EDU 807 - Intro to Selwyn - Summer 2020 - Group 3
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1 As we begin our semester, we jump into the ideas of Neil Selwyn, a professor in the Faculty of Education, Monash University. The following resources are imported from:
- 2 Selwyn, N. (2017). What We Talk About When We Talk About EdTech. Retrieved from https://www.youtube.com/watch?v=qhG7tsYTW2c
- 3 Selwyn, N. (2019, January). Teachers and technology: Time to get serious. Retrieved from Impact.chartered.college website: https://impact.chartered.college/article/editorial-education-technology/
4 Discussion Activity
5 As you listen to his talk and read his article, consider the following questions built from the 4A's protocol:
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What Assumptions does Selwyn hold about educational technology?
- 7 What does he believe about educators? Students? Corporations? Government?
- 8 What does he believe about ideas of power, inequality, democracy, the common good and other ways that ed tech is talked about?
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May 10Wendy Lamont Wendy Lamont : Selwyn's video assumptions that really resonated with me was that educators, students, & administrators assume that due to the current state of technology & the ubiquitous nature of technology today we have to change the way that education looks/function [Edited] - 9
What do you Agree with in Selwyn's speech/writing?
- 10 As you consider the principles from the video and the article, which ones resonate most for you? How does he describe educational technology in ways that make sense to you and the ways that you want to be critical of ed tech?
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What do you want to Argue with in Selwyn's speech/writing?
- 12 As you consider the principles from the video and the article, which ones do you disagree with? Are there points that you disagree with?
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What parts of Selwyn's speech/writing do you want to Aspire to (or Act upon)?
- 14 Based on what Selwyn describes here, what key themes resonate with you and may encourage you to take action in your EDU 807 work?
So when it comes to higher education and continuous improvement plans, this statement really contradicts the collective process we attempt to go through when implementing new initiatives, strategies, or practices. Not sure I can get on board with this type of philosophy where educators just get to do things because it addresses an individual need.
Hi Wendy,
I had a similar reaction when I read this paragraph. My experience has been that the institution chooses technology, or a brand of technology (I’m thinking Microsoft vs Apple) based on a technology strategic plan. I’m not sure if educators always have the luxury of choosing to engage or not. I think this is especially true for higher education institutions teaching practical professions. For example, the nursing profession has chosen to conduct a lot of their licensing tests online, and many products for training nurses require edtech. Functioning as a nurse today requires learners to be tech-savvy; it would be a disservice to these learners if we did not train them using computers and edtech tools. Additionally, the American Association of Colleges of Nursing recently updated their standards to include technology as a fundamental piece to nursing education.
15 Please offer at least one comment on the video and one comment on the text to begin the conversation. Then, reply to each of your classmates' initial comments by asking questions, making connections, or sharing follow-up ideas that may push their thinking.
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My coworker is constantly raving about how her students love to play Kahoot as an exam review. Selwyn’s (2017) point about education as a competitive endeavor is well taken here when I compare it to my feelings about Kahoot. I appreciate that Kahoot inspires the students to actively participate and have fun during an exam review, but does it really help them learn the material? Or does it help them memorize key words and answers to multiple choice questions? Selwyn (2017) points out that using competition in education directly contradicts the goal of learning to work in teams, or the notion that education is a social science.
However, this is where a savvy educator comes in- how can you take a fun competitive edtech tool like Kahoot, and incorporate it to facilitate team-building? How can we use it to facilitate learning and not just memorization?
Once again, this reminds me the importance of TPACK model by Dr. Punya Mishra and Dr. Matthew J. Koehler. Weaving Content Knowledge Pedagogical Knowledge and Technological Knowledge and find the right balance is very important.
I had a feeling you would say that ;)
17 Teachers and technology: Time to get serious
18 Although classroom computers have been with us since the 1970s, schools have only recently become truly ‘digital’. Now, every school seems full of digital devices and display screens. Anything that can be digitised is stored online. Lessons are live-streamed, resources are downloadable and communication takes place through apps and email. Behind the scenes, schools maintain their own servers, host school-wide WiFi and run complex management systems. In contrast to even a few years ago, today’s schools depend upon substantial amounts of digital technology.
I am sure about this. Most schools are utilizing digital tools very well in the classroom. Especially, now as most districts not meeting face to face, because of virus; everyone is trying to adopt online schooling. And my understanding is it is not really hard as most of these tools already existed in the school district but not utilized fully before.
Kalpana,
I agree that educators are finally feeling that push to use tools that they have always had access to, but never used before.
Though Selwyn says that schools are fully “digitized”, in my opinion, institutions also limit choices of education technology. Meaning, some EdTech tools are not easily usable within an institution’s operating system. An institution’s choice of learning management system will make or break the experience of using certain EdTech tools. Educators can get trapped in the Microsoft tools versus Apple tools war. Personally, I am starting to put more energy into investigating tools that work on any device and any browser. The exclusivity that comes from big tech companies tremendously limits access to certain EdTech tools, and the choice of “who to go with” by institutions potentiates this exclusivity.
Sarah,
Yes, I agree with you. it is possible. To avoid this kind of problem by doing in depth study and research about which technology will fit and works best for each school is important.
Kalpana
A thought I had about how big tech companies are addressing accessibility is by offering easy opportunities for file conversion, and the ability of their applications to work via on the cloud. For example, if you have an iCloud account, you can log into a public PC computer at the library, use any browser to log into iCloud, and use all of the iWork applications in the browser. Another example is the ability to export iWork files (Keynote for example) as Microsoft files. I think if EdTech companies are truly dedicated to education as a guiding value, they would find a way to prioritize accessibility and cohesive functioning no matter the device.
I echo yours and Selwyn’s sentiment about a lack of attention to social justice issues in EdTech conversations. We tend to focus on how a tool makes education better but fail to discuss how a tool addresses access to education. Even something as seemingly “simple” as the internet is not readily to everyone. Have you found, with the move to online education, that your students struggle with internet access? Where in the community can students access computers with internet access if they don’t have these at home?
19 This is not to say that technology use in education is now straightforward. If anything, digital technology is more of a headache for teachers than ever. On the one hand, schools are bombarded with claims from software vendors and technology enthusiasts about the power of various new technologies to transform what goes on in the classroom. On the other hand, the impacts of technology use on teaching and learning remain uncertain. Andreas Schleicher – the OECD’s director of education – caused some upset in 2015 when suggesting that ICT has negligible impact on classrooms. Yet he was simply voicing what many teachers have long known: good technology use in education is very tricky to pin down.
Wendy, I do agree with you. But I think this was coming our way, the online learning was expected in educational setting. This virus made it start unexpectedly, unplanned. Now thankfully and hopefully this is short term thing. But it gave opportunity for all school district to start thinking ahead and plan accordingly for future educational environment. Sooner or later it is needed to move online or at least have online options if they do not have one yet.
20 At the same time, it could be argued that the technologies featuring most prominently in teachers’ professional lives have little to do with teaching and learning at all. Instead, it often feels that digital technology is primarily a managerial tool for keeping tight control over what goes on in the classroom. Digital technology is certainly a key part of school data-gathering and teacher monitoring, as well as a means of extending schoolwork long into evenings, weekends and holiday time. While IT firms continue to make millions of pounds from selling their products to schools, teachers could be forgiven for never wanting to switch on a laptop again. We have come a long way from optimistic endorsements of classroom computers as ‘the teacher’s friend’.
I think technology is way beyond “ managerial tool for keeping tight control “, if used in right way accommodating all it has to offer in your classroom- technology can make great impact on the classroom teaching both for educator and learner aspects.
21 This issue of Impact therefore coincides with the growing realisation that everyone in education needs to get serious about how technology is used in schools. We are no longer in the ‘booster’ decades of the 1990s and 2000s, when it was fashionable to enthuse about anything ‘cyber’ or ‘virtual’. Instead, as we enter the 2020s, people are becoming decidedly wary of digital technology. Incidents such as Cambridge Analytica and the Edward Snowden NSA revelations have prompted notable pushbacks against the use of technology in schools. Parents are increasingly unhappy with purchasing £1,000 laptops for their children. Politicians are calling for bans on smartphones in classrooms. Teaching unions are challenging the influence that ‘big tech’ companies such as Google have over public schooling. Civil rights organisations are raising legal and ethical objections to the increased use of data and analytics. While no one is arguing that we should get rid of computers completely from schools, there is growing suspicion of the technological ‘opportunities’ that are being pushed onto education.
“Teaching unions are challenging….” There are several educational tools than just google classrooms. And it is the need for todays generation. So, I personally think, instead of challenging the technology, accept the challenge and move on to build better school systems. The school district (this article talks about 2020, so we are on the same path and direction as author), should look and adopt the newer technology whichever is suited for the school district and spend money on arranging PD and educating staff about it.
I do agree with the concerns about the data, but we live in a digital age. And this can happen anywhere not just schools, that does not mean we stop online activities. Here we are talking about educational system, although there are data security questions it is very important that the districts should look into how to secure the data before going further. It is like building a house with secure locks before we start living in.
22 Against this background, teachers face a tough task when it comes to making sense of technology. There are still many benefits to be gained from digital technology, but this is an area that requires careful attention. Unfortunately, there are no quick or easy answers to ‘what works’. Instead, perhaps the most helpful thing to do at this point is to offer seven brief bits of advice for any teacher wanting to make sense of the technologies that are featured in this issue. In no particular order…
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#1.
Be clear what you want to achieve
The implementation of digital technology in schools often fails where there is no genuine purpose for its use.
While this might sound obvious, many schools continue to purchase the latest devices and apps simply because they ‘look cool’, or because other schools are buying them.
Instead, technology implementation works best when teachers start by identifying a ‘real-world’ problem.
Only then will they begin to think through which specific technologies might offer an appropriate way of addressing that problem… or perhaps whether any technology is required at all.
The actual device or software package should be the final piece of the process, not its starting point.
Ahhh, unless district plan on what is their need and set the goal; and based on that decision if they plan to purchase the technology then it is helpful and not just the waste of money.
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#2.
Set appropriate expectations
It certainly helps to have modest expectations of what might be achieved through the use of any device or application.
On one hand, educational technology has long suffered from being an area beset with hype and grand ambitions.
It is still common to hear people talk about digital technology ‘transforming’ teaching, boosting engagement or fostering ‘21st-century skills’.
These claims are so vague as to be meaningless – setting the technology-using teacher up to fail before they have even begun.
On the other hand, technology use can also suffer from being attached to overly specific ambitions.
Even if such changes do occur, it is impossible to say whether the use of a particular app was associated with a two-per-cent increase in graduation rates.
Schools are complex ‘ecosystems’, where there are many confounding factors behind why something happens (or does not happen).
Instead, it helps to set broad goals and exhortative targets that relate to appropriate areas of classroom practice.
Digital technology might reasonably be expected to give students more convenient opportunities to access curriculum materials, but it would be foolhardy to expect technology to somehow ‘cause’ a 10-point grade improvement over a semester.
Admittedly, when I first started redesigning my fundamentals of nursing class with the iPad, I definitely expected a huge improvement in student performance as a result. What I learned, is that it wasn’t necessarily the tool that impacted learning, but how I used the tool to change my philosophy of teaching. I connect Clark’s (1994) sentiments to this “bit of advice” when Clark stated, “when a study demonstrates that media attributes are sufficient to cause learning, the study has failed to control for instructional method and is therefore confounded” (p. 25).
Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29.
Sarah,
I agree with Clark that media is important but I do not agree that medium cannot make any influence in learning. And so, I agree with Selwyn about digital technology; it can help students in the learning process but that does not mean to expect getting best grade just by using it.
The heading for this para talks everything- setting the expectations. It is important to understand we are using technology in education not to replace teaching and learning but to improve teaching and learning!
Barron (2006) talks about various elements in learning ecology. He explains that once person become interested in a topic they try to continue to work and progress on learning it. So, I believe once we teach how to use the technology and benefits of teaching/learning using educational tech tools, it is easy to set and adopt it in the system.
Kalpana,
I like that you connected Barron (2006) to this discussion. A quote from this article that connects well is “although physical access to computing tools is becoming less of an issue, there are still stark differences among children and adolescents in access to learning opportunities that will help position them to use computers in ways that can promote their own development” (Barron, 2006, p. 194). I think that it is our responsibility as educators to level the playing field with our use of technology. Developing 21st century learners means building skills that will address and hopefully overcome a lack of access to certain edtech tools. However, not all communities have the support to provide students with these types of learning opportunities.
Another quote from Barron (2006) that I connect to Selwyn’s point is, “Schools are being asked to cultivate technological fluency, digital literacy, and other 21st century competencies. Yet, schools differ widely in the kinds of resources they offer” (Barron, 2006, p. 194). Both Barron (2006) and Selwyn argue that equity in EdTech may not be about offering the same access to tools, rather, it is how we cultivate the right experiences, how we frame the conversation about how to use technology, that really matters.
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193-224.
I totally agree that ICT has improved as a whole. I think big tech companies have really stepped up with offering easy to use and robust remote communication tools. I find that I use FaceTime, Zoom, or GoToMeeting with students often. I also appreciate Microsoft Teams instead of email when working synchronously as a team. It helps with the flow of conversations over scrolling through millions of email threads.
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#3.
Aim for small-scale change
Often, the best way to encourage the take-up of technology throughout any school is to aim for ‘low-hanging fruit’.
Most technology adoption in schools is gradual, slow-burning and aligned with established ways of doing things.
As such, the digital technologies that take hold in schools tend to be those that fit comfortably with how teachers and students are accustomed to doing things.
For example, the use of interactive whiteboards follows neatly on from chalkboards.
Similarly, the use of digital textbooks follows on from paper books.
These technologies support practices that teachers, schools and students feel familiar and safe with.
Despite the grand talk of technology transformation, revolution and reinvention, thinking small and keeping things simple can often be the best way to encourage lasting technology adoption within a school.
I understand what Selwyn is saying here, as I have witnessed tech integration success at my university this way. I began my career at Norwich the same year the university began a 1:1 iPad program. I often heard my Dean discussing “low-hanging fruit” and getting faculty buy-in by helping them find their “one best thing.” Often this “one best thing” is a simple substitution for what teachers were already doing, such as in the paper book to digital book example. My argument against this point is: how will education evolve harmoniously with EdTech if all we ever do is focus on substitution? This connects back to pushing educators to adjust their philosophy of teaching to include technology. I think of the SAMR model here- integrating EdTech in the most effective way requires a shift in cultural thinking about what teaching IS. Here is a link to the SAMR model: https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration
This brings me back to last week’s reading by Cuban (1992). My mind is in the “technophile’s dream” but Selwyn seems to be pushing for somewhere between the “preservationist’s scenario” and “the cautious optimist’s scenario.”
Cuban, L. (1992). Computers meet classroom; classroom wins. Education Week, 12(10), 27-36.
Yes, agreed agreed agreed! One step at a time ( but it is better if you know where these steps are taking you- you do not want to step all over and not reaching to your goal) in a right direction is important.
Wendy,
My Dean has used this approach, and my experience with assisting with integrating iPads has supported your comment. When I assist schools with integrating iPads, I will give them an example of various lessons in different iWork apps. Then I will talk with teachers about their vision for redesigning just one of their lessons and give them ideas for which app to use. I think once teachers can feel comfortable with one tool at a time, it is much less overwhelming. Focusing on the pedagogy of the tool is also important so teachers understanding WHY a tool is useful as a whole rather than just for a particular lesson.
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#4.
Pay attention to the ‘bigger picture’
Everything that takes place in school is influenced by a variety of people, processes and other pressures.
In this sense, it is important to think through how any technology use will ‘fit’ with the whole-school context.
This includes familiar issues such as lack of time and resourcing.
It also includes a range of within-school issues that do not usually get talked about when it comes to technology use – from the physical layout of classrooms and school buildings, to staffroom micro-politics.
Similarly, technology can be influenced by a range of outside-school factors – from National Curriculum requirements through to local neighbourhood characteristics.
This means that there is no ‘one-size-fits-all’ way of getting technology to work.
Successful technology use requires a lot of planning for the specific contexts and circumstances of your own school.
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#5.
Think about unintended consequences
Even if you are clear what you want to achieve with technology, it is important to give some thought to what other consequences might also result.
Using any technology in the classroom might have unexpected implications for pedagogy, student behaviour and group dynamics.
At the same time, technology use also raises issues that stretch well beyond the classroom.
For example, what data is being generated by the software you are using and where does it go?
Is data being sold to third parties, or used by school authorities to measure and monitor performance?
Perhaps most important are concerns relating to fairness and equity.
Research shows that technology use tends to benefit particular students over others – usually those who are already most advantaged (the so-called ‘Matthew Effect’).
So, which students are likely to gain most from your use of technology, and who else might actually suffer?
In the words of the media critic Neil Postman, the most important considerations are not questions of what technology will do, but questions of what technology will undo.
I think that families feel disconnected, frustrated, and lost. The system is completely broken because of learning management systems, and unfortunately, there is no going back at this point. What is everyone’s experience?
I agree with this point. When considering an educational tool, whether it technology or otherwise, it is always important to weigh the consequences of using the tool or approach. Asking colleagues for their opinion of whether or not the tools or activity meets course learning objectives is where I start.
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#6.
Technology use is a collective concern
There is a longstanding tendency for successful school technology projects to be those driven by ‘charismatic champions’.
The introduction of new technologies into school is understandably reliant on the expertise and energy of committed individuals – from the enthusiastic IT-using teachers who drag colleagues into projects, to the technicians that keep everything running on a shoestring.
The trouble with this approach is that once these individuals move on, then the impetus for technology use often moves with them.
Instead, sustained technology use is best achieved by making digital technology a collective, communal and shared concern.
Rather than one person pushing things through, technology works best when teachers work together – talking with each other and getting the whole school community on board in working out what to do.
The days are of education technology being a personal passion project for just a few teachers are over.
Developing technology use should be a collective responsibility for all staff, students and parents.
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#7.
Beware of over-confident ‘experts’
Educational technology is an area that is fuelled by bold predictions, strong assertions and promises of improved teaching and learning.
There are many people who make a good living from telling teachers what technology can do for them.
Unfortunately, this is an area where no one can be completely certain of what will happen.
As mentioned previously, every school is a locally specific context.
What works in one school might not be applicable to another.
It is nigh-on impossible for researchers to ‘prove’ that education technology leads to particular gains, improvements and outcomes.
Anyone who is trying to tell you otherwise is either being cavalier with the facts, or else trying to sell you something.
The most useful education technology knowledge does not come from globe-trotting ‘gurus’, keynote speakers and product evangelists.
Instead, the best technology advice can often come from simply trying things out for yourself and/or speaking with colleagues working in similar situations and circumstances.
There is still a lot to be said for teachers drawing on local knowledge and trusting their own judgement.
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Conclusions
Set against the hype that usually surrounds education and technology, these low-key suggestions might not seem particularly exciting or inspirational.
Yet the actual implementation of digital technology in schools is rarely that exciting or spectacular.
Neither is school technology simply a ‘technical’ issue of what new device to buy next, or which app to get your class to download.
Instead, school technology is a ‘socio-technical’ issue – relating to the social, cultural and political aspects of people and schools, alongside the technical aspects of organisational structure and processes.
In this sense, getting the best from digital technology involves thinking about the specific contexts of your school, and how you can work with (and sometimes work around) them.
31 This all points to the need to approach technology use in schools in a manner that is realistic rather than idealistic. This involves being questioning, objective, discerning, disinterested and dispassionate when it come to the claims being made about specific technologies. This involves being curious about the problems – as well as potential – of new technologies. Above all, this involves seeing digital technology as something that requires plenty of forethought and collaboration with others around you.
abilities – or lack of abilities) could contribute to its more relevant and meaningful adoption.
32 Digital technology undoubtedly involves more (rather than less) thought and effort for teachers. Of course, there are plenty of benefits to be had from engaging with the vast variety of digital opportunities that are now available to schools. Yet perhaps it is most fruitful to always view digital technology as a choice. Digital technology is not something that teachers have to adapt to in the best way they can. Instead, digital technology should be something that you engage with on your own terms, to achieve your own goals and to address your own needs. Used appropriately, digital technology can be a powerful addition to any teacher’s repertoire. I hope that these articles provide you with plenty of food for thought.
33 Remember: Please offer at least one comment on the video and one comment on the text to begin the conversation.
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