Simon Keily recently shared a post with me exploring the question,
What do you think the digital future of education entails?
Here are some of my initial thoughts:
- What is technology? When comments are made that technology is failing us or even harming us, we need to consider what we actually mean by ‘technology’ and in what contexts.
- Is anything really new? Bryan Alexander highlights that many of our ‘futures’ and supposed revolutions are simply revisions of the past, a topic that Audrey Watters’ touches on again and again in her writing.
- Do we shape our tools or do our tools shape us? It can be easy to define technology as being somehow static and outside of our influence, when it is a part of dynamic assemblage, changing and forever influencing. The challenge is balancing influence with impact.
- How do we balance between cognitive and critical concerns? Thinking about Doug Belshaw’s eight elements of digital literacies, so often the focus is on cognition and how technology works, rather than culture and criticality. For example, WhatApp may allow users to easily connect and communicate, but in process involves handing over your personal contacts to Facebook. What does this mean and is it ok?
- What if the answer is development, not improvement? Too often answer with edtech is efficiency and maintaining the status quo. Models like SAMR focus on modification and redefining, over understanding the context and responding to the needs of the situation. The focus should be pedagogy and developing from there.
So they are some of my thoughts, what about you? What do you think that the digital futures of education entail? I encourage you to leave your thoughts on Keily’s post and continue the conversation there.
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