From the Geeks, to the Meeks

Who will determine the place and state of ICT and Innovation in the education system? 

This post, and the few to follow over the next few days, will explore the trends and mood around technology in schools. I want to start with the main agents of these shifts, and it is not who you’d think it is. The reality is that ICT has already moved from the Geeks to the Meeks, but it seems not everyone has noticed.

CC Licenced by Andy Arthur

I think the term Geek needs no explanation. But, what do I mean by ‘the Meeks’? I mean the people at school who are not likely to put their head up above the parapet very often, rarely speak out, and are nervous of change. These teachers are competent, hard-working practitioners, who probably see themselves as technophobes – who struggle to make the technology in their classrooms work for them (rather than against them!).

I have been teaching in quite a few primary schools over the past few months (admittedly only in Oxfordshire) – and talked with teachers about their use of technology, and noticed that quietly, there is some exceptional use of digital media in schools. The interactive whiteboards (mostly Smartboards) are not only on, but being used to structure and manage the wealth of activities (both whole class and group work) across the day. I have seen visualisers, netbooks, animation software, easi-speaks,  blogging, and appropriate use of websearching happening; assessed, and iterated across school life.

But, what I have seen is not practice being led by geeks in the school. The lone techie teacher (most often a man – probably teaching Yr5 or Yr6) has not disappeared, neither or they without impact – but the driver for use of ICT is no longer the lone Geek – but the Meek. There has been a quiet revolution.

• Have I seen any coding? No
• Have I seen any Games Based Learning? No
• Have I seen any Geocaching? No
• Have I seen any ‘Wow’? No

Does this matter? There is good use of ICT – and it is appropriate and making a difference to the quality of teaching and learning. The ICT is a tool being used well and good practice is embedded. It is possible I have been unlucky in not ‘catching’ it happening – but just because I am not seeing the sort of practice I see at TeachMeets, does this matter?

I think it does.  But I think it matters, not because of ICT as a part of the curriculum, but the place it has as an agent for change in education. I think it is great that ICT is no longer the preserve of male geeky teachers (typically!)  – and am very pleased to see the quality of provision using digital tools and devices. I also recognise that both primary and secondary education suffer from a gender issue – where ‘characteristics’ of one gender tend to dominate in certain subject areas and year groups.

I also think it matters because the government agencies, companies, experts and subject associations have not noticed that the geeks are not driving this change. For example, brilliant organisations, like Naace, have done sterling work in spreading good practice. But their membership and messaging is weighted towards the geeks (or at least those who identify themselves as ICT teachers/ co-ordinators). By my reckoning, Naace should have at least twice, and as much as 10 times the membership – as there are many more people engaged in the appropriate use of ICT for teaching and learning.

But, I would hope that Naace and other groups pull clear of the mainstream, and keep themselves ahead of the curve – and return to the role as agents for change. Innovation  comes out of a range of circumstances – and I believe we need it more than ever, as our education system is going through the most radical shift since the 1950s.

Over the next few posts, I will explore why I think the relationship between ICT and Innovation is broken, and why we need to do something about it – quickly!

I believe that Innovation in Education is NOT the same as good ICT in schools.

Do you agree? I’d love to know what you think.