There are two major things with which humans aren’t great. Change and uncertainty. Unfortunately, for those who struggle with both of these things, modern life is becoming increasingly challenging, as they’re now a huge reality of the fast-paced digital world.
I don’t want to delve too much into the impact of change, as it’s a whole thing unto itself. However, what I’ve noticed is that avoidance of uncertainty in teenagers appears to becoming worse and worse and somewhat detrimental to their experience of life. However, I don’t want to blame teens for this. I want to blame their parents as they’re the ones predominantly responsible for bringing them up and providing a world view that either helps or hinders their ability to deal with uncertainty.
I’ve noticed this trend over the past few years on camps and expeditions. The desire for instant answers on everything caused by search engine education and a sense of every moment of the day being carefully scheduled without deviation, presents a massive problem when things don’t go to plan. The problem is that life isn’t always straight forward, nor is it predictable. In fact, quite the opposite is true and life can often be a chaotic mess of which at times, is hard to make sense. Yet, we find ourselves increasingly teaching students who are quite incapable of dealing with uncertainty.
This is a problem on many levels. Gone are the days in which someone could live their life with little to no change or variance in what they did. In times past, people could go to school, leave, get a job and stay in that job until they retired. For many people, leaving their own town or village would have been unheard of and travel wasn’t something that many people did to find work or simply move around. However, this has not only changed, but dramatically shifted to another extreme. Employment is becoming increasingly casualised in many parts of the world, with tech companies saying how wonderful the ‘gig’ economy is, which for the record it’s not! It’s forcing many people into serious underemployment and a constant need to change and re-invent what they’re doing.
Whilst the change of the workforce is a whole massive issue unto itself, it’s just part of the overall continuous change that is happening in our world. Change is constant and change can be taxing on the most dynamic and resilient of us.
What does this mean for students who want to avoid uncertainty? Unfortunately, it means they’re going to seriously struggle in life. Much of the resistance I’m seeing today for students to get involved in something, involves higher-order thinking. Problem solving and adaptability. Whenever they’re forced into taking a longer amount of time to work out an answer, they can’t do it, or more to the point, don’t even try. Instead, they give up because they can’t search for or quickly come to an answer.
It’s therefore important for us to help the avoider face uncertainty. The only way for them to develop the skills needed to cope in the modern world is for them to face uncertainty. In outdoor ed, we can do it by standing back and watching students figure things out for themselves and only step in if there’s a safety issue. This forces action and decision-making processes in students which aren’t being used on a day to day basis. No longer can they have the answer searched for them, nor will every minute of their day be scheduled so they know what’s happening next and at what time.
The spoon-feeding for exams approach that I’ve seen so many schools take, has only reinforced this practice of uncertainty avoidance and for us to adequately prepare students for an ever-changing world, then we need to do more to expose them to uncertainty and give them opportunities to work with that uncertainty, try something new and achieve an outcome that is not scripted in anyway. When we can be doing this for all education, then we might just be able to train the next generation to not only cope with change, but thrive in a very different environment that will continue to change and evolve in 5, 10, 20 and 50 years time. The ability to embrace and deal with uncertainty, is a far greater skill to have than simply knowing the answer to an exam, or where to find it. This is a huge challenge, but one that outdoor and experiential educators are well-equiped to not only meet, but exceed expectations for how well they can do this and ultimately equip students with the right skills for the new digital age.
Recently, our new team went on a bit of a shopping adventure to IKEA and Bunnings. Sadly, there was no sausage sizzle on at that point in time, so no chance to drop onion all over the ground, but it was fun all the same. It’s always great to get the perspective of new staff as they look upon what you’re doing with a set of fresh eyes that haven’t necessarily been tainted by time, repetition and entrenched ways of doing things. As a result, from their input you can discover something new and different without changing much at all.
Back to the shopping trip. The new team had arrived on campus a few days earlier. To say it was a stark expression of 1970s flat roof architecture, would be generous. The campus buildings were tired looking and have been well-loved, but starting to show their age. The rooms of each of the buildings, I’ve spent a lot of time in and had some wonderful moments teaching and socialising in these spaces. This time, however, we’d added in a new wall and converted an old space into a ‘sick bay.’
The room was basic with two beds a cupboard, a filing cabinet and a desk. Nothing special or even remotely interesting about that. In fact, it looked pretty crap and a Stazi hospital may have been slightly more luxurious and aesthetic in comparison. If you were sick, the new room would probably make you feel sicker. For many people, the simple fact that it was a practical room that served a function would be enough. However, thankfully a couple of fresh sets of eyes thought differently. They suggested we go shopping.
A trip to IKEA is not for the faint hearted. It’s enormous and if you want to get your daily steps up, it’s a great place to do that. Although if you eat the ice cream at the end, it kinda defeats the purpose. But anyway, we started wandering through and there’s so much cool stuff, I could get lost in there for days. Despite the risk of going in and never coming out, we wandered around the various sections of the store and I left the new guys to select whatever they needed for the room. I had no idea what they were going to come up with, but excited to find out.
We ended up leaving with a trolly full or stuff and about $1,000 later, I still had no idea how it was going to turn out. I left them to toil away in the room and after a couple of hours it was time for the big revelation! Stepping inside, it couldn’t have been more different. The room was remarkably changed. The horrible cupboard had gone. There was pleasing soft lighting, the doona covers were fresh and attractive and the soft plush puppy dog, made the room feel so much more homely than before. A scented defuser with a soft green glow sat on the desk and finally the peace lily had brought life to a once desolate and uninviting space.
The difference this small transition made in this room was remarkable. The space had changed in its tone and now was a pleasant, calming room in which someone could get some rest if needed, rather than the horrible bed and cupboard of before.
The clever use of space and application of thoughtfulness to something like this is so important for education, home life and business alike. It changes the mood and through this, changes the dynamics of behaviour and attitude. The more thought we put into something such as this, the more respect and use a space will have.
A friend of mine has been doing a similar thing with school playgrounds, taking ‘wasted’ empty or disused spaces and transforming them with low ropes courses, bouldering walls and nature play elements. Play Grounded has explored the outside play area dynamics in the same way that my wonderful team members did inside.
Is there somewhere in your school or campus that’s just a waste dump that even political dissidents would shun in favour of a KGB cell? If so, get thinking creatively and go shopping!
Transforming spaces in a similar way, will have a proud impact on that space and those using it. For us, it has changed the tone and made it such a relaxing and friendly place to visit.
Social media is something that, as we all know, is relatively new. However, we don’t really know the extent to which it will harm and damage our current generation – the children, teens and young adults. With the drive and desire for so many likes and so many followers, this can build people up to a false sense of security and to be perfectly honest, those who need thousands of followers or thousands of likes or that feeling of social rapport with other people that they don’t even know, are most likely going to be vulnerable people anyway. Whilst they exude confidence online in photos and posts and comments, and everything they do looks happy and wonderful, it’s merely a filtered view of the world and a very filtered approach that they’re projecting. Yet what’s behind that?
If you look at some of the classic meltdowns of many of the most successful singers, songwriters and performers as well as actors who are vulnerable, ego driven people, you can find a whole stack of them hanging out in rehab. Many of them form drug habits. Many of them get overweight very quickly and this happens when their fame starts to wane. It happens when people stop liking things. People stop liking their work. People stop following their fan clubs. Whilst this has been going on for years and years in the entertainment industry, it often happened reasonably slowly for many actors as the success of their movies or music faded or the success and people’s interests changed.
However, for many teens and young adults today, the fame or infamy that they gain through social media very quickly with that meteoric rise, will conversely result in a meteoric crash back down to earth. This is a real danger, because this increases people’s risk of mental health problems if vulnerable anyway.
Often people with a stack of followers end up being targeted by marketing companies to then put product placements in their posts to ensure that they’re selling more and more. So, they’re making money out of this now, based upon the fact a lot of people click a post and they like it. But you can be guaranteed that as soon as the numbers start dropping, the money dries up. This will only serve to compound the problem for people like this. So whilst these people seem to have money coming in and think that they’re actually building something that’s going to last, it’s a completely false sense of security, a false hope and a huge problem that’s being driven by social media and marketing companies.
This is a destructive force of which we really haven’t seen the impact yet. It’s only through education, building up strength of character and building up confidence in young people that we can help them avoid what can be a totally destructive experience to their lives. Some people will still grow huge audiences, have thousands or tens of thousands of people following them. But how shallow and pointless is their filtered life? What’s behind the lens is often just a toxic waste dump of sadness, depression and self loathing, with an increasing worry that the next post might not bring in the same number or more likes than the last. How fickle and pointless this is.
Therefore, it’s important when working with students to help them understand that some parts of social media can be fun. Some of it can be a good game but other parts can be dark, destructive and can absolutely destroy their lives. It’s an important message of not complete abstinence or outright banning social media, but being mindful of just how shallow and short lived this kind of experience can and will be. Just as the burnt out lives of child actors of the 80s and 90s are, it’s important to help the next generation to avoid this terrible fate that in moments can turn a successful ‘public figure’ into a forgotten nobody without any rhyme or reason.
Let’s be honest! Nobody likes writing incident reports. They’re kind of annoying, time consuming and just another bit of paper work that you have to do on top of everything else! Added to this, so many schools and organisations make it difficult for their teachers and instructors to complete.
Consequently, when you combine added work with difficult to complete, this results in poor reporting, late reporting and quite often non-reporting of incidents. Ironically, WHS research has shown that the more senior a staff member, the less likely they are to complete a report. Added to this is the deterioration of memory that adversely impacts the accuracy and validity of any report. No matter how good someone thinks their memory is, the longer they delay in writing an incident report, the fuzzier and less accurate it becomes. Important details can be overlooked and left out. Such details about actions taken, mitigation or treatment, could become vitally important years down the track and without a rock-solid incident report, the person and the organisation can be massively exposed to a variety of potential liabilities. However, everyday things happen. The writing of an incident report is put off until ‘later’ and when ‘later’ comes, the events of yesterday or last week are nothing but a distant memory in amongst a busy life of work, family, traffic and cups of coffee.
Yet incident reports are critical to our understanding of what happened, causation, consequence and how to avoid it happening again. The ‘bury your head in the sand,’ ‘it’ll be right’ and ‘I’ll do it later’ options are not options at all and all incidents, no matter how seemingly minor or insignificant, need to be reported in a timely and accurate manner. Consistent and timely reporting can highlight patterns or risks which might otherwise have been missed.
With so many potential negatives of trying to get someone to write an incident report, no wonder they’re done so poorly. Add remoteness or overseas to the equation and you’re not getting anything wonderful or insightful anytime soon. The end result is an unintended exposure to liability and the inability to learn vital lessons from what went wrong. It was this exact situation and combination of factors which led me to develop the Xcursion software platform. I didn’t want to be doing incident reports at the end of a multi day expedition when I was tired and about to have a day off. I wanted to have it all done way before then. However, at the same time as a director of outdoor ed, I wanted incident reports sent to me from the field as fast as possible, so I could understand what had happened and help provide an appropriate response. Hence, I built the Xcursion mobile app to solve both my problems at once and in doing so, came up with a solution that made it easier, faster and a far more reliable way of doing incident reports.
What was the result? Suddenly, there was an increase in incidents!!! Well that’s probably not quite true. There were the same number of incidents, but now they were actually being reported. From this we could finally understand the prevalence of the type, severity and causation of incidents, with some reliable level of detail and accuracy, rather than… nothing.
Essentially, as soon as you make something easy for someone to do, then you have a greater chance of it being done. The more difficult and complex the task, the less likely you are to get anything. It baffles me that something so important is often such a low priority until a major incident occurs and everyone is demanding answers. Why not make it easy on everyone? No more inaccurate hand-written reports which are days or weeks old that you have to scan and file somewhere. Just leverage a bit of mobile tech to do it all for you and what can often take ages or not get done at all, could just take a couple of minutes and give you more detail than ever before, helping protect the first responder, students and with greater insight, help you reduce risk for every activity you do.
Right now, I’m sitting in an airport lounge waiting for a flight to London. Ok! I know when you’re reading this, I probably won’t be still sitting in the airport, unless the flight is massively delayed, which if that’s the case, please come and save me!!!
Regardless of where I am right now, basically as I write this, I’m at the airport having lunch. On a table opposite me, there’s a lady working away on her laptop and her son who is about 5, sitting there eating lunch, with headphones on and stuffing food in his mouth whilst watching something on his iPad. Mum seems oblivious to what he’s up to and he appear transfixed on the screen.
Having worked countless hours in airport lounges, on planes and any random place I can, I understand deadlines and the need to get things done. But why can’t it wait until after lunch? The disturbing picture for me, is that this appears so ‘normal’ to the mother and son, which it shouldn’t be! The dining table, regardless of whether at home or about to travel, shouldn’t be about work. Now you might object and say that I’m working by writing this, but actually I have finished lunch and now I’m having coffee… so yeah…
Anyway, back to the point of all of this. When you look at some of the problems facing education today, this highlights the disconnect between social anchors such as family dinners and the reality of life. The problems this causes years down the track is already being felt as the current generation of school aged students have been “baby sat” by devices, which manipulate behaviours and undermine the ability for them to relate to others and have normal conversations and experiences.
The toxicity of the effect of technology on children is vastly underrated and a new ‘normal’ which increasingly disconnects them from other people, is a massive social and emotional problem just waiting to happen. Next time you’re travelling with the kids, don’t give them an iPad at lunch so they won’t bother you for a bit. Enjoy the moment for what it is. Talk with them. Talk about the trip, what they’re looking forward to and what’s going to be something new, interesting and challenging. Otherwise, the alternative of the babysitting mobile device, is just like Cat Steven’s cats in the cradle on steroids. What you’re gaining in ‘productivity,’ you’re simply losing at the cost of your family and their own well-being.
Now if you’re reading this, you’re probably not in that category at all, but the reality is that we’re teaching students like this every day and understanding the crippling upbringing they’ve had, can help us to understand on what we need to be able to focus and try to help our students recover. At the end of the day, humans desire real relationships with real people and it’s often up to us as educators to show other people how this can be done.
Ok supplemental… I’m still in the lounge. The lady just walked past me with her headphones on and looking down at her phone whilst her son is trying to ask her questions and talk to her. If only they could see the damage they’re doing… very sad indeed.
If you’ve ever worked with someone who lacks or has lost their passion for what they’re doing, it’s often an unpleasant experience to say the least. Now I’m not here to say that long relentless hours equate to passion. In fact, it can be quite the opposite having worked with some people who equated hours at work to the measure of their work. Sadly, no matter how long some of them spent at work, it was never going to add up to anything more than a wasted car space in the car park.
As I’m a strong believer in delivering good, effective programs for students, hours spent don’t always come into this mix. Instead, it’s the ability of staff to engage with students, inspire and be effective that are the most important components of this.
Anyone can sit at a desk or in a classroom and use up lots of hours. It literally takes no talent at all to do this. A former colleague of mine was just amazed at this. He could be at work for 12-16 hours and do nothing. In fact, it was worse than that. Many days, it was less than nothing and that created more problems for everyone else to fix. However, thankfully people like this usually get moved on quickly, or should be.
Tired, exhausted teachers no matter how passionate they might be, can never be truly effective. Therefore, there needs to be that mystical balance that everyone seems to talk about, but like Eldorado and Saadam’s WMDs, nobody can find.
Most people go into careers because they’re passionate about it. However, many work places manage to smash that enthusiasm right out of them, which at the end of the day is a wasted opportunity. I’d rather have passionate staff who keep throwing ideas at me for how we can do things better or how we can build things up, rather than staff who like the status quo and you have to drag them kicking and screaming through any modicum of change.
Consequently, the real challenge is often not the development of passion in staff, but creating an environment in which passion is valued. Too often, I’ve seen passion and enthusiasm destroyed by hopeless organisations that think that doing the same thing over and over again is the only way to do it. The world changes, people change and if you don’t like change, then perhaps education is not the right place for you.
This doesn’t mean you have to take on every crazy new idea that staff come up with, but what it does mean is that developing a culture in which new ideas are welcomed and valued, is a vital basis to build and retain staff who have a great passion for what they do and are motivated by what will produce the best educational outcomes for students. If this means trying something new, then try something new! It’s better to listen to twenty crazy ideas, three of which could be brilliant and the other seventeen pointless, but those three ideas could have a massive and lasting impact on the lives of countless staff and students and flow on to the community and generations to come. However, stamping out ideas has the opposite effect and an organisation can become so stale and ineffective that it loses staff, it loses new fresh ideas and just becomes as standardised factor for processing students.
You don’t want a scenario like this, because trying to deal with unmotivated staff is hard work!! It’s much harder, in my experience, than encouraging new ideas to be shared, trialed and implemented in a process of continuous improvement. In this scenario, it’s the lazy and dispassionate staff that self-select their way out of the organisation to go and do something less challenging or to find another school that’s going nowhere fast.
The only way we can face the rapidly changing world is through embracing new ideas and encouraging those around us to share their passion. Through this, we can build cultures that value how fluid and dynamic education can and should be to ensure we’re producing the best results for everyone.
Everyone seems to be anxious these days and it’s often difficult to understand why this is. The problem is that this is presenting itself in a significant way in education. The number of students who are labelled as ‘suffering from anxiety,’ is increasingly noticeable. Is the world becoming a more dangerous place? Are gangs of kidnappers roaming the streets of our nation, just waiting to find a child out playing on a bike? Or art thou just fatal vision… Drawing parents into a paranoia about child safety and pushing their own failings onto their children?
The problem with anxiety is that it’s a self-fulfilling prophesy. Much like the way in which Macbeth was goaded into murdering a stack of people by three witches, due to a bunch a false prophesies, parents are making their children anxious shut-ins for no reason at all. Now this isn’t to say there aren’t bad people in the world, but there’s more chance that a child will be abused by a family member or close friend of the family, rather than marauding gangs of pedos in trench coats and white vans. Yet this is the way in which many parents are now behaving.
“Don’t do this, don’t do that. You can’t go out and play…” Whilst kids need to build some awareness and defences around stranger danger, shutting them inside with a video game for supervision is certainly not a good alternative to going out, riding a bike, running around building forts and playing with real friends. Sure, they’ll get scratches, bumps and bruises, but at the same time, they develop social skills and the resilience to laugh off those scratches, bumps and bruises and go and find more suitable trouble into which to get themselves. This has been a healthy way to develop for hundreds of millions of children over centuries. The bonus in Western countries now is that most children over 10 don’t have to leave school and go and work in factories fifty hours a week.
Unfortunately, there’s an increased tendency for children to be kept shut in at home or within their parents’ line of sight every moment of the day. How frustratingly boring this must be for everyone involved. It’s not only the fact that this is just weird. It’s also the fact that whenever there’s an opportunity for time to be spent away from the family, it can end up in a situation of separation anxiety. There’s really no winning in this situation as we’re back to the self-fulfilling prophecy in that parents are making their children unnecessarily anxious.
I recently read an article about a pilot program in Queensland, Australia that’s encouraging children to go out exploring and hanging out with friends… Unsupervised!!! The ‘pilot’ was a success, but the organisation is asking for more money so they can expand their program. Wait… what does that mean? The government is spending money to try and get parents to do what they should be doing anyway, which will help develop social skills and reduce obesity… What’s the government even doing funding this in the first place? It should be parents driving this to help ensure their children grow up active, healthy and resilient.
The unfortunate reality is however, that parents are not doing this. They’re disempowering their children and making them feel fearful of anything new, anything different and anything without a clear end result! I would like to blame terrible parenting books and rubbish advice from idiots, who don’t know anything about the reality of life. However, you can only blame stupid authors so much and at the end of the day, parents need to take responsibility for the anxiety they cause their own children.
Let’s face it! Getting covered head to toe in mud never really hurt anyone. Cuts, bruises and bumps are just a part of life and failure is not a four letter word! (It’s actually a seven letter word, but you get the point). The desire to try and create a ‘perfect’ world for their children, has in fact resulted in the exact opposite. For many children who are the ‘world’s most amazing child,’ they face so many additional challenges from this rubbish parenting and they struggle with some of the most basic of tasks when faced with a challenge. The fact that they can’t achieve even the most basic of things without the help and supervision of their parents, then suddenly… they become anxious and once you have an anxiety about something, the prophesy inevitably comes true. Not quite Macbeth true with all those murders, but all the same, true. The child becomes disempowered and crippled by the parents’ neediness and reluctance to let them face the realities of an often challenging and harsh world.
So how do we help students deal with anxiety? By enabling them to try and fail with a sense of a way forward. If something doesn’t work, then try something different. For camps, that seems to create massive anxiety for so many students now, tell them to deal with it. Don’t sugar coat an experience or help them escape it. Help them to face the reality that it could be a challenge, but, they’re capable of fulfilling that challenge. The only way to help address anxiety in anyone is to expose them to the thing they’re anxious about. Now I should put in here that some anxieties are quite real and beyond the remit of schools and outdoor ed programs to help solve. However, for all the other imaginary, self-fulfilling ones, reassure students and help them get involved in the activities. At the end of the day, what’s the worst that will happen?
With so many over the top parents who shut their kids in and try to stop them from ‘failing’ in anyway they can, this poses a massive problem for education, yet at the same time a massive opportunity. So long as the school or organisation is clear in what they’re doing and why they’re doing it, then that’s a good start to help save these children from their anxious, paranoid parents. I recently heard that a counsellor is increasingly dealing with the breakdown of parent/child relationships due to this style of over-parenting. This is not something anyone really wants or needs for their lives, so why not prevent it before it happens. It’s good that parents are involved in their children’s lives, but it’s time they also faced the harsh reality that over-involvement can damage and destroy their children’s lives.
There’s no reason why children should be increasingly anxious today. The world is safer, despite what the media may tell you, people are healthier and living longer and a few bumps and scratches running around playing with friends never really hurt anyone. Sadly, it all comes down to poor parenting and the false belief that parents can save their children from the reality of the world. As educators, we need to set a stand, send clear messages about how and why we do things and cut parents off when their involvement is detrimental to the welfare of their children. It may seem harsh, but the alternative of the Scottish Play, is far worse for everyone involved.
With the world flooded with toxic, attention-grabbing software that is specifically designed to divert your attention and emotions, it’s easy to become very cynical about the place mobile devices and software play in people’s lives. However, as with everything, there are good sides and bad sides to things such as technology and software.
The challenge is not just to ignore what’s going on around us or decide that we should smash it all. That didn’t end well for the luddites and nor will it end well for a rejection of technology. This is just disconnected from the reality of the digital world, and whilst it might be a lot of fun to smash a few servers with a sledgehammer every now and then, it doesn’t really help much over the long-term.
Instead, the challenge is to build a more human element into technology. ‘What the hell are you talking about?’ I hear your cry! ‘We don’t want human robots!’ No, actually I agree with you on that too. We definitely don’t want human looking robots. That just opens up so many questionable moral issues that falsely suggests human-like characteristics. Whilst it can be fun to imagine a sentient being created out of digital circuit boards, this is still just a computer with as many real human qualities as Kermit the Frog has and every other talking animal on TV.
What do we need and want? As a software developer, I believe we have a moral obligation to develop software that improves our ability to be human and build relationships, not disconnect and filter them, which seems to be the fashion of the tech world right now. Therefore, it’s important than any new platform or feature should consider the human impact. What will the end result be for the users? Is it going to help, hinder, or completely manipulate them?
We should be looking for cool ways in which we can leverage technology to benefit others and not to just benefit marketing companies or venture capitalists. At the end of the day, digital technologies allow us to create massive advantages for humanity as a whole. They bring people out of poverty, eliminate pointless repetitive tasks and enable a whole new level of attention to detail and personalised service. Why not focus our energies on looking for ways to improve experiences through software? Time, which is everyone’s most expensive and limited resource, can be better spent with friends, family and being part of a real community with real people, which has kept our societies going for thousands of years.
One of the things we built into our software platform was reminders to check on students who have been sick or injured. Sure, it’s another notification on your phone, of which there are many. However, what’s the impact of this? On a busy day, you get a reminder to check up on a student. You go and check up on the student, see how he or she is feeling and if there’s anything else you can do to help that student. What impact have you just had on the student’s day? What positive feelings are left about your care and concern for the student?
This is something I believe is critically important to the design of all systems. What is the end result going to be? What positive human impact have we helped to facilitate? I also noticed this on a flight recently. It was a long-haul flight from Sydney to the UK. One of the stewards came up to me to chat. He knew my name, but called me Mr Gregory, which was nice, but completely unnecessary. He asked how the flight was going and if he could get anything else for me before we landed. Again, this is clever use of software to help facilitate the positive experience for someone on a 23 hour flight. This makes flying from A to B a slightly less stressful and far better experience as the human touch of relationship-building and individual care and management was leveraged through smart and appropriate use of technology.
The more we can build systems like these to assist us in being better humans and remind us to take the time to talk with others and help them out, the better the situation. I should also highlight at this point that it’s not just about ticking a box. The person using the technology must also have the skills and demeanour to genuinely care and about those being helped. Technology is just a useful means through which what people do is able to be improved and enhanced.
Before we take the sledgehammer to the server room to try and recapture life as we knew it, it’s worth considering the benefit of responsible and ethical software development. The digital world is here to stay. At least it is until someone blows everything up and the planet gets over-run by apes who somehow learn how to speak English and enslave humanity. Anyway, until that happens, how can we develop better use technology that enables us to leverage all the positive traits of humanity to support us in being part of a real community and allow us to spend less time ‘online’ and more time thoughtfully engaged in real human activities with real people? What is it in your job, your workplace or industry that could leverage such an approach and embrace the use of technology to help improve the human connections? This is the challenge and the responsibility of software developers. Build something that’s useful and helps people in their lives to better connect with others. Spend time saved by technology with others and not just drowning in a bottomless sea of shallow likes.
Let’s build something useful and real. If nothing else, at least it’ll keep the apes at bay for a few more years.
I recently read an ABC news article about a secret report which disclosed the fact that universities were accepting people into teaching degrees with ATAR (a university entry ranking out of 100) so low that some were even close to zero! This is a phenomenal effort in laziness.
To get a good idea about what I’m talking, here a link to the article:
Students with lowest ATAR scores being offered places in teaching degrees: secret report
Students who leave high school with the lowest scores — some close to zero — are being offered places in teaching degrees at universities, a secret report finds. Read the full story
This is mind numbingly stupid and irresponsible. The report highlights that 50% of teaching degree entrants were in the bottom 50% of academic achievement. No wonder the Unis didn’t want this info released. If someone were so lazy and hopeless at school, what possible reason would you let them back into school? I’m already strongly against teachers going from school to uni to school, but this really takes the cake. Whilst many teachers who go from school to uni to school are ineffective and will struggle to handle the increasingly rapid transformation of education, at least they had to achieve some reasonable level of success in school to gain entry into uni. However, those who can’t meet even the most basic academic standards, should not be rewarded by entry into uni courses which should be demanding far greater ability and performance and command higher salaries.
There’s a great movie called ‘Idiocracy,’ which shows a future that is filled with terrible social and economic problems because people have become progressively dumber. Unfortunately, this is the potentially sad reality of our future, if we let idiots in as teachers. I’ve worked with enough hopeless wasters of space who had to meet some mediocre level of achievement to get into education, I would be loath to work with anyone who couldn’t even meet this basic standard.
‘That’s a bit rude!’ I hear your cry. Well, it’s not actually, because this is about providing quality education and opportunities for students, not sheltered workshops for the lazy and unemployable. I should however, point out here as well that it’s not the lack of academic achievement that’s the issue, because I’m strongly in favour of experiential learning which is not always academically based. It’s more the fact that to obtain such a low result would mean an extraordinary level of laziness and lazy teachers tend to be uninspiring and like a rampant virus infect those whom they should be teaching, with the same level of inactivity.
Teachers need to be talented, motivated and dynamic and as such, we can’t afford to be choosing the lowest common denominator. I would imagine universities are purely looking at this from a numbers point of view to fill courses. What a sad and pathetic way of going about it!
Teacher degrees should push potential teachers outside their comfort zones, challenge them and build them to be dynamic and prepared for the uncertainty of a digital future. The ability to Snapchat or post something on social media, which is most likely in line with the skill-set some of those lazy performers, just doesn’t cut it. Rather than lowering the bar to the point that the next generation will be dumber as a result, why not up the standards, up the pay and show the rest of the world how much we value quality education and quality teachers in Australia.
Schools love to market themselves these days as being not only a place to gain an academic education, but also a place in which they can get every other bit of education possible.
From breakfast club to late afternoon care, you could off load your child somewhere for at least twelve hours a day!! But wait there’s more! You could then fill that twelve hours with so much stuff that your child is always exhausted from the relentless schedule of non-stop ‘compulsory fun’ activities that can even extend into the weekend! This will give you the time away from your children, so you don’t have to listen to them endlessly talk about making the world a better place and also a great chance to get to the gym or that great bar you used to frequent before ‘they’ came along.
This might be a bit over the top, but there really is an increasing danger that more and more schools are enabling in their parent and student body and that’s too much involvement at school through way too many offerings and the over scheduling of children’s lives.
Don’t get me wrong! I love co-curricular programs and I learnt more about life and the world from them than I ever did in the classroom. I think that a good co-curricular program is, in fact, vitally important to provide real experiential education opportunities to build relationships, work together, show leadership and give back to the community. The problem is that we have increasingly seen the value in activities other than the regular classroom, but instead of building them into a school curriculum and the standard school day, we’re stuffing them on top as ‘added extras.’
However, the ‘added extras’ approach doesn’t give anytime for kids to be kids. In the pursuit of value adding, we’re risking becoming detrimental to the health and welfare of students by expecting too much of them all the time. I’ve seen this over the years in outdoor education. As soon as you take a group away, where days have been so over scheduled they haven’t had the time to think, when you give them the time to think, they struggle with it.
Rather than cut back on these programs at school, we instead need a curriculum which enables them to be part of the regular day. This way, we can continue to provide the great value of experiential education, but also give our students the time to reflect upon and learn from these experiences. Thus students can get more value out of less time spent on something and as a result, can find themselves growing faster than ever before.