The advancements in technology have brought many new tools that we can use in the classroom, but it seems that none of them fully replaces existing tools.\u00a0 Reiser points out that in 1913 Thomas Edison claimed that books would soon be obsolete when he was introduced to the motion picture, but the change did not happen as quickly as Edison had declared (Reiser as cited in Saettle, 1968, p. 98).\u00a0 Here we are, 106 years later, and we still use books; granted, we now have the option of paper or digital, but they are still a valued tool which did not vanish due to the next invention.\u00a0 Although Reiser\u2019s article was published in 2001, the history it presents provided me with the lesson that as new technologies are introduced it is important not to lose sight of the goal (i.e. what is the purpose of the new technology), and that just because something is new does not mean it will solve everything.\u00a0 This applies to my current role by teaching me that the tool and problem need to fit in order for a solution to succeed completely.\u00a0 When new systems are available and co-workers want to use it because it is new, I will now ask the question if this works to create the best solution or if it is purely a desire to use the new technology, where in the past of I have stayed quiet.\u00a0 I am in favour of looking at new tools, but based on what I have read, I realise that is it important to understand their features.\u00a0 Reiser states, \u201cof the many lessons we can learn by reviewing the history of instructional media, perhaps one of the most important involves a comparison between the anticipated and actual effects of media on instructional practices\u201d (Reiser, 2001, p. 61); this, when combined with Edison\u2019s 1913 pronouncement, has caused me to learn never to make a statement that a piece of technology will wipe out the current tool; it is best to wait, with an open mind, and see what comes.<\/p>\n
Weller\u2019s article Twenty Years of EdTech provided a clear timeline of when educational technology became popular.\u00a0 It made me think about the technology I use at work to support applicants and students, and I realized that we are not where we should be given the timeline in the article.\u00a0 We use digital forms (or scanned paper forms) to gather information from applicants and students, when, according to Weller, Learning Management Systems (LMS) became popular in 2004.\u00a0 Reading this article reminded me that a LMS can handle the data we collect by providing applicants and students one location to submit everything, but we are still using a number of tools and locations to gather and store information during the application process, continuing to when the students begin classes.\u00a0 Using the amalgamation of processes makes it cumbersome for students and staff to know what information is held where.\u00a0 Having a system that could manage all of the required information, filing it appropriately with the right people, being notified, and not using it to its potential increases workload and likelihood of error.\u00a0 If we could connect the business and educational needs to the tool we have available (LMS) then the process would be clear to the applicants, students, and staff.\u00a0 In the current system, we move data from one location to another in order to have it all in one location from multiple sources.\u00a0 If we are living the future of technology, why are we not able to move forward and stop using methods of the past?\u00a0 Is it a problem with the software, or an issue with training staff who may not have sufficient experience with the operation and application of the new tools or is it a problem with faculty, staff and, to some degree, students resisting or not understanding the positive implications of the sometimes rather drastic changes?<\/p>\n
Weller states, \u201cpatience is required:\u00a0 educational transformation is a slow burn\u201d, my general lesson from these articles is that change takes time.\u00a0 The right tool needs be based on the issue requiring a solution, if it will be successful, otherwise the risk is that further harm will occur.<\/p>\n
References<\/p>\n
Reiser, R. A. (2001). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research and Development<\/em>, 49<\/em>(1), 53-64.<\/p>\n Weller, M. (2018). Twenty years of EdTech. EDUCAUSE Review, 53<\/em>(4).<\/p>\n","protected":false},"excerpt":{"rendered":" The advancements in technology have brought many new tools that we can use in the classroom, but it seems that none of them fully replaces existing tools.\u00a0 Reiser points out that in 1913 Thomas Edison claimed that books would soon be obsolete when he was introduced to the motion picture, but the change did not … Continue reading Technology Will Change Everything\u2026or Will it?<\/span>