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The most poignant lesson from EdTech past is how economic interests define education technology selection, often at odds with the underpinning theoretical framework. The argument presented by (Weller, 2018, p 5) in Twenty Years of Ed Tech supports the conclusion that while enterprise solutions (LMS) aid rapid implementation they are often a Faustian pact. Innovation in educational design can be stifled by restrictive patents when vendors limit resource choices. These technologies as (Watters, 2014, p. 22) stated are a silo and \u201cControl is in the hands of administrators, teachers, and IT but rarely in the hands of learners.\u201d Technology that promises to address pedagogical possibility often works to exclude. The problem is locating fantastic resources that cannot be employed due to licensing, patents, or copyrights that keep the focus on return on investment and not on the potential learning benefits. The problems I encountered as a post-secondary trades (Crane & Hoisting Equipment Operator) instructor is the lack of autonomy that silos create. When the institution takes a singular approach to content delivery it impedes innovation and dilutes it down to a canned experience.<\/p>\n
The evolution of Edtech as articulated by (Weller, 2018, p 34) indicates no shared concepts or history due to its multidisciplinary nature. Every discipline has the need for continuous learning. \u00a0Various technologies from multitude sources have been adopted into the EdTech fold with varying degrees of success. I\u2019ve seen this in my work in the military and trades instruction with the push to adopt bling technologies as evidence of innovation in learning design. As (Weller, 2018, p.46) insightfully points out this can be the desire rather than a solution to a problem. In my experience over 25 years of teaching I have been subjected to design failure in computer-based drill and kill and poorly constructed simulator-based training that replaced tried and true andragogically sound teaching. The lesson is in the evaluation of instructional media before we champion the technology it should be fully evaluated (Reiser, 2001, p.61 ) describes the importance of formative evaluation testing before resources are in the final form. Also, we should not discount a technology completely as summative evaluation is equally meaningful as we learn from our failures and this often leads us to new areas of exploration or implementation. This is meaningful in my work as an educator as I often take the gold in something and leave the rest. My experience in early computer-based and simulator training now informs my use of these technologies in my instructional practice. In effect, the early poor design has taught me how to best employ them as a complimentary resource rather than a replacement for teaching.<\/p>\n
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References<\/p>\n
Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational Technology Research and Development<\/em>, 49<\/em>(2), 57\u201367. https:\/\/doi.org\/10.1007\/BF02504928<\/p>\n Watters, A. (2014). The Monsters of Education Technology<\/em>. Retrieved from https:\/\/s3.amazonaws.com\/audreywatters\/the-monsters-of-education-technology.pdf%0Afiles\/434\/MonstersWatters.pdf<\/p>\n Weller, M. (2018). Twenty Years of Edtech<\/em>. Retrieved from https:\/\/er.educause.edu\/~\/media\/files\/articles\/2018\/7\/er184101.pdf<\/p>\n","protected":false},"excerpt":{"rendered":" The most poignant lesson from EdTech past is how economic interests define education technology selection, often at odds with the underpinning theoretical framework. The argument presented by (Weller, 2018, p 5) in Twenty Years of Ed Tech supports the conclusion… Continue Reading →<\/a><\/p>\n","protected":false},"author":113,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-187","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/posts\/187","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/users\/113"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/comments?post=187"}],"version-history":[{"count":1,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/posts\/187\/revisions"}],"predecessor-version":[{"id":188,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/posts\/187\/revisions\/188"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/media?parent=187"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/categories?post=187"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/tags?post=187"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}