Will Technology Eventually Replace Teachers?

A current issue facing education today involves the popularity of online learning, and the common presumption that eventually this method of educating oneself will lead to the demise of the teaching profession. But can we really assume that one will receive a thorough, well-rounded education without ever setting foot inside a classroom? Or never having the opportunity to engage in face-to-face interactions with a teacher and share ideas with peers?

In Joel Shatzky’s recent blogs (Educating for Democracy: Is "On-line Learning" Learning? and Educating for Democracy: Is Online Learning Learning? II), he points out that “it has always been the teacher whose intangible gifts inspire students who might not enter a classroom with a positive attitude toward learning but leave it with a hunger for knowledge, not another machine.” Although I am a proponent of the integration of technology in the classroom, I, too, believe that technology is no substitute for the presence of a teacher in the classroom. Technology can be leveraged in many ways to engage, hold the interest of, and inevitably motivate students to want to learn. My students have access to a state-of-the-art recording studio, television studio, and equipment such as DSLR cameras and iPad 2s. But even with this industry-standard equipment at their disposal, my students would not be half as successful as they are if they did not have a “teacher” to guide them.

I don’t like to refer to myself as a teacher in the traditional sense of the word; I prefer the term “facilitator of learning” instead. I assist my students in becoming independent, self-motivated learners, capable of researching, experimenting, and gaining knowledge on their own. I am present in the classroom to ensure that they master the technical skills necessary to prepare for the industry, but I don’t necessarily “teach” them the required skills. The students take responsibility for their own learning, by experimenting, collaborating and assisting each other along the way. This type of learning experience reflects the emergence of 21st century skills.

The majority of what I do in the classroom cannot be replicated through an online learning environment. Beyond the academic and technical skills that we cover throughout the curriculum, I assist my students in developing the critical interpersonal skills that will ultimately shape them into productive members of society. I teach my students the fundamentals of leadership, ethics, accountability, adaptability, personal productivity, self-direction, and social responsibility. This part of the curriculum would not have the same impact if it were offered as an online class. There is something about physically being together in the same classroom that cannot be discounted simply because of the technology available today. My students are learning effective ways to communicate with each other, collaborate on projects, and present their work to others in an environment that simply does not work if they are sitting at home taking the class online.

Education has come a long way from the days of past generations. The emergence of technology as a major contributor to that change cannot be denied. There is no doubt that the availability and the access that students have to technology has vastly improved the field of education. However, removing the teacher from the classroom and relying solely on technology to educate is not the answer. As Shatzsky states, “the bizarre notion that a machine, no matter how cleverly developed, can substitute for a live teacher is in keeping with the bizarre notion that standardized tests can of themselves accurately measure educational progress.” Instead, why don’t we focus on educating our teachers how to effectively integrate technology into their classrooms in order to engage and motivate their students?