“This revolution in technology has profound implications”

Phil DawsonMy name is Phil Dawson and I’m an educational technologist. My passion is understanding if, when and how technology supports learning and teaching, be it in a physical classroom or in less traditional learning locations such as through social networks. My background in psychology is the foundation of my theoretical perspective and my work experience in educational technology provides me with a solid grounding in reality. For more information about my experience, have a look at my Linkedin profile.

In 2011, I set up Learnocracy to deliver strategic technology advice and planning to organisations involved in learning and teaching. We support and advise education leaders who wish to reassess their organisations’ technology provision to improve outcomes in learning, teaching and the business of education while spending less money.

In particular, I’m excited by the opportunities presented by the advent of cloud computing for schools, colleges and universities. This revolution in technology has profound¬†implications for education because it delivers on the promise of anywhere, anytime learning but without the exorbitant price tag. I’m not just an evangelist – I’m also a director of Airhead Education, a business providing cloud products to education.

My vision is the eradication of servers and technicians from schools and colleges with most, if not all, information and communications technology delivered wirelessly via the Web. The only access requirement is a device that can run a modern browser – in other words, almost all of them. The education organisation switches its focus from being a manager of technology to a creator, facilitator and curator of the digital learning experience. Rather than investing heavily in the hardware to deliver the experience, funding is focused on delivering the experience itself.

The future of technology is mobile, wireless and ubiquitous. As educators, our responsibility is to prepare young people to thrive in the world that is coming, not the world of yesterday or even today. While current generations may be digital natives, they are not necessarily digital experts. It’s the responsibility of educational organisations to prepare young people for their future, both by teaching digital literacy and by employing digital competencies to support learning and teaching across the curriculum.