In Why Distrust Educational Technology (2013), Selwyn highlights the techno-romantic nature that some people have with educational technology. Often its impact goes unchallenged due to this optimistic view. This prompts me to reflect on the promises that EdTech has on teaching and learning. For example, when integrating technology using the SAMR model, are we really enhancing and transforming learning? What metrics validate this previously inconceivable shift in learning?
What is being said about education that we might challenge?
Educators need to question and reflect upon their optimistic bias towards educational technology’s impact by adopting a pessimistic stance. Selwyn states, through this stance, educators are better situated to actively engage with "continuous alternatives" (2014, p. 16) that lead to measurable change.
In addition, Selwyn recommends that educators and institutions critically reflect on the influence of commercial actors and question their motives in the growing educational marketplace and we are asked to firmly question the presumed value-added.
So, pessimism then?!
As a “half-glass” full person, I am naturally optimistic about educational technology’s impact and use many cliche catch-phrases like ‘enhance’ and ‘transform’ and I struggle with the idea of adopting a pessimistic position. As an Educational Technology Director, I recognize that my ‘value-added’ bias has the potential to negatively influence others.
In reflection, I certainly see the need to move beyond my bias, and critically debate, both internally and externally from a distrusting, sceptical perspective. Rather than jump headfirst into adopting technology as I did unconditionally many years ago, I, and many others can take comfort in Selwyn’s suggestion to slow down as a way to provide time and space for debate to occur.
Lastly, I am quietly optimistic about improving my ability to be pessimistic.
Massey Course Outcomes
Foundations of Digital Education (261.764)
Identify and synthesize key concepts and principles underpinning contemporary practices in digital education.
Critically evaluate links between the theoretical foundations of digital education and situated practice.
Critique the benefits and challenges associated with using digital technologies in contemporary, complex learning situations.
Teaching & Digital Education (261.766)
Reflect on the central concepts, theories, and current areas of debate in the study of teaching with digital technologies.
Analyse and critique the roles and responsibilities of an educator in digitally-enhanced formal and informal learning situations.
Apply knowledge of contemporary learning theories and digital technologies to plan, and design a teaching resource applicable to formal or informal learning situations.
Bibliography & References
Knox, J. (2019). What does the ‘postdigital’ mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1(2), 357-370.
Magana, S. (2017). Disruptive classroom technologies: A framework for innovation in education. [Kindle version]. Retrieved from http://www.amazon.com
Selwyn, N. (2013). Why distrust educational technology? In Distrusting educational technology: Critical questions for changing times (pp. 1-19). Routledge.
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