Have always been a fan of technology and of the potential impact of technology in education (note I don’t say EdTech 😉) however I have also been quick to point out we should never use technology for technologies sake; We should ensure we use technology where it adds to, enables, enhances or even re-defines learning and learning opportunities, but we should also be comfortable not to use technology where appropriate, where it might distract or where it adds nothing or little to learning. It was therefore with interest that I read an article in relation to a Dutch supermarket chain where they are reintroducing “slow checkouts”.
Slow checkouts
In the supermarket I visit on a regular basis as part of my weekly shop I had observed the steady removal of the conventional checkout staffed by a checkout assistant, and the move to technology enabled checkout solutions where shoppers simply scan their own shopping and pay via an online terminal. This all makes sense in terms of efficiency and getting people in and out of the supermarket quicker, which seems to make sense from a consumer point of view; I want to get my shopping done and get back home with as little delay as possible. It also likely works from the supermarkets point of view in reduced cost and increased flexibility; You don’t need a checkout assistant for each terminal so a reduced staffing bill and the terminals don’t need breaks or holidays.
So from a “lets use technology” point of view it all looks rather positive, and this is where this article comes in as it highlights that some customers actually view the shopping experience as a human experience, and look forward to the interaction at the checkout with the checkout assistant. Consider the impact this couple of minutes of interaction might have on an otherwise isolated pensioner or single person. The impact is notable.
How might this reflect on schools?
The purpose of school is learning and learning is an inherently social experience. Additionally, within schools some of the learning relates to actually learning and developing social skills. As such, like with checkouts in a supermarket, I think we need to keep an eye on the balance between using technology and the social side of life in schools and colleges. Actions taken in relation to technology use will impact on the social side of school life and correspondingly actions to change the social side of school life will likely impact on technology use. I think this might be particularly important at the moment in the significant discussion around the use of artificial intelligence and solutions such as Chat-GPT. How can we make use of these solutions without losing out on the social side of learning, on discussion, peer of peer interaction and whole class involvement, etc? How can we gain efficiency benefits through automation and AI based personalisation in teaching and learning, while maintaining social interaction with peers, teachers and others?
Conclusion
I think this plan to introduce more “slow” checkouts serves as a flag highlighting that the march of technology, although largely beneficial and positive, may have other implications that we need to ensure we consider. We need to remember the social animal that we are, the things which make us different from the automated nature of technology. And in doing so we need to find a balance between the efficiencies and accuracy of technology and the variability and social interaction which underpins the human animals we are.
References:
Is There a Future for Chit Chat Checkouts? – Issuu
Technology and Learning