What to do?
How do you strike a balance between the immediate needs of students *right now* and an education system's requirements to train teachers to help meet such needs over the long term?
The traditional approach to dealing with such a challenge in many places has been to focus primarily on pre-service training, gradually introducing new teachers into classrooms over many years who have prepared to teach the subject through dedicated courses of study at teacher training colleges, together with occasional in-service professional development activities for existing teachers (normally during holiday breaks). In Uruguay, it was recognized that the gap between the abilities and capacities of many teachers to teach English, and student needs to learn English (which became compulsory in 2008) was so huge in many parts of the country that they needed to do things differently than they had done in the past. Instead of having teachers learn English separately, might it be possible to have them learn alongside their students, in their own classrooms?
As it happens, almost a decade ago Uruguay began its ambitious and innovative Plan Ceibal, which (among other things, and as profiled in a number of previous posts on the EduTech blog) made this small South American nation the first country to connect all of its schools to the Internet and provide all primary school children with a free laptop.
Given the technical infrastructure and know-how that was developed under Plan Ceibal, Uruguayan policymakers asked themselves:
and all students have their own laptops,
might it be possible to offer high quality
English language instruction live over the Internet,
connecting to teachers many miles away from the schools?
The answer to this question, it would appear, is 'yes'. Working out of its remote teaching center in Buenos Aires, its global digital learning hub in the neighboring country of Argentina, the British Council is beaming out English lessons to children in hundreds of individual classrooms across Uruguay, complementing and supporting the work of local teachers in these same classrooms. This is not a 1-to-many broadcast of the sort commonly done in many countries through the use of broadcast television, but rather connects individual classrooms in Uruguay with individual teachers sitting in other places. Some of these English teachers are based in the Uruguayan capital of Montevideo, many others next door in Argentina, and still others much further afield -- including halfway around the world in the Philippines and the UK! Along the way, the capacity of local teachers, who continue to lead English classes on their own other days of the week, is developed, through their interactions with and observations of the remote teachers.