Experts say IT to transform education in Mideast (page 2 of 2)

"There's a public, private divide and in the GCC the public education system has the resources to invest in a shallow education technology, like investing in iPads, but in terms of a true innovative pedagogy that's inspired, I haven't seen anything like that yet. I would expect that more within private education."

Despite this distinction, Gabi Zedlmayer, HP's Vice President for Sustainability and Social Innovation, believes emerging countries will soon be ahead of the curve, due to greater sense of flexibility and, in wealthier states, better opportunity to invest.

"It's not like in mature countries where there are so many Baby Boomers around, who will be around for some time because they can't afford to retire," says Zedlmayer. "As long as they're here there will be an attitude that is very opposed from the 'Cloud Generation', or the Ys or the Millennials. As that generation transitions out, you'll have a very, very different way of teaching and learning."

HP are currently investing heavily into LIFE (Learning Initiative For Entrepreneurs), their graduate programme for apprenticeships, and will soon be rolling out their first Institute of Technology in the Middle East, based in Sharjah, with several more to follow.

Despite a general sense that big shifts take time, Zedlmayer is brimming with optimism.

"I think there's already a revolution happening in education -enough people understand that this industrial age type of teaching doesn't render the type of success that we need to see. It's becoming more and more obvious the role of the teacher needs to change and we also need to embrace technology into the classroom."

Do education technologies, innovations pose hidden risks?

Technological advancements in other fields, particularly healthcare, have ultra-clear and quantifiable benefits, but when it comes to the classroom, changes in human interaction and teacher engagement are worth considering, says Dakkak.

"There are possible negative impacts when it comes to relying on technology in the education space, and there is a risk when it comes to the depersonalisation of learning. When you design a system you really need to emphasise a holistic perspective where everything is taken care of."

"Most proponents of education technology wouldn't suggest replacing the teacher," he says.

"Definitely at a younger age you need that human interaction. You need a teacher and it's not about replacing them, but supplementing them and amplifying their efforts."

HP's Zedlmayer agrees that teachers will not become a thing of the past, but should respond to inevitable generational differences.

"The way kids already communicate, collaborate and do teamwork is not in any way incorporated into the learning process, and that will change dramatically, also changing the role of the teacher. Technology is the enabler, not necessarily the solution for reform by itself," she says.

In what may be the greatest opportunity in terms of 'tech ed', she also highlights the opportunity to accommodate students who do not sit so easily into a traditional learning environment. Apps can be personalised to suit particular learning difficulties - or even detect them.

"Personalised learning is very critical, ensuring young people with very different talents don't get left out. So many have talents we just don't appreciate, which are lost over time and students can be left to feel like a failure. We can be much more inclusive, helping to develop skills and teach in a much more individual manner."

The potential for tech ed investment in the region is huge. As pilot projects take place over the Atlantic, Gulf states have the opportunity to observe which initiatives emerge as the most fruitful, before implementing any ambitious changes in the way curricula are delivered. In the meantime they will continue implementing smart devices and specialist software in order to enhance existing traditional teaching methods.