The pros and cons of a computerised education

Is internet technology turning our brains to mush? For those born after 1990, it is a constant fear. Most of us struggle to read a poster, let alone a book. We’ve overstimulated our prefrontal cortexes to near death through incessant multi-screening. Our brains aren’t wired to do anything except be wired.

But technology fans tell us to be positive. We should embrace the new world and its limitless possibility. In education, in particular, there is a sense of optimism. When I started secondary school at the turn of the millennium, we had just one interactive whiteboard. It immediately became the epicentre of the school. By the time I graduated from university, all students were equipped with their own laptop, and essays were uploaded electronically.

The students of the future will increasingly use virtual classrooms, whereby learning is delivered to them wherever they are. But will they learn more as a result?

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Distance learning is nothing new. Harold Wilson outlined plans for a ‘University of the Air’, and the Open University was founded in the late 1960s, with students enrolling early the following decade. Development in communications technology, however, means that distance learning has been greatly enhanced in recent years.

It is easy to get excited. Educational techno-utopians claim technology will ‘democratise’ learning. The barriers of educational privilege can be torn down. Courses are free or cost very little. Everybody can have access to the best teachers. You can delve into subjects that hitherto you could never have known about. Cryptology or canine theriogenology tickle your fancy? One click and away we go.

It’s big business too. The number of virtual learning ‘solutions’ is on the rise. CloudRooms, an American virtual learning school, ‘are here to help you with the transition’ from bricks and mortar to computers.