In the book “25 Years of Ed Tech”, Weller (2020) provided a compelling argument to dispel the myth that higher education has resisted technological innovation. As described by the author, there is a history of innovation and effective implementation of educational technology (ed tech) in higher education over the past 25 years. The author illuminated one innovation or key technology adopted by higher education per year starting in 1994 and ending in 2018. This week I read the first eight chapters. The writer’s 1994 beginning seemed appropriate as it focuses on the internet as the dominant technology shaping ed tech. I thought two ed tech innovations stood out as significant. First, in 1994 the Bulletin Boards System (BBS) gained popularity by establishing discussion forums as a precursor to social media. Second, in 1998 Wikis exemplified open education. Wikis facilitated collaboration and the construction of knowledge within a respectful space. Thus, becoming a foundation for open education. I now see that the networked participation and openness I aim to enhance in my teaching are based on historical precedent. My response to the 25 Years of Ed Tech retrospective is to wonder and hope for the book’s next edition.
What critical ed tech and pedagogy will be highlighted in the following chapters, from 2019 and beyond? In my opinion, the author’s aim is vital while higher education emerges from the shadow of the COVID-19 pandemic that began in 2020. Open and flexible education methods have drawn interest due to the COVID-19 pandemic (Naidu & Editor, 2022). Flexibility has been an essential and consistent aspect of innovation in education over the past 40 years (Veletsianos & Houlden, 2019). The pandemic crisis also exposed inequities in higher ed (Veletsianos & Houlden, 2020). For these reasons, if I was to edit the next edition of 25 Years of Ed Tech, I would add flexibility and accessibility as key concepts for future chapters. What would you recommend?
References
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (n.d.). The difference between emergency remote teaching and online learning. EDUCAUSE. Retrieved September 4, 2022, from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Naidu, S., & Editor, E. (2022). Threats and tensions for open , flexible , and distance learning post-COVID-19. Distance Education, 43(3), 349–352. https://doi.org/10.1080/01587919.2022.2088482
Veletsianos, G., & Houlden, S. (2019). An analysis of flexible learning and flexibility over the last 40 years of Distance Education. Distance Education, 40(4), 454–468. https://doi.org/10.1080/01587919.2019.1681893
Veletsianos, G., & Houlden, S. (2020). Radical Flexibility and Relationality as Responses to Education in Times of Crisis. Postdigital Science and Education, 2(3), 849–862. https://doi.org/10.1007/s42438-020-00196-3
Weller, M. (2020). 25 Years of Ed Tech. In G. Veletsianos (Ed.), 25 Years of Ed Tech. Athabasca University Press. https://doi.org/10.15215/aupress/9781771993050.01