Reimagining Learning
What Does That Look Like in Schools?
Recently, there has been a noticeable resistance among teacher educators and school leaders to the rising use of AI and technology in teaching and learning. Many argue that these tools are overused and make it difficult to truly “measure” what learning is. Over the past couple of years, I have often found myself saying, “It is time to reimagine learning.” But what does that really mean? In this article, I offer a few suggestions that can help us do just that: Reimagine teaching and learning. It is worth noting that these suggestions require a mindset change. It is only when we start seeing things from a whole new perspective that change takes place. Here is a starting point for what Reimagining Learning and Teaching looks like:
1. Understanding that learning can happen anytime and anywhere
It all starts with an understanding that learning is flexible. With today’s technology, learning is no longer limited to the classroom. Reimagining learning means using real-world and digital opportunities to create a culture of lifelong learning.
2. Prioritizing skill development over content delivery
In a world where information is ready and available at our fingertips, the focus needs to shift from knowledge transmission to equipping students with the skills they need to gain knowledge on their own. The goal is to prepare students with critical skills like problem-solving, creativity, and digital literacy.
3. Rethinking assessment
Reimagining learning involves adopting more inclusive and dynamic assessment strategies that focus on progress, process, and outcomes. Assessment should move beyond evaluating what students know and to celebrating how they think, apply, create, and grow.
4. Establishing global learning connections
Another suggestion is using technology to connect students with peers and experts worldwide. Virtual exchanges, online forums, and global projects expose students to new cultures and ideas. This, in return, would foster global citizenship, which is not only relevant but extremely important in our day and time.
5. Adopting culturally responsive teaching
Technology and AI enhance our ability as educators to find and use resources and materials that are relevant to the cultures, languages, and needs of our students. Tailoring teaching practices to reflect students’ diverse cultural backgrounds is one step towards ensuring that learning is inclusive and responsive to the needs of all learners.
6. Integrating blended learning models
One of the areas where there is typically much resistance among educators is online learning. When done right, online education is a great tool that fosters accessibility, personalization, engagement, and self-paced learning. Combining online and face-to-face instruction to create flexible, hybrid learning environments that adapt to individual and group needs is key. Online learning should be integrated into every school’s annual plan, and as a contingency plan when interruption of learning may occur for any reason. Let us reflect on the lessons we learned from the COVID-19 experience.
7. Reimaging the role of teachers
Finally, it is essential to reframe what the role of teachers is. Teachers are not knowledge transmitters but rather facilitators and mentors. It is equally important to provide them with the tools and support to embrace innovation and technology.
To sum up, it is important to note that for this vision to crystalize, teacher educators and school leaders must become advocates for teachers to embrace AI and technology as tools for innovation rather than threats to tradition. This means creating professional development opportunities, giving practical examples, and fostering a culture of experimentation and risk-taking. Schools should be spaces where partnerships with Edtech leaders take place so that the voices of students and teachers are taken into consideration when technology is developed and enhanced. Otherwise, schools and Edtech companies will continue working in silos, further widening the gap and robbing teachers and students alike of the opportunity to thrive and grow in an ever-changing world.
Dr. Salma Waly
Assistant Professor, Department of Teacher Education
Dr. Salma Waly, awarded as an outstanding Arab American under the age of 40 in 2022, is an innovative educator dedicated to harnessing education’s transformative potential to build communities. Throughout her career, Dr. Waly has worked in various educational domains, including higher education teaching and research, school leadership, and designing and evaluating tailored programs across continents.
With extensive experience working in diverse settings, including the United States, Egypt, Qatar, Saudi Arabia, Sudan, Syria, Japan, Indonesia, China, and South America, Dr. Waly’s leadership is evident in orchestrating effective teamwork, meticulous project management, and impactful communication strategies.
