In others words, the changes are additive, not transformative.
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The arrangement and nature of these ICT devices don't fundamentally alter the architecture of the room, nor what occurs inside it.
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The chief noticeable difference (again, apart from the students themselves - and the teachers as well) is that there are now computing devices of some sort on display in the 'modern' classroom, sometimes (depending on the country) lots of them, although the room essentially looks and functions the same way. The classrooms in such examples usually do look quite the same, with a teacher standing at the front of the room and neatly lined up rows of students intently (if metaphorically) drinking from the fountain of the teacher's knowledge. One way that critics illustrate and reinforce this question is to share pictures of 'typical' operating rooms in the 19th and 21st centuries, alongside pictures of 'typical' classrooms from both centuries. Why hasn't it done so (yet) for learning and education? (Whether that teacher would be comfortable with today's students is another matter entirely, given that they probably look a little different than they did 'back in the day' - to say nothing of how they might act and some of the opinions they might have!)Ĭontrast this, such critics note, with the situation of a surgeon from the 19th century teleported into an operating room today - he would be bewildered, and perhaps disoriented, by all of the technology on display.įew would deny that, in many fundamental and obvious ways, technology has revolutionalized medicine and healthcare.
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Many critics of contemporary schooling practices have noted that, if a teacher from the 19th century was magically transported into a typical classroom today, she would feel very comfortable with how things look. I'll steal this tablet right out of your pocket!