Comparing the opinions and evidential research presented in the respective papers of Weller, (2018), and Reiser, (2001); uncovered patterns of anticipation and anti-climatic stagnation when new technologies throughout history promised to revolutionize education, and then ultimately were followed by the next forecasted innovation. Although written nearly two decades apart, both articles are relevant and have convincingly argued that although there have been significant shifts in educational practices, technology has been slow to make a substantial impact in the field.
In relevance to my own experiences adopting and incorporating innovations and technologies into my classroom, one “lesson from the past” that resonates after reading these individual pieces, is that “Patience is required: educational transformation is a slow burn” (Weller, 2018, p.28). I have felt the excitement and anticipation of the promise of new technologies in my classroom, only to be let-down when the hype subsides, and the deciders have resolved to go with yet another new technology; as the cycle continues. In addition to the disappointment that this recurring broken promise generates, this causes problems when designing the digital learning environment as it is challenging to maintain resources and assignments created for specific platforms and learning management systems if they are continually changing. It would seem apparent that when adopting new technologies, instructional designers, instructors, and administrators will require stamina as “EdTech is not a game for the impatient” (Weller, 2018, p.48), and the next big technological innovation is yet to come.
References
Reiser, R. (2001). A history of instructional design and technology: Part 1: A history of instructional media. Educational Technology Research and Development, 49(1), pp. 53-64. doi-org.ezproxy.royalroads.ca/10.1007/BF02504506
Weller, M. (2018a). Twenty years of ed tech. Educause Review Online, 53(4), pp. 34-48. Retrieved from https://er.educause.edu/articles/2018/7/twenty-years-of-edtech
Hi Lisa, it is quite true, in this slow race of edtech, patience is needed. The proliferation of digital tools and the emergence and innovation in the field of technology have made it easier and faster to make more tools that are faster and better. But does it? It seems that we have the propensity to be attractive, as history showed and even in our experiences, to continually upgrade; not realizing that maybe we have the solution in front of us but we are distracted by the newness and cooler tools that are being introduced. Maybe in combination with patience, we also need to be reflective and ask the right questions. I am curious about your thoughts on how to mitigate these challenges we are facing in edtech. What are our role and responsibility? Thanks.
Hi Lisa, do you mind sharing an example of tech you tried in your classroom that the deciders then took away? I’m curious what they didn’t end up using and why.
Hi Susan, many platforms have changed over the years with little notice. One example was changing from BlueJeans to Skype for business – as chair of a committee hosting meetings, and using it to meet with students this was ++inconvenient. Also, there was a push for e-portfolios that never took off and the original platform used was switched to Kaltura…It can be disruptive when familiar with these platforms to suddenly switch!
Hi Lisa and Susan, I, too, have had similar experiences with a rush to adopt an e-portfolio platform with a school board, with much hype as something that would follow primary students through to high school — only for it to be stripped of the same urgency and focus the following year, and now three years later, no longer used.
Flexibility is key. And I believe, as has been repeated… more patience.
Thanks for sharing Leigh, I tend to lean into these things as my busy mind jumps at the prospect of these new tools;
but I am learning to be mindful of the constant change in EdTech and to look at these as interesting tools we are trialing vs. adopting.
Hi Lisa, thanks for referencing my piece. You’re right to pick up on the frustration this broken promise cycle produces. I also feel that it is used to avoid repercussions, because something is hyped, doesn’t deliver, but by then who cares because everyone has moved on to the next thing. It doesn’t help us in ed tech build an understanding of our own field.
Martin
Hi Martin, I am honoured that you have read my blog post, and thank you for your comment. I am very interested in your work in opening up education and can appreciate that this cycle must be a constant test of patience and flexibility. The history of the field is very interesting, and I look forward to what comes next…
Much appreciated,
Lisa