Week 2 reflection – week ending January 16, 2026
Reimagining education – Pedagogy, technology and learning designs.
The question of whether we need to reimagine education has become increasingly relevant as classrooms are struggling to keep up with the pace at which technology is evolving. This week’s discussions—along with viewing the documentary Most Likely to Succeed (2015)—prompted me to reflect on emerging pedagogical approaches that will become more relevant with the advancement of AI and the challenges educators face when attempting to create, innovate, and adapt. Understanding the role of technology in today’s classroom will allow educators to learn what meaningful change is when approaching the ever-changing reality of 21st-century learning.
When it comes to learning designs, the film critiqued the traditional model of assessment seen in many North american schools, where students are tested on content and the “regurgitation” of information as opposed to the development of critical thinking, teamwork, and problem-solving skills. This stream of standardised testing has been criticised by many experts in education, as it standardises compliance instead of building the skills required to help students succeed in the working world and allowing students to take ownership of their learning.
In many jurisdictions, students are required to take standardised tests. Alfie Kohn, a scholar in the field of education, speaks to the subject of standardised tests and how they measure socio-economic status – how well-off students are in the area in which they live – as students who are more well-off tend to have more resources needed to perform well on standardised assessments (summary of his article here). This subject has raised conversations around competency-based education and the “new” 2016 BC curriculum, which places an emphasis on inquiry, critical thinking, and fulfilling “core competencies”.
Obstacles to Change
Many educators face barriers to changing and revising the curriculum as a whole. Time constraints, assessment expectations at times from parents, and institutional resistance all play a role. The traditional framework of education where measurable assessment is still the norm is tough to reform from the inside out, as many parents and educators are stuck in the letter grade mindset where “A” means average and anything below it is irrelevant. The proficiency scale used at the K-9 level in BC is a step in the right direction and is used to provide a snapshot of how a student’s learning has progressed over time. Trying new pedagogical approaches is risky, and doing so may raise issues on classroom management, privacy, and equity. As a result, many educators resort to using “safer” or more traditional methods of teaching.
Final thoughts
This week’s materials left me both excited and cautious. While new and advancing technologies offer powerful opportunities to improve learning, they also require careful implementation, critical reflection, and systemic support. I’m curious how others are navigating this balance.