Your new post is loading...
Working in learning technology, or education technology ("edtech"), is changing as our understanding of technology develops. We have become more aware not only of the potential of technological innovation but also of what is needed to scale up this innovation from use in small-scale pilots or single classrooms to applications for all learners. Scaling up requires not only infrastructure and technical capabilities but also skilled staff and robust policies. Most importantly, we need to keep questioning whether learning technology really delivers benefits for all students. We know that technology has huge potential, but we now have decades of research and practice to build on as we move our professional practice beyond advocacy and toward a more reflective, more critical perspective—a perspective that, I hope, will empower us to tackle some of the complex questions around ethics, inclusion, equality, and privacy.
In this article, I wish to combine both a personal perspective and one informed by my professional position. I wish to share my personal views in order to get across why I think it is so important that we develop a more mature, more reflective, more critical perspective in our professional practice and how we might set about doing so in the age of automation and technological determinism. My outlook is also informed by the research, practice, and policy making led by the Association for Learning Technology (ALT) in its twenty-five years of work with thousands of professionals in the United Kingdom and across the globe.
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Grit
https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset
https://gustmees.wordpress.com/2015/05/13/andragogy-adult-teaching-how-to-teach-ict/
https://gustmees.wordpress.com/2017/08/25/adventures-of-learning-how-does-it-happen/
https://gustmees.wordpress.com/?s=life+long+learning
Via Gust MEES
Working in learning technology, or education technology ("edtech"), is changing as our understanding of technology develops. We have become more aware not only of the potential of technological innovation but also of what is needed to scale up this innovation from use in small-scale pilots or single classrooms to applications for all learners. Scaling up requires not only infrastructure and technical capabilities but also skilled staff and robust policies. Most importantly, we need to keep questioning whether learning technology really delivers benefits for all students. We know that technology has huge potential, but we now have decades of research and practice to build on as we move our professional practice beyond advocacy and toward a more reflective, more critical perspective—a perspective that, I hope, will empower us to tackle some of the complex questions around ethics, inclusion, equality, and privacy.
In this article, I wish to combine both a personal perspective and one informed by my professional position. I wish to share my personal views in order to get across why I think it is so important that we develop a more mature, more reflective, more critical perspective in our professional practice and how we might set about doing so in the age of automation and technological determinism. My outlook is also informed by the research, practice, and policy making led by the Association for Learning Technology (ALT) in its twenty-five years of work with thousands of professionals in the United Kingdom and across the globe.
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Grit
https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset
https://gustmees.wordpress.com/2015/05/13/andragogy-adult-teaching-how-to-teach-ict/
https://gustmees.wordpress.com/2017/08/25/adventures-of-learning-how-does-it-happen/
https://gustmees.wordpress.com/?s=life+long+learning