’s mine.

This section provoked some enthusiastic discussion, ranging from the students’ use of online materials to teachers’ ownership of their own work.

  • If students combine a track from iTunes with a raft of well-chosen images from Google, where does creativity end and plagiarism/piracy begin? The importance of fostering ethical and responsible use of materials is part of a (English) teacher’s business, with making and creating meaning at the heart of this learning area, and with the use of ‘Language, symbols, and texts’ a curriculum key competence.
  • If teachers are employed by their Board of Trustees, where do their rights to share material lie? It was generally agreed that collaborating on resources was worthwhile, but teaching is often an autonomous occupation. Technology, such as the English Online community forum, could be leveraged to help the teacher in Dunedin find the teacher in Auckland who is exploring the same text, to set up collaborative partnerships for resource development.
  • Professional Learning: What comes first – the teach or the tech?

    Claire Amos revisited her work that she shared via CORE’s EDtalks, in which she describes using the inquiry cycle to inform professional learning at Epsom Girls’.

  • Teachers need time to play, to become familiar with the tools in order to use them deliberately as part of a learning cycle. The inquiry framework, and the TCPK model provide useful underpinning structures to help define and evaluate the effectiveness of professional learning.

If it were done when ’tis done, then ’twere well, It were done quickly; 90 minutes seemed to be a long time – until we began. But the thoughtful comments and brisk pace meant we done before we were done.

Slide Presentation

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The strength of the early childhood community in NZ: an opportunity

Posted on March 24, 2011 by Jocelyn Wright

Last week, I shared my thoughts about some dilemmas the early childhood community in Christchurch are facing ‘post quake’. This week, I am heartened to share some of the ways that show how the Christchurch EC community is so much a part of the wider New Zealand EC community.

Children communicating using technology

Financial support from EC centres

I have been very fortunate as a member of CORE Education’s national Early Years team, as I have received queries from early childhood groups around the country who have wanted to offer financial support for as well as desire to develop ongoing relationships with individual EC centres here.

A network group of infant and toddler teachers in Northland have offered financial support to one Christchurch centre, which will be matched by the owners of one of the centres. This network group wants to continue their relationship through sharing ideas as the Christchurch centre rebuilds. A similar offer has come in from a group of early childhood teachers in Auckland. They are planning to hold a benefit night to raise money in support of a Christchurch EC centre.

Ministry support in innovative approaches

The community spirit displayed within the early childhood sector has been matched by the care and concern shown by the staff at our regional and national Ministry of Education (MoE) offices. The CORE Education Early Years team is involved in the delivery of professional development programmes as contracted by the MoE. These PD contracts are tightly shaped around meeting predetermined professional learning outcomes that, in turn, result in improved learning outcomes for children. Focused professional learning, or curriculum-based children’s learning outcomes, are not at present the main priority for centres where the lives of families and whānau have been so detrimentally impacted. ‘Post Quake’ PD provision in Christchurch is needing to take on it’s own shape in these locations.

Children using technology to communicate

With MoE support, our Early Years team has been able to be innovative with contractual arrangements, so that we can set up and facilitate a number of support networks for EC leaders, managers, and supervisors.

The formation of these networks is done with a collective vision for the EC services in the quake-affected areas to be able to share expertise, ideas, and resources for addressing and overcoming the ‘post quake’ challenges ahead. The network groups will initially target the leaders, managers, and supervisors of EC settings, as these are the front-line people in their EC community.

Who is there on the ground to support these people while they support so many others?

Networking opportunities around the country using technology

This is an exciting opportunity. The establishment of Christchurch EC leaders networks and the enthusiastic support of groups of EC teachers around New Zealand will enable us to use a raft of communication technologies to establish and maintain valuable relationships. Strengthening a national EC community is at our fingertips. The purposeful and meaningful use of virtual communication tools has potential to bring children across the country together, as well as their teachers.

Watch this space, and if you are keen to become involved please let me know.

Jocelyn

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