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    McKinsey sobre impacto de IA en K-12

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    8 views10 pages

    McKinsey Sobre Impacto de IA en K-12

    Uploaded by

    Michael Hurtado

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 10
    sexo tal ites eatin; How toga her Men McKinsey & Company w artificial intel will imp 0 lke xy Chitin et, Saab Sang and Dip Wagle Existing and emerging technologies can help save teacher time—time that could be redirected toward student learning. But to capture the potential, stakeholders need to address four imperatives. ‘as student needs becorre more complex and administrative and paperwork burdens increase, According toa recent MeKinsey survey, conductedin a research T he teaching profession's under siege. Working hours for teachers are increasing partnership wth Microsoft, teachers are working an average of 50 hoursa week!" —a ‘umber that the Organisation fer Economic Co-operation and Development Teaching and Learning Interatinal Survey supgests has increased by 3 percent over the past five 1 years! ‘While most teachers repartenjying their wor, they donot report enjoying the late nights marking papers, eparing lesson plans, o ling out endless paperwork, Bumnaut and high atuiton rates are testament tothe very real pressures on teachers. In theneectest schooisin the United States, for example, teacher turnover tops 16 percent per annum!) Inthe United Kingdom the situation i even worse, wth 1 percent of teachers considering leaving teaching aiogether because oftheir workloads!) Further clsheertonng to teaches isthe news that some education professors have even gone so faras tosuggest that teachers canbe replaced by robots, computers, and artical Intetigence A) gz ncinenyceminnbinahochlatde isonet tna eatre-obaealai-weldl sano Aci ogres aden How pt 12a (Our research offers a gimme ot hope in an otherwise bleak landscape, The McKinsey Global institute's 2018 report en the future of work suggests that, despite the dire [edictions, teachers are not going away any time soon. In fact, we estimate the school teachers will row by 60.24 percent inthe United States between 2016 and 2030, For countries such as China and nia, the estimated growth willbe mare than 100 percent!®! Moreover, cur research suggests that, rather than replacing teachers, existing and «merging technologies wil help thom do tei jobs beter and mor efit. COureurrent research suggeststhat 20 to 40 percent ofcurent teacher hours are spent ‘natives that could be automated sing existing technology. That translates into proximately 13 hours per week that leachers could rerect toward acts that lento higher student outcomes and tigher teacher satisfaction In shor, our research suggests that existing technology can help teachers reallocate 20 to 40 porcont of theirtime to éclvties that support student baring, Further advances in technology could push this number higher and resutin changes to Classroom structure and earning modalities, but are unikely to displace teacher in the {foreseeable future. Many the atrbutes that make good tenchers great are the very things that Alor other technology fis to emulate: inspiring students, bulding postive «school and class climates, reslving conflicts, creating connection and belonging, seeing ‘the world fromthe perspectivea individual students, and mentorng and coaching “tudes, These things represent the hear ofa teacher's work and cannot~and should rot-be automated. Make ne mistake the value of a good education starts early and last lifetime, Research ‘suggests that simply having an effective kindergarten teacher can affect the tkebood of «student completing college thus boosting thee lifetime earrings by about $320,000." “Technology, when used correctly can faciltate good teaching, but it wll never replace ‘teachers, Inthe remainder ofthis atl, we wil outine how teachers spendither ime ‘day, how technology can hep to save teacher ime, and where that addtional tie might 0. Note that we ae intentionally focused on the impact of technology on teacher time, In {ature articles we will address broader impact on student learing. How teachers spend their time ox nn chro anvou rast atet-leceiergnt i Dindurse-oenttnip mali. 240 sve il gence echt: Now wt ngs chr Meisey To understand how teachers are spending their ime today and how that might change ina ‘more automated world, we surveyee more than 2,000 teachers in four couivies with high adoption rates for education technology: Canada, Singspore, the United Kingdom, and the United States!®1 We asked teachers how much te they spend on 37 core activites, from lesson planning to teaching to gracing to maintaining student records We asked where teachers would tke to spend more and les time, We asked what ‘technologies teachers and students were currently using inthe classroom to discover new ‘conten, practice sis, and provide feedback. Finally, we asked what was working well ‘nd where they faced challenges, bothin the aplication of technology and more broadly ‘across theirroleas teacher. Ou findings were unequivocal: teachers, across the boar, ‘Were spending es tie in direct instruction and engagement than in preparation, evaluation, and administrative cuties Exhibit, itt Teachers work about 50 hours a week, spending less than half ofthe time in direct interaction with students, ety compostion of teacher woninghours, utero aire 2 — 50 sum 49% ‘SCapany How technology can aid teachers ap inumainay entail cence netow atl niece 2 ctrretraharentak mb mat. 30 swat tl alien anton: Hw ing wn | Meeny (Once we understood how teachers spend ther te, we evaluated automaton potential cross each activi, based on en evsuation of existing technology and expert interviews \We concluded thatthe areas wth the biggest potential for automation are preparation edministration, evaluation, and ‘eedback. Conversely, actual instruction, engagement, coaching, and advising are mora immune to automaton (Exhibit 2) cet Technology can help teachers reallocate 20 to 30 percent of their time toward activities that support student learning. Potential fortimerealcation, under ohours perwosk’ il ascaletme Oberg ne Mek & Sn ‘Where to save time with technology ‘The area with the biggest automaton potentials one that teachers deal with before they even gett the classroom: preparation, Across the four counties we studied, teachers pend an average of hours aweek in preparation actives. We estimate thateffectve se of technology could cut the time to jst sichours. Evanif teachers spend the same “mount of time preparing, technology could make tha ime mare effet, helping them ‘come up with even bette lesson plans and approaches. For example, several software rovers offer mathematics packages to help teachers assess the curentlevel oftheir students! understanding, roup students according to learning needs, and suggest lesson lans, materiais, and problem sets for each group nother subjects, collaboration -atforms enable teachers to search and find relevant materials posted by other teachers cr administrators, oki meheneycminurescn cou etchow eines ‘Blactesroherentat pnt. 610 sven tcl rennet: ow npn 12 br Meee “Technology has the least potertial to save teacher ime in areas where teachers are directly engaging with students: direct instruction and engagement, coaching and advisement, and behavioral- social, and emotional-skil development: tis worth pausing here for amoment to note that we are not denying that technology will change the student ‘experience of earning, though we would recommend caution anc measured expectations, \Wile controled pilot studies have shown improvements in student learning from technology-rich, personalized blended learning |°1 these improvements have not yet baen realized ona lage scale, The most recent Program for Intemational Student Assessment scores suggest tha, olbally students who use tablets, laptops, and e-readersin the

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