Teachers are dealing on a daily basis with a sector with the greatest automation potential before even going to school: preparation. Teachers spend an average of 11 hours a week on preparatory tasks across the four countries that were part of McKinseys research on the future of work. With an optimal technology solution, this time could be reduced to six hours in a week. Even if teachers spend the same time preparing, technology could help them create significantly better learning plans and strategies thus increasing the efficiency and usability of this time.
For example, there are a variety of software vendors that can provide math packages to help teachers determine the current level of understanding of their students and group students according to learning needs. Collaboration platforms in other subjects allow teachers to search for and find material from other teachers or administrators.
For places where teachers engage directly with students, the technology has the lowest potential for saving teacher time: direct teaching and interaction, instruction and advice, and development of behavior, social and emotional capacity. For a while we will remember that we do not refuse to accept that technology can alter the students learning experience, but we encourage consideration and balancing standards. Although controlled pilot studies have shown improvements in the learning of students through technical, customized blended learning, these improvements have not yet been made on a large scale.
The most recent International Student Evaluation Program has shown that students in schools who use tablets, laptops and e-readers worldwide do not perform as well.
One possible reason could be that it is difficult to implement technology in the classroom. It is quick to supply only hardware. It is difficult to incorporate effective software linked to student learning objectives in the program and to train teachers to adapt. It illustrates why we do not think technology will save any direct training time in the classroom. The teacher always has to be in the classroom to help his or her students, but their position shifts from the professor to the facilitator and coach. For instance, in your classrooms some teachers use reverse learning.
Instead of teaching a concept in the classroom, they give video-based and interactive tools and material, to offer basic instruction and then to practice in school, where the teacher can offer support and fill any gaps in understanding.
Assessment and suggestions complete the course. When teachers know what they know and can do, they can then plan for the next lesson. Technology has already applied - for example, multi-choice code grading was available long prior to AI and in mathematics. We can do more. Advances in the analysis of natural languages make it possible for computers to interpret and provide comprehensive and formative input in all fields in the long term. The writing of software will, for example, look at trends in several essays in writing so that teachers can analyze and refine their student feedback.
Finally, the administration is one of the most tiring areas of work for a teacher. Why, after all, would any teacher like to fill out documents in their work time rather than communicate with children. Automation could reduce the administrative time teachers spend from five to only three hours a week. Technology can automatically complete forms (or provide menus with possible responses); hold inventories of materials, equipment and items, and even order replacements automatically.
What are the teachers going to do with 13 more hours that technology will help them save in a week? Hopefully, teachers can use some of this time for themselves, such as spending more time with their families or helping out in a greater capacity in communities - thereby enhancing the appeal of teaching as a profession.
Nonetheless, much of the time saved can be plowed back into improving education through more personalized learning and more direct coaching and mentoring.