Linking thinking – the digital revolution – are we there yet?

This chapter did not really stand up to my expectations. What I expected was mainly an answer to the question stated in the chapter title. Instead this chapter mainly concerned itself with the description of postindustrial society, the history of the internet and various effects it had on the human endevor and impact of technologies as shown on gartner hype cycle. Other (more interesting) part of the chapter concerns itself with technology in education. It describes the main problemn of edtech as beying one of failing implementation in the core of education processess and curiculum structure. The fact is that most educators in traditional educational systems are more likely to lightly experiment with technology and use it ocasionaly for spicing up the process. This leads to the core issue which is that powerfull technologies are used in unmeaningfull ways. As the author of the chapter writes, „we need the right methodology more than the right technology“. In my oppinion this is the correct way of looking at the problem. Tech used to be cool. It used to be able to peak interest of students. It used to be an experience. Today using mobile phones or tablets in education is not „cool“. It is just normal. It should therefore be implemented in ways that actually matter, that help build the spine of the whole process.

In my oppinion it is really important that if we want to use technology in education, we have to build new models of education that work with the tech as a core catalisator for multiple processess. It is no longer good approach to just add a tech layer on the same old and tired model of teaching. We could try to do this and then compare effectivity of this new paradigm with the old one. My point is that you cannot hope to measure the effectivity of tech in education when it is just an element of the whole puzzle that can be replaced.

One thought on “Linking thinking – the digital revolution – are we there yet?”

  1. Hanka: About the first chapter, The digital revolution – are we there yet?, I share your disappointment a bit. I was hoping for something capable of the aha moments. But to be fair, the text was published in 2004, so it cant be that surprising. Even so, I would expect deeper insights, as you suggest too. I was also trying to think about the part of edtech experiments in teaching, you described them as „spicing the teaching up“, which is actually cool way how to say it. But I would not mind this experimental phase in general, as long as everyone is (was) aware that the state of experimenting could not (still cant!) be held forever. I mean, the edtech is still so new and more importantly, is keeps being new, because techs are new, therefore you really cant change the whole education based on the first feelings and expectations and hopes for technology in education, which was one of the reasons, technology have been finding its ways into edu processes slowly (yes, there are plenty of other reasons and this is oversimplification, but I hope I describe one of the viewpoints). What do you think about that? Where or for how long or is there really a place for experimenting in small measures with anything new, in this case, technology when changing the education? And if so, where would be the best moment to stop just trying and start changing for real? (#metaquestion, arent experiments the beginnings of change?)

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