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Understanding the social context of educational technology
Over the past three weeks, our class has directly engaged with emerging technologies to gain firsthand experience as users. In the first week, we explored virtual reality (VR) and augmented reality (AR) devices, getting a feel for what they offer and how they work. The following week, we interacted with Claude, an AI chatbot, to understand AI's capabilities and limitations in communication. Most recently, we visited the Data Visualization Observatory, seeing complex data presented visually to enhance our comprehension.
The goal of these hands-on sessions was to step into the shoes of regular users. By taking a practical approach, we aimed to grasp not just the potential of these technologies, but also the user experience - both strengths and limitations. This experiential learning provides insights beyond theoretical knowledge alone. Gaining a holistic view of how these technologies feel to use is crucial as we consider their impact on the future of education. Direct engagement offered a valuable window into user perspectives to enrich our understanding.
The goal of these hands-on sessions was to step into the shoes of regular users. By taking a practical approach, we aimed to grasp not just the potential of these technologies, but also the user experience - both strengths and limitations. This experiential learning provides insights beyond theoretical knowledge alone. Gaining a holistic view of how these technologies feel to use is crucial as we consider their impact on the future of education. Direct engagement offered a valuable window into user perspectives to enrich our understanding.
Analysing the social context of educational technology
It is vital we move beyond a narrow focus on what the technologies can do in order to analyse how they can be deployed within real world settings. This can begin with three sets of questions:
- 1AffordancesWhat unique capabilities did we notice this technology offering through direct use? How does it enable actions that would be difficult or impossible with other tools? What limitations or constraints became apparent? Were there ways our interaction was restricted or simplified compared to real-world experiences?
- 2TrainingWhat learning curve and acclimation process did we undergo as students gaining basic proficiency? What expertise would be required for educators to adeptly use this technology for teaching? How much training time and support would students, staff, and teachers realistically need to leverage the technology effectively?
- 3ScalabilityBased on our user experience, what factors could inhibit widespread adoption of this technology? What is the true total cost including devices, network infrastructure, maintenance, technical support etc.? How cost prohibitive might it be to provide access to every student? If sharing devices, how could timesharing work at scale? To introduce and sustain adoption, what additional specialized staff roles might be needed short and long term?
Let's now take some time to reflect more deeply on our hands-on technology experiences over the past few weeks. Please choose one of the technologies we engaged with - either VR, AI, or data visualization. With your selected technology in mind, carefully consider the questions on affordances, training, and scalability.
As we explore emerging technologies in education, it is crucial that we consider the broader context surrounding their development and implementation. Too often, the complex historical, political, economic, and social forces at play are stripped away, and technology is presented as a stand-alone solution to educational challenges.
To avoid this narrow view, we must take a contextualized approach in our analysis. We should ask questions like: What cultural values and priorities shaped this technology? What historical events coincided with its emergence? What economic incentives drive its promotion? How does it interact with existing educational structures and practices? Who benefits from this technology and who may be disadvantaged?
Considering context reveals that technology does not develop or operate in a vacuum. It is shaped by and shapes the world around it. Educational technology has no inherent value outside of the environment in which it exists. By foregrounding context, we can move beyond superficial, solutionist framings and toward deeper, more nuanced understanding.
Our goal should not be to replace technological questions with purely sociological ones. Rather, we must integrate the two. Technology remains central to our focus, but we situate it within the rich interplay of political, social, economic and other contextual forces. This comprehensive analysis will lead to more informed perspectives on if, when and how technologies should be integrated into the future of education.
To avoid this narrow view, we must take a contextualized approach in our analysis. We should ask questions like: What cultural values and priorities shaped this technology? What historical events coincided with its emergence? What economic incentives drive its promotion? How does it interact with existing educational structures and practices? Who benefits from this technology and who may be disadvantaged?
Considering context reveals that technology does not develop or operate in a vacuum. It is shaped by and shapes the world around it. Educational technology has no inherent value outside of the environment in which it exists. By foregrounding context, we can move beyond superficial, solutionist framings and toward deeper, more nuanced understanding.
Our goal should not be to replace technological questions with purely sociological ones. Rather, we must integrate the two. Technology remains central to our focus, but we situate it within the rich interplay of political, social, economic and other contextual forces. This comprehensive analysis will lead to more informed perspectives on if, when and how technologies should be integrated into the future of education.
As we have discussed, maintaining a contextualized perspective is crucial when examining the role of technology in education. The rapid digitization prompted by the pandemic provides a prime example of why context matters. In this video, sociologist Neil Selwyn highlights how the massive technology uptake opened the door for corporate interests to potentially push their own agendas under the guise of public good.
Without careful contextual analysis, it would be easy to view these technology implementations as simple solutions to pandemic-driven needs. However, as Selwyn cautions, there are complex social and economic motivations that demand close scrutiny. By considering the wider forces surrounding these pandemic-era edtech shifts, we can move beyond the superficial to ask hard questions about whose interests are really being served.
Without careful contextual analysis, it would be easy to view these technology implementations as simple solutions to pandemic-driven needs. However, as Selwyn cautions, there are complex social and economic motivations that demand close scrutiny. By considering the wider forces surrounding these pandemic-era edtech shifts, we can move beyond the superficial to ask hard questions about whose interests are really being served.
COVID-19 and the edTech rush
A rapid response to the use of technology in education in the COVID-19 crisis. Who might be the winners or losers and why? What works and what is not working so well. What might the implications be for the forward looking view of how edTech will respond itself as a sector in the ‘new normal’ and how it may be viewed by practitioners and parents now?
Thinking critically about pandemic pedagogy
Our previous examination of context in educational technology equips us to approach these pandemic-catalyzed changes through a nuanced, critical lens. Far from inevitable solutions, technologies unfold in dynamic relationship to the cultural values, political priorities, and economic incentives surrounding them. Keeping context front and center will be key as we evaluate both the current landscape and future trajectory of education’s digital transformation.
This week's reading reflects on how the COVID-19 pandemic has intensified longstanding issues around education and technology. It cautions against simplistic tech solutionism and highlights four areas needing rigorous analysis:
- The political economy of edtech, as companies capitalize on the crisis as a business opportunity and vehicles like the UNESCO Global Education Coalition align private platforms with influential organizations.
- Digital inequality, given many students lack home access and skills, requiring a holistic approach rather than quick tech fixes.
- Digital pedagogy, considering complex spatial, social and cognitive impacts of school invading home spaces.
- Edtech experimentation, with natural experiments producing data at scale, furthering datafication aspirations that require scrutiny.
Reflecting on your own pandemic experience
The following discussion questions aim to connect your personal encounters with technology-driven changes during COVID to the critical issues of access, training, implementation, and long-term impacts we have been exploring.
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Personal TransitionsHow did your own use of educational technology change when your university shifted online during the pandemic? Were any new technologies introduced? How was your learning experience impacted? -
Training and SupportWhat kind of training or support was provided to you as a student when new educational technologies were rapidly implemented? How did this affect your ability to use them effectively? -
Equitable AccessIn what ways did the shift to educational technology increase or decrease equity in your learning experience? Were some students more disadvantaged by the changes than others? Why might this be? -
Long-term ImpactsNow that some time has passed, what do you see as the most significant impacts (positive or negative) of this rapid technology uptake? How might it shape the role of technology in education going forward?
The attached paper "Ten simple rules for supporting a temporary online pivot in higher education" offers invaluable insights as we navigate the challenges of shifting education online during the COVID-19 pandemic. Published in PLOS Computational Biology in 2020, the paper outlines pragmatic guidance to inform discussions around pivoting traditional face-to-face teaching online temporarily.
The authors provide 10 guiding principles centred on community, flexibility, and inclusivity. Key takeaways include differentiating between online distance learning and emergency remote teaching, balancing synchronous and asynchronous learning, designing authentic assessments, monitoring student engagement, and fostering online community. The paper draws on lessons from established online programs and the Open University while recognising the imperfect nature of temporary emergency shifts online.
As we explore issues like training needs, scalability, and equitable access raised in our course, I highly recommend reading the full paper. It offers a thoughtful framework applicable to diverse institutional contexts and pedagogies. The authors advocate viewing this challenge as an opportunity to enact positive changes in higher education. Their pragmatic, compassionate approach provides valuable perspective as we navigate this unprecedented pivot.
The authors provide 10 guiding principles centred on community, flexibility, and inclusivity. Key takeaways include differentiating between online distance learning and emergency remote teaching, balancing synchronous and asynchronous learning, designing authentic assessments, monitoring student engagement, and fostering online community. The paper draws on lessons from established online programs and the Open University while recognising the imperfect nature of temporary emergency shifts online.
As we explore issues like training needs, scalability, and equitable access raised in our course, I highly recommend reading the full paper. It offers a thoughtful framework applicable to diverse institutional contexts and pedagogies. The authors advocate viewing this challenge as an opportunity to enact positive changes in higher education. Their pragmatic, compassionate approach provides valuable perspective as we navigate this unprecedented pivot.
Building the post-pandemic university
This webinar reflects on the three year project I led on the post-pandemic university which recently produced this book: https://www.e-elgar.com/shop/gbp/building-the-post-pandemic-university-9781802204568.html
