I've worked on, advised and evaluated educational technology projects in dozens of countries over the past fifteen years, mainly in middle and low income countries. As anyone who works intimately with information and communication technologies (ICTs) on a daily basis knows, change is a constant when working in the technology sector. (In contrast, while rhetoric about change is a constant in the education sector, change itself is much slower in coming ....) While the technologies themselves may change quite often, though, many of the most common questions related to their introduction and use remain largely the same.
I remember working with teachers in Ghana in the late 1990s as part of a pilot initiative to introduce computers and the Internet into a select number of schools in a few of the major cities. Towards the end of the third day of a five day workshop, we had a teacher show up at the door to our classroom, apologizing for his tardiness and asking if he could join the course. He explained that he had traveled for a few days to reach the small school outside Accra where out training activity was taking place, hitching rides on trucks and then transferring between long haul buses, because he had heard about this thing called the Internet that was going to "change education forever" and just had to see it for himself. Given how many people had wanted to take the course, we had a strict policy not to allow latecomers into the workshop, but we waived it for this gentlemen, because we were so taken by his story and by the hardship he had endured to join us.
We waived the policy for another reason as well. It is decidedly not politically correct to say so, but we also allowed this teacher into the class because he was ... old. He claimed to be over 70, but said he wasn't exactly sure of his exact birthdate, other than that it had occurred on a Friday. While my Ghanaian colleagues expressed some skepticism that this fellow was actually as old as he claimed, there was no doubt that he was decades older than any of us in the room. He was an English teacher, he said, noting that he had heard that it was possible to get access to all of Shakespeare's plays on the Internet, for free, and wanted to see how this was possible. A computer became available (the teachers using it had been frustrated that poor bandwidth kept interrupting their CU-SeeMe session and so decided to return to the dormitory before dinner), so we sat down, fired up Alta Vista, and typed in <<Shakespeare's plays>>.
After scanning the search results, one of the young teachers grabbed a mouse and pointed, clicked and scrolled her way through play after play after play. The older teacher was simply flabbergasted. He said something to the effect of, "Now I have seen everything. It has been my dream as an English teacher to be able to read all of Shakespeare's plays. Now all teachers will be able to do this. Education will change forever." We kept the computer lab open for a while so that he could be assured that all of them were indeed there ("There's Hamlet! The Tempest. Coriolanus!"); he promised that he would be the first one at the lab door once we opened the following morning. As we were shutting things down, he articulated a concern that I would hear voiced hundreds of times in the coming years, in many variations:
It would be very exciting for me to be a young teacher today now that the Internet is coming. But I am glad that I am not a young teacher, because I fear that these computers will eventually replace us teachers.
Will technology replace teachers?