This notion prompted significant reflection because it underscores the natural progression where those from the previous generation teach the incoming generation how to shape the future. The question is whether we can establish a common language that bridges the generations for effective education, and if so, where should the focus be?
The difficulty lies not in someone’s age but in the mental shift we are required
to undergo. - Orit Margaliot
The first step we need to take is to understand that the principles remain the same, while the methodology has evolved. We must accept this change and overcome the fear of losing control. This adaptation will strengthen educators’ roles and make them relevant to today's generations.
Being open to viewing younger people as partners and recognizing the existence
of new tools will enable teaching them how to make wise use of these resources. It is crucial to remember that for human beings geography is not as important as values. Learning from one another and listening are far more effective than simply imposing knowledge. Younger generations must receive support in developing the new skills they need. The pandemic highlighted that the need for such skills is not a thing
of the past; we must ensure that they are well-prepared to thrive in unexpected situations.
At the conclusion of the panel, the audience had the opportunity to pose questions.
Piotr Popławski, Sybir Memorial Museum in Białystok:
You mentioned that the use of new technology constitutes only a portion of the classroom experience, so I wanted to inquire about the proportions. Based on my work experience, using a significant amount of new technologies during a lesson can lead to overstimulation of the participants. In our museum, the use of these tools represents about one-fifth or one-third of the activity. What about your activities?
We’re trying to make it one-third. To achieve this proportion, we are also incorporating other forms of interactivity, such as quizzes or specific apps, towards the end
of the activity, which are not virtual or augmented reality. Currently, we are experimenting with a new element in our project about the Transatlantic MS Piłsudski, which recounts the interwar period of the Polish Second Republic.
Piotr Popławski: I believe that we cannot compete with the game development industry, one of the fastest-growing markets globally. We can either choose to observe it or find ways to utilize it. What decisions have you made in response to this?