Definition: Educational technology is the study and application of tools and processes that make teaching and learning more accessible, efficient, engaging, and effective.
My goal going forward as an educational technologist is to respond to emergence with anticipation, curiosity, and intentionality but at the same time proceeding with caution. I can’t say that I’ve always done that. As a lab manager and as a teacher, I tended to respond to emergence wholeheartedly. At the time, I was only making decisions for my classroom and students. Some decisions that I made were based on research, promises, hearsay, and what looked interesting. The way I responded to emergence changed some when I became an instructional coach, and again when I became an instructional designer.
In both of these positions, I have had the opportunity to influence more practitioners and decision-makers. As a coach, I tried to influence our administration to purchase a certain interim assessment program. It was pretty expensive, and ultimately they decided against it. It was kind of stressful pushing for something that expensive and that probably not everyone would like. It was the type of product they were looking for, but they just weren’t able to make the commitment. In a way, I was kind of relieved that they didn’t purchase it.
In my role as an instructional designer, I’ve asked for several changes. I made the request to open Blackboard Profiles, so students and faculty could put in profiles and photos for the discussion board, and to make it feel a little warmer and help with building community. I was a little concerned that students would upload inappropriate photos – since that was the reason for not turning in on before, and that I was the one asked for it. However, there’s been no problem. Another example a new lecture capture and streaming service software. It’s been adopted, and we’re just finishing moving all of our stored video to it. It made me a little nervous, wondering how it would work and if people would like it, and if we’d still be pleased with the decision down the road. That one has turned out well too.
With each of these examples, during the process it became more apparent to me that this isn’t a challenge to see if I can get my way or to sell an idea. It’s a big responsibility that must be taken seriously. There are repercussions for poor decision-making. Over the past few weeks of study, this has become even clearer to me. Educational technology decisions can’t be based on emotion. There is research to be examined and costs to be considered for the entire organization. Then once a decision has been made to utilize a new tool or process, there are strategies to consider for diffusing the innovation and for developing training. That is part of my response to emergence as well.
In addition, I’ve learned that I have a responsibility to the field of educational technology to help to dispel myths and promote research-based strategies. Just because something is said to be research-based isn’t enough. Research should be critically analyzed before basing a decision on it. In conducting research, there is a responsibility as well – to do it judiciously, not just doing what’s easy or doing things halfway. Research should be conducted with excellence to continue improving educational technology and teaching and learning.
It’s been a challenging couple of months. I’ve learned a lot and was able to push myself to accomplish more than I thought I could. I’m very grateful for the opportunity, and I’m looking forward to the upcoming challenges.
Catalyst 