The Role of IoT in the Education Sector

The UK education system is known to be one of the best in the world, but the strain on resources has varied over the years. In 2010-11 there were 4.1 million pupils in UK state-funded schools, an average of 231 pupils in each school and 20.4 pupils per teacher (Bolton 2012: 04). 79.6% of pupils in their last year of compulsory education in the UK achieved 5 or more GCSE grades A*-C or equivalent (Bolton 2012: 04). However, the number of pupils in state-funded primary schools has boomed over the past decade, rising from 4,096,580 in 2010 to 4,727,090 in 2019. Almost one million of them are in classes of 31 children or more, a 29% increase from 2010 (Hazell 2019). Research for the children's commissioner found 98,779 (18%) of pupils in England in 2018 had failed to gain five GCSEs at grade C or higher or the equivalent technical qualifications (BBC 2019).

One of the biggest challenges within the education sector remains teacher recruitment. As the number of pupils rise, teacher recruitment lags behind. In a NEU poll of over 600 teachers, 39% of secondary teachers said “reducing class size” should be the top education priority for the Government, along with 21% of primary teachers (Hazell 2019). Student numbers are expected to increase dramatically, but the Department for Education has struggled to recruit the number of teachers needed to meet the increased demand. Overall, there is a shortage of 30,000 teachers, and the shortfall is even worse in key subjects like technology and science (Rees 2018).

“[The] government will need to focus on helping to tackle issues such as teacher workload and access to continuing professional development. The next government should set out clearly how it will encourage teachers to stay in the profession and ensure recruitment targets are improved” (Rees 2018).

In recent years, the education system has been changed to put more focus on exams. While some people argue that this is beneficial, the evidence would suggest otherwise. The excessive workload is causing huge problems with stress, especially in children sitting their GCSEs. If that problem isn’t tackled, it can quickly lead to more severe mental health issues. Children who develop these conditions early in their lives are likely to struggle with them for a long time (Shout Out UK 2018).

Research evidence shows that education and health are closely linked. The culture, ethos, and environment of a school influences his health and wellbeing and readiness to learn (Public Health England 2014).

So, promoting the health and wellbeing of pupils and students within schools and colleges can improve their educational outcomes and health and wellbeing outcomes. Key evidence highlights the link between health and wellbeing and educational attainment. There is also a positive association between academic attainment and pupils' physical activity levels (Public Health England 2014).

From a young age, children’s overall level of wellbeing impacts their behaviour and engagement in school and their ability to acquire academic competence in the first place. DfE research also found that pupils with better attention skills make more progress across the four key stages. Therefore, pupil health and wellbeing can have hugely positive side effects for everyone involved (Public Health England 2014).

The physical and social environment in which pupils spend a high proportion of every weekday may have profound effects on pupils and staff’s physical, emotional and mental health and affecting their attainment (Public Health England 2014).

IoT in Schools:

The Internet of things (IoT) refers to connected devices, sensors and systems - everything is linked and centrally managed in order to deliver an elite experience for the user(s). This can lead to a smart classroom or even a smart school – using technology and connectivity to break barriers and create the best environment for pupils and staff.

Cisco predicts the global adaptation rate of IoE (Internet of Everything) in education will rise from less than 5% in 2013 to 32% by 2022 (BAGHERI and HAGHIGHI MOVAHED 2016).

A smart classroom can be defined as an intelligent environment equipped with different kinds of hardware and software modules. Video projectors, cameras, sensors, and face recognition algorithms are examples of modules that monitor different physical environment parameters or students’ attributes such as concentration, performance, and achievement (BAGHERI and HAGHIGHI MOVAHED 2016). This ability allows teachers to gain better insights into how pupils are learning and which pupils may need some extra help. By incorporating IoT in education, learners become co-creators of knowledge and data-driven decision making replaces ad hoc decision-making, saving teachers valuable time and creating a more informed teaching method. In addition, by using cloud-connected devices, professors can monitor which students need individual attention and track their progress (Mehta 2017).

As mentioned above, the education system has undergone much change over the last decade, and technology has largely been embraced to overcome some of the classroom challenges. However, today's pupils and children have become accustomed to new technology and are constantly consuming digital experiences. Therefore, some conventional and classic education methods in classrooms are no longer attractive and efficient for learners of the 21st century (Pervez, Rehman & Gasim 2018). Research studies show that the use of technology can improve test scores. One study showed that students retained information learned at their own pace and performed better (Pervez, Rehman & Gasim 2018). Technology helps learners with low attention spans and is a famous tool for teaching children with special needs and teaching languages (Pervez, Rehman & Gasim 2018).

Special needs students have a lot to gain from this shift to technological means. For instance, students with impaired vision can be given special cards that are detected automatically and can inform connected devices to display text in a larger font (Mehta 2017). IoT also plays a pivotal role in SEN schools creating sensory experiences that can calm, inspire and relax students. Through these advancements, the IoT can facilitate equal access to education for all students.

Smart schools will seek to make learning more interesting, motivating, stimulating and meaningful for all learners. The technology will accommodate individual learning styles to boost performance and foster a classroom atmosphere that is compatible with different teaching-learning strategies (Taleba & Hassanzadehb 2014).

This surge in connected technology means that teachers can utilize their time and resources on more personalized instruction, as the IoT would automate processes that were previously conducted manually. For example, sensors could detect students' presence within a classroom, negating the need to manually take attendance, thus saving precious time (Mehta 2017). IoT can also assist teachers with marking and lesson planning, saving them time and helping teachers gain valuable insights that can be drawn upon during feedback session or parents evenings.

A school in Eastern China has gone so far as to install facial recognition technology, improving everyone's security and safety whilst also allowing teachers to monitor how attentive students are in class. If a student seems confused or distracted, the teacher can intervene sooner (Rajput 2019).

IoT also has applications outside of the classroom. From tracking resources and equipment to quick access to schedules, both students and teachers can save valuable time and money. Live examples of this are the New Richmond schools in Tipp City, Ohio, where approximately $128,000 is saved each year by using a web-based system that controls all mechanical equipment inside the buildings. This way, the IoT can be best utilised to increase energy efficiency and reduce schools' operating costs (Meola 2020). Another application is within bus schedules; students can track bus routes to avoid waiting in unsafe areas, and parents too can keep their minds at ease by keeping an eye on their children’s whereabouts (Mehta 2017).

All of the challenges and opportunities stated above have become even more apparent in recent months. The COVID-19 outbreak has disrupted the world as we know it, and schools are one of the many areas affected. While the Government rolls out plans to reopen schools with social distancing in place, it becomes apparent how difficult this could be given the challenges stated above and the impact both mentally and physically on pupils and teachers. In a sense, it strengthens the appeal of using IoT in schools - presence detection sensors could be used to ensure social distancing is complied with, more online learning will need to be practiced, and therefore teachers will have to adapt to ensure health and safety whilst also equipping pupils with the knowledge needed to pass exams.

The IoT's potential within the Education sector is huge; there is already evidence of how this technology can benefit student’’ health and wellbeing and their overall learning experience. There are, however, concerns surrounding security and therefore work is still to be completed before the ‘new norm’ is smart schools and classroom. However, the COVID-19 pandemic may have inadvertently fast-tracked smart schools and classrooms as technology is utilised to ensure pupil and teacher safety.

Some parents worry about the increased use of technology, having an adverse effect on pupils’ personable and communication skills. Therefore, there is a definite balance to be stricken between the benefits IoT can bring to teacher and pupil safety, attainment, emotional and mental health, concentration and performance levels as well as the more traditional tried and tested methods which promote team working, communication skills and the development of key emotions. Certainly, the future of educational buildings will be a very different experience from what we are all used to.

 

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