Author: Sitti Maesuri Patahuddin, PhD
As we near the end of the year, it’s natural to look back on the year’s ups and downs, both in terms of our own personal experiences and the wider shifts that have occurred in our organisations. This introspection is especially meaningful in the field of education.
The past year has seen educators navigating the complex intersection of technology and traditional teaching methods. This journey prompts us to question, reassess, and, hopefully, grow.
In this modern age, educators have gone beyond the traditional role of information disseminator to become trailblazers in the field of digital education. Thanks to the digital age, educators now have the resources they need to be creative, influential, and innovative. This has opened up new possibilities for the worldwide sharing of best practices and ideas. Here at this crossroads, nevertheless, the question that matters most is whether or not our technological advancements are compatible with education’s fundamental principles.
My conversations with an Indonesian school principal and other teachers in East Java during one of my educational missions were quite illuminating. A school principal expressed a problem that many teachers may relate to. Despite her best efforts, she frequently felt that her classroom’s technological resources obscured the real purpose of teaching. She opened out about her own challenge in finding a middle ground between technology and the fundamental goal of education.
A teacher’s heartbreaking words were, “Imagine this: my left hand is forced to record the event on my phone to prove my skills, while my right hand is busy helping children.” This vivid image highlights the tension between authentic instruction and the performance element that technology imposes.
In addition, a senior lecturer from East Kalimantan related an occasion in which colleagues participated in various webinars concurrently using a variety of devices. They appeared to be present, but in truth, they were simply not engaged. A paradox is brought to light by this anecdote: the pursuit of professional development and student assistance through the use of technology can sometimes be detrimental to genuine educational engagement.
The experiences that come from the front lines of education shed light on a more general issue, which is the careful balance that educators need to find between utilising technology for learning and professional advancement and the risk of it becoming a distraction that is counterproductive.
The allure of digital recognition is powerful. Social media metrics such as likes, shares, and followers may seem important, but they don’t tell the whole story when it comes to education. ‘Aha!’ moments, comprehension breakthroughs, and the growth of critical thinking abilities, often away from the glare of digital platforms, are the true reflection of our accomplishment in the minds and hearts of our students.
Acknowledging the value of digital teaching tools in education is vital—they bring a richness of resources and connectivity previously unimaginable. However, the challenge for educators is to find a balance, ensuring our online presence and the content we share are true extensions of our pedagogical values and reflect the authenticity of our teaching.
As we reflect on the year, let us consider how our digital content contributes to education. Each online interaction should be more than just digital chatter; it should be a meaningful addition to the educational discourse. This calls for a commitment to educational integrity in both digital and physical spaces.
The foundation of effective education lies in action learning, which involves applying knowledge in practical situations. As educators, our duty extends beyond the classroom’s physical boundaries; we must empower our students to confidently and competently apply what they’ve learned in real-world scenarios.
Action learning, synonymous with the practical application of information, remains central to quality education. In this year-end contemplation, let’s reassess our educational approach. We should wholeheartedly embrace digital tools while preserving our traditional teaching values. Our role in the digital sphere should amplify, rather than diminish, our influence within the classroom.
Looking ahead, the future of education lies in balancing these facets. In this future, technology is a tool for enhancement, not a substitute for fundamental teaching principles. As educators, we must judiciously use this tool, ensuring that amid the digital evolution, the anchor of educational integrity remains firm.
As we move into the new year, let’s carry with us the lessons learned and the insights gained. Here’s to navigating the digital age with wisdom, holding onto the belief that at the heart of teaching is the transformative power of human connection, understanding, and shared knowledge. May we continue to inspire, educate, and learn from each other, embracing both the challenges and opportunities that lie ahead.
This article was originally published on the Jakarta Post website.