There are continuous debate and discussions about the role of teacher in the fast changing world where 21st century learners are marked with maximum diversity. The emerging technologies and pedagogies in education are making the task of teaching and learning quite easier and smarter. Teacher is required to undergo multiple roles apart from mere traditional teaching. Traditional teachers who are not willing to accept such changes would be bypassed by the technological inventions. Can it be possible that incoming highly advanced technology and evolved pedagogy will replace a teacher completely. Kindly suggest your valuable inputs and insights.
For repetitive tasks the answer might be Yes
for authentic education the answer is No
Teacher is an educator before being a human transfers a part of his knowledge to pupils or students. However, if the learner is highly matured scientifically, yes, that way will replace the teacher, but pupils in primary, and high schools ,and even college students still need the teacher, for they will raise different questions before they do understand that part of Knowlege.Regards.
Knowledge cannot speak for, nor reflect upon and critique, itself. Socrates can never be replaced by his system of dialectics. Contrary to the way it is being currently apostrophised, pedagogy is not reducible to the administration of learning systems. Becoming more "evolved" in some respects may involve the loss of sophistication in others (as Bergson observed of intellect and intuition in relation to creativity).
It will in some circumstances and there will increasingly be pressure to do so. But as my colleague Professor Linstead explains more eloquently than I can, it is hard to
imagine it being able to replace humans for higher order teaching, although many will claim it will because of their motives or perhaps genuine beliefs around tech, innovation, and financing.
The replacement of the teacher with technology has always happened, first with the appearance of manuscripts, then books, and so on. The teacher is pushed out of the information sphere into the sphere of socialization, understood in the broadest sense. A good teacher willingly leaves the first area, expanding his competencies in the second.
Teachers and Technology will go hand in hand over the next decade or so. I don't see either one completely replacing the other. Teachers will use more of technological aids in their teaching methods. Without a person in flesh and blood to guide the students, education at all levels is incomplete.
Techology is an added value to teaching and learning process. When used properly will increase the efficacy of the teacher's work and, consequently the learning of the students
I agree with Maria do Rosário Pinto . Technology can add many advantages especially in emergency situations, but it can't replace the teacher with all his emotions and presence during the teaching process face to face. So, blended teaching is the best solution.
There is always a delight in ‘human’ education because there is a chance of meeting a highly individualized eccentric educator who sees the sun in blue hues. However, with technology there is a highly ‘centrifugal’ effect where everything has been homogenized into the modulated voice of AI, whose precision has removed the educational value of failure.
Yes, technology will replace what it sees as the flawed human component for a paradigm of information stuffing at the expense of collaborative interactions.
Dear P. Contreras Stephen Andrew Linstead Jan H Jansen Medhat Elsahookie Alex Gillett Vladimir Rotkin George Joseph Kalayil Maria do Rosário Pinto Yacine Lafifi Ulf Wiman I am really thankful for giving your sincere attention to my query. It will be helpful for many. I feel motivated to discuss with distinguished researchers over the globe.
Thank you Vidyanand Malik for the interesting question that has generated a lot of good answers
There are technologies which do not yet exist, and the AI evolution is likely to continue to advance unhindered. I see potential benefits in a teacher that is easily able to detach itself from emotion and focus on the primary objective of teaching. Having worked in public education for over a decade, I have seen far too many teachers who were negatively impacted by burnout, or simply riding out the last few years until retirement. This sad collection of educators might have been going through the motions of teaching, but they lacked passion. An AI teacher is capable of delivering each and every lesson at 100%, without allowing personal issues to impede learning. Technology is rapidly approaching the point where we will be unable to distinguish an avatar from a person.
As Profs Stephen Andrew Linstead , Jan H Jansen and Alex Gillett mention, educators are essential for quality high-orded education but why? Durable, transformational learning requires activation in three domains: cognitive, social and emotional [1,2]. Technologies such as AI, big data and ML strive towards individualized education [3] but currently address only the cognitive domain, e.g. with material and tasks/exercises.
In line with Dr Vladimir Rotkin , as content becomes increasingly available, teachers should focus increasingly on learning experiences orchestration, motivation and the ignition of curiosity and passion.
[1] Mystakidis, S. (2021). Deep and Meaningful Learning. Encyclopedia, 1(3), 988–997. https://doi.org/10.3390/encyclopedia1030075
Article Deep Meaningful Learning
[2] Mystakidis, S., Berki, E., & Valtanen, J.-P. (2021). Deep and Meaningful E-Learning with Social Virtual Reality Environments in Higher Education: A Systematic Literature Review. Applied Sciences, 11(5), 2412. https://doi.org/10.3390/app11052412
Article Deep and Meaningful E-Learning with Social Virtual Reality E...
[3] Van Schoors, R., Elen, J., Raes, A., & Depaepe, F. (2021). An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends. British Journal of Educational Technology, 52(5), 1798–1822. https://doi.org/10.1111/bjet.13148
Article An overview of 25 years of research on digital personalised ...
Latest technology can not take the place of a teacher in either behaviourism or constructivist approach to learning. Looking at this debate from the lens of the two where the teacher could be a 'facilitator' as it concern constructivism or a 'teacher' as it concerns behaviourism, technology can not work in isolation.
Nothing replaces a teacher. The teacher is the mentor of pedagogy. Pedagogy must be entirely humanized or it must be humanizing so that students acquire not only technical-scientific skills, but also socio-cultural attributes. One thing is instruction, another thing is teaching-learning. Technologies, the computer and the internet are ancillary components of the teaching-learning process.
NO. I am retred, so my perspective is based on 40 years in the trenches and not job security. Education originates in the Latin educaré, meaning to lead out. That requires interaction with an educator who can stretch and even bemuse a student We do not want a bucn of scribes or recorders; we want thinkers..
No, the latest technologies and pedagogies can not replace the teacher. These innovations can not understand the needs, feelings of students. These are the partners of teachers. For the successful implementation of such innovations, teachers are required to update their knowledge and skills.
You are absolutely correct Sir, The incoming of highly advanced technology and evolved pedagogy cannot replace a teacher's role. It can be used as a supporting tools in teaching language skills. The main objective of all these innovations are to enhance the skills in learners.
Scientifically speaking, especially if we use academic terms and hedging, the answer : yes it is possible; yes we can. The future will certainly bring us astonishing new technologies. The only role technology can't play is the humanistic role of the teacher., social presence and emotional intelligence.
A teacher can use their emotional intelligence to motivate the learner. Technology can't exhibit humane emotions. A teacher can evaluate his teaching on the spot. They can evalauate students' performance and hence to decide when to move from a teaching point to another, when to reteach a certain teaching point ;etc.
The idea of the teaching machine or robot is as old as education itself and the emergence of digital technologies has shone a new light on the question. The main problem with many discussions of the issue is that the focus is on the technology itself with assumptions made about the purpose of education and so the implications for pedagogy, power and relationships. A lovely example of the application of technology to “teaching and learning” is EN L’AN 2000 https://www.flickr.com/photos/amphalon/3368393146 In this brave new world the inevitable impact of emerging technologies of wireless and telegraph have reached the classroom. The role of the teacher has been changed by the technology and the “educational content” of the books is now “transmitted” into pupils heads by the “new technology”. Whilst we might laugh at this naïve prediction it would be wise to consider if we are falling into similar traps when we talk about AI, “learning platforms”, Moocs and the capacity to encapsulate and transmit “knowledge” in the form of a variety of media through multiple devices to achieve the unquestioned goal of “24/7 learning”……assuming that “learning” is the accumulation of “facts” and “knowledge” rather than the development of wisdom and critical insight. Might we stop a moment to borrow an idea from anthropology – the notions of material and adaptive cultures? The question posed rightly raises one aspect of this in the relationship between material technologies and the culture of particular pedagogies. This relationship between technology and pedagogy can be extended further to consider the issues of institutions, systems, purposes, roles and power relationships etc. all of which constitute the adaptive culture with which the material culture of the technology itself interacts, shapes and is shaped by. The question does ask about the way particular roles may need to adapt and this again, is not without precedent. For example the technological change from sailing ships to steam fundamentally disrupted the hard distinction between “Officers and men” with new technical roles requiring technical knowledge but not fitting with the adaptive culture of a distinction between “head work” and “hand work”. We might note that the needs of industry for literate and partly educated (and indoctrinated) labour was the catalyst leading to mass education. Likewise the emergence of technology in medicine has made the title “doctor” problematic as it cannot encompass the new tripartite relationship between technology, the medical specialist e.g. anaesthetist, radiographer etc. and the patient. Certainly new technologies will disrupt the ideas of “teacher”, “classroom”, “school” etc but I would offer a warning to anyone imagining that “transformation of schooling is about to happen driven by new technologies!!”. Technologies certainly has transformed medicine, entertainment, commerce, manufacturing etc…………but schooling has proven to be remarkably resistant to change. Schools have been very selective of the way that technologies are met. The tendency of schools is to “accommodate or reject”. For example the interactive whiteboard, PowerPoint and “presentation software” has been accommodated as it maps easily to the pedagogic culture of “knowledge capture and transmission”. The mobile telephone, by contrast, does not map to the pedagogic traditions of “teacher as knowledge giver” and so they are banned in many schools. It is said that if we invented a time machine and transported a doctor from 1922 to 2020 they would be confounded by the nature of medicine and the hospital and machines around them. Transport a teacher from 1922 to 2022 and apart from the hair styles the classroom and how teaching happens would seem very familiar. some insight into how new teachers see technology impacting on their role can be seen at: https://www.researchgate.net/publication/330754297_Trainee_teachers_attitudes_to_ICT The response to the above might be to ask – “what can we do to ensure that technology can transform education?”. Reflecting on edutopias an dystopias I would caution – “be careful what you wish for!” :-)
Dear Prof. Adrian Mee your answer is very relevant to the asked query. It is very well documented, eye opening and knowledge enhancing. I appreciate and thank you very much for your kind and warm attention.
In my humble perspective, there is no way that a new, highly advanced technology and evolved pedagogy can completely replace a teacher. The teacher will always be there as a valuable guide (facilitator) for the learner in order to guide and facilitate the learning activities! Nevertheless, I think traditional teachers who are not willing to accept such pedagogical changes will simply stop teaching! Of course!
Best regards!
I agree that teachers will still be important to play the role of facilitators. The advanced technology could come in the form of complementing the role of the teacher to perhaps enhance their teaching. For example, AI may be possible to be used to aid in marking assignments, or develop ability-appropriate assignments for students.
Technology doesn't make teachers redundant, but enhances their role as facilitators of knowledge transfer!
Nothing can replace a teacher! All these aids and technologies are there to facilitate and improve learning and instruction, but never able to eliminate the the teachers' roles and duties inside and outside the classroom. I believe that successful instruction needs passionate teachers and autonomous learners. Whatever comes next is a matter of development.
The status of the learner i.e. the learners’ interest, needs, mental developmental level, readiness etc. can only be known by the teacher who implements the curriculum. Technology only improves the teacher's facilitating role and therefore cannot take the place of a teacher.
Teachers can't be replaced completely by technology. If just technology trie to do it, we can't evaluate or even know, what is going to happen at futura. An as a professor said the human values, distant from reallistic views will be lacking.
One of my greatest fears of the rapid onset of technology for everything is the eventual loss of human connection. Teachers do not just help students learn a task or a formula, they also help students from kindergarden through Ph.D. learn how to interact with and learn from other humans. If education removes the human element, our future is surely doomed!
Yes! But not absolutely. Teachers and the essential aspects of teacher's presence in the classroom can not be equated with technological abilities.
Вчитель - це професія вічна. Навіть техніко-педагогічні інновації повинен хтось впроваджувати.
Maybe could you read this : https://digitallearning.eletsonline.com/2020/12/technology-cannot-replace-teachers-role-in-class/
In relation to the question you asked, first of all, let's think about the word 'techno-pedagogy'. The term 'techno-pedagogy' refers to "(teaching) practices that take into account both pedagogical (teaching and learning methods, motivation, the development of students’ skills), and technological aspects" (using computers, the Internet, interactive whiteboards, etc.).
Knowledge transfer is the main concern in classroom activities and there are two main components involved in it. The one is 'teaching', which uses PEDAGOGY (methods and activities of teaching). The other one is 'learning', which entirely depends upon 'COGNITION' (of learners), which consists of 5 major components as (i) remember & understand; (ii) apply; (iii) analyze; (iv) evaluate; and (v) synthesis.
Furthermore, one can only be well-motivated via 'empathic bonds' with another human being (like a teacher) that enhance one's cognitive ability.
In addition, from the perspective of 'neurocognitive domains', only human-human interaction can facilitate better learning & memory; social cognition, and complex attention of learners.
From the above facts, I would say that better cognitive development of learners for better educational attaintment/knowledge gain can only be achieved via human-human interaction than human-machine interaction.
So far, teachers haven't been replaced by machines/AIs in classrooms and you never know what is going to happen in the future.
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