{"id":554,"date":"2024-09-06T08:46:11","date_gmt":"2024-09-06T14:46:11","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru297\/?p=554"},"modified":"2025-03-18T10:41:30","modified_gmt":"2025-03-18T16:41:30","slug":"lessons-from-25-years-of-ed-tech","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru297\/lessons-from-25-years-of-ed-tech\/","title":{"rendered":"Lessons From 25 Years of Ed Tech"},"content":{"rendered":"\n

Some of the “between the chapters” discussion of the serialised audio version<\/a> of 25 Years of Ed Tech<\/a> reminds me of how much value a book club can provide. Different perspectives can be revealed, leading to a deeper consideration and understanding of the material. In my recent reading, two topics have stood out.<\/p>\n\n\n\n

Chapter 12: 2005 Video<\/h2>\n\n\n\n

Chapter 12 examines 2005 as the year in which video joined the ed-tech space. This coincides with the year that YouTube was launched (Encyclopaedia Britannica, n.d.). This chapter, and its companion discussion podcast episode, have immediate relevance to the current state of the ed-tech industry. In my role as an instructor, I use video in multiple ways. This chapter and discussion have given me serious pause. While the book focuses on the emergence of video-related technology, adoption, and accessibility, the discussion in the serialised audio version raises important points that deserve some focus.<\/p>\n\n\n\n

As Bessette discusses at 22’00” in the discussion podcast, the use of video in education can present significant challenges for students, ranging from technical barriers to serious safety concerns. Some students may face technical difficulties that limit their ability to engage with video content. Others, particularly those living under restrictive regimes or in unsafe home environments, may encounter legal or personal risks that make video-based learning hazardous. For instance, in totalitarian states, accessing certain online content could have severe legal consequences, while in unsafe or dysfunctional homes, turning on a camera could expose a student to unwanted scrutiny or danger.<\/p>\n\n\n\n

When teachers enforce a ‘cameras-on’ rule, they might inadvertently put students at risk in ways that extend far beyond the classroom’s reach or the teacher’s intent. The lesson from this is clear: educators must carefully consider the broader implications of learning modalities, beyond the immediate classroom context, to ensure that learners can engage safely and effectively.<\/p>\n\n\n\n

Chapter 16: 2009 Twitter and Social Media<\/h2>\n\n\n\n

Twitter and Social Media are the focus of 2009 in Chapter 16 of 25 Years of Ed Tech. Weller could release a new edition of his book, with a rewrite of this chapter. In just a few years following the publication of the book and discussion podcast, Twitter has transformed into a dramatically different entity in terms of its culture and engagement.<\/p>\n\n\n\n

Controversial business figure Elon Musk acquired Twitter, Inc. in October of 2022 (Wikipedia, n.d.) and swiftly made dramatic changes that has resulted in users leaving the platform in droves (Ingram, 2024). Musk rebranded the platform as simply “X”, eased moderation of hateful and toxic content, and reinstated user accounts that were previously banned for rule violations (2024). Advertisers have walked away from the platform as well, “with 75 out of the top 100 U.S. advertisers on X from October 2022 having ceased ad spending on it” (2024, para. 13). <\/p>\n\n\n\n

While Weller acknowledges many of the negative aspects of Twitter and other social media in the book, his charge that Twitter has become part of the educational infrastructure now seems to have much less certainty (p. 107). Weller aptly notes that, considering the toxic-environment pockets that social media tends to foster, universities have a duty of care when promoting the use of social media to its communities (p. 110). What once was a popular and reliable platform where ed-tech engagement and learning could prosper, now seems to find itself on shaky footing. Even while Royals Roads maintains an active presence on X, I do not engage with the channel as part of my MALAT journey; Musk\u2019s rapid and active deterioration of the platform led me to shutter my own account after having been an active user for 15 years.<\/p>\n\n\n\n

Relying on a single tool can lead to significant vulnerability should that platform substantively transform. While other platforms have come online in the onset of the Twitter\/X struggles, it remains to be seen whether one will rise to the prominence and relevance that Twitter once had.<\/p>\n\n\n\n

Conclusion<\/h2>\n\n\n\n

These topics highlight that risk is not always immediately apparent. Sometimes the risk is indirect and outside of our observational scope. Other times, the risk is latent and does not appear for quite some time. We must consider implications that may exist beyond our own lived experience\u2014risks that exist now, and risks that may present themselves over time. Every decision assumes a certain amount of risk. As educators, we need to critically weigh these technology-related risks along with all other aspects of our decision making.<\/p>\n\n\n\n

\n\n\n\n

References<\/h2>\n\n\n\n

Adobe Stock. (n.d.). Pastel watercolor background wallpaper, blue and orange smock glowing abstract texture art gradient background softly blended hues<\/em> [Stock image]. Adobe Stock. https:\/\/stock.adobe.com\/images\/pastel-watercolor-background-wallpaper-blue-and-orange-smock-glowing-abstract-texture-art-gradient-background-softly-blended-hues\/745459495<\/a><\/p>\n\n\n\n

Bessette, L. S. & Pasquini, L. (Host). (2021, January 27). Between the Chapters #12 talking videos with @readywriting [Audio podcast]. In 25 Years of Ed Tech: The Serialized Audio Version<\/em>. <\/a>https:\/\/25years.opened.ca\/2021\/01\/27\/between-the-chapters-video\/<\/a><\/p>\n\n\n\n

Encyclopaedia Britannica. (n.d.). YouTube<\/em>. In Britannica<\/em>. Retrieved September 6, 2024, from https:\/\/www.britannica.com\/topic\/YouTube<\/a><\/p>\n\n\n\n

Ingram, D. (2024, March 2). Fewer people are using Elon Musk\u2019s X as it struggles to keep users. NBC News<\/em>. https:\/\/www.nbcnews.com\/tech\/tech-news\/fewer-people-using-elon-musks-x-struggles-keep-users-rcna144115<\/a><\/p>\n\n\n\n

Weller, M. (2020). 25 Years of Ed Tech<\/em><\/a>. Athabasca University Press.
Wikipedia contributors. (n.d.). Acquisition of Twitter by Elon Musk<\/em>. In Wikipedia, The Free Encyclopedia<\/em>. Retrieved September 4, 2024, from https:\/\/en.wikipedia.org\/wiki\/Acquisition_of_Twitter_by_Elon_Musk<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Some of the “between the chapters” discussion of the serialised audio version of 25 Years of Ed Tech reminds me of how much value a…<\/p>\n

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