Bates (2015) discusses how education is undergoing a fundamental shift due to changes in technology, learner needs, and expectations around accessibility and flexibility. What stood out to me while reading this chapter is how much of this “shift” I already see happening daily in my own classroom.
Students today are becoming increasingly reliant on tools like AI, often at the expense of developing their own problem‑solving skills. At the same time, I see wide variations in student readiness—some students in my middle school classes are still struggling with basic reading skills. This is difficult to witness and raises important questions about how factors like COVID‑19, limited home support, and grading policies may be impacting student learning. Bates (2015) emphasizes that education must adapt to changing conditions, and I can see how those systemic changes are already affecting what students need in order to succeed.
Bates also discusses how the role of the teacher is shifting from content delivery to learning design and facilitation. This strongly aligns with how I approach my multimedia classroom. Rather than lecturing, I focus on supporting students as they explore new technologies, experiment with ideas, and develop creative thinking. A good example of this is a recent “Fun Day Friday” assignment where students were asked to design an album cover. Initially, I introduced the activity using Canva, but many students chose to explore other tools like Pixel Art or Krita. This reinforced Bates’ idea that learning is not about the tool itself, but about how the learning experience is designed and supported.
At the same time, I recognize that middle school students still need structure. While flexibility is important, it works best when paired with clear expectations. In my classroom, students first learn basic computer skills through structured activities on our class website. Once they have built that foundation, they are given opportunities to explore through “choose your own adventure” activities. Most students respond well to this balance of structure and choice.
Overall, this chapter reinforced much of what I am already doing in my teaching practice. It was encouraging to see my approach reflected in the literature, but it also made me think more deeply about areas that need further development—particularly around AI and how to support deeper thinking in an increasingly technology‑driven learning environment. Bates (2015) makes it clear that change in education is ongoing, and this reading reminded me that adapting thoughtfully, rather than reactively, is an important part of my role as an educator.
Footnote: ChatGPT was used to refine the language in the final draft. All concepts and ideas are mine.
References:
Bates, T. (2015). Fundamental change in education. In Teaching in a digital age: Guidelines for designing teaching and learning. BCcampus. https://opentextbc.ca/teachinginadigitalage/chapter/1-1-fundamental-change-in-education/