An interview conducted by D-News and available at https://doukas.edu.gr/demystifying-artificial-intelligence-an-interview-with-mr-john-gougoulis/
The COVID pandemic and the shift to remote or distance learning has ignited or re-ignited peoples’ recognition and support for teachers and their critical role in the learning process. It has exposed even further existing education inequities and the underbelly of the so-called ‘digital divide’ between over-resourced and dramatically under-resourced communities. But it is much more than just access to technology, hardware and bandwidth, it is just as much about access to teachers’ presence and engagement in the learning process, supportive and safe homes, and community networks.
Overall, good teachers get it but just need time to think, to plan, to schedule; to locate readily available and relevant assets or develop their own; and opportunities to practice using the available technologies. However, many teachers will require training, technically and pedagogically in working online and remotely; in ways to motivate students and maintain engagement; in online collaboration and interaction; and in providing synchronous and asynchronous teaching and learning moments. Teacher training needs to include and refine competencies in taking on a more facilitative role: skills such as questioning, creativity, observation, differentiation, scaffolding, facilitating collaboration and understanding of online protocols. They require access to agreed tools, platforms and interactive web-based, developmentally appropriate resources including teaching strategies, interactive online assets, and assessment items. They also need to be more deliberate in understanding their students’ home environments and engaging parents/caregivers in the learning process.
The need for individuals to flexibly adapt to a changing society, the need for sustainable democratic development and the latest developments in educational research about learning and learning tools are regarded as arguments for focusing on these important competencies. Some also refer to the changes in economy and labor markets caused by globalisation and internationalisation as important drivers. How these are best incorporated meaningfully within an existing formal curriculum in terms of explicit teaching, assessment and learning, is the challenge.
As schools, systems and education providers tackle the best ways to identify and meaningfully integrate these competencies into their curriculum, it is helpful to have a comprehensive review and audit process and as part of that to consider and address some key questions. This will help make informed decisions and implement appropriate strategies to review and modify curriculum, assessment and teaching practices as needed.
