A few weeks ago, the Digital Media Bistro focused its attention on Educational Technology (Ed Tech). While it was my no means an exhaustive exploration of the subject, I can reduce our conversation to a few significant points: kids aren’t as tech savvy as we think, there is such as thing as an educational artifact, and synchronous communication is preferred to asynchronous.
Kids Aren’t As Tech Savvy As We Think
It was pointed out that most kids going into college are (from a digital technology prespcective) proficient with Facebook and texting -- and that’s about it. Coordinating with Google Docs, using Twitter to amplify a blog, having a blog: these are all things that teenagers have not embraced. They use tech tools for socilization, but not for productivity. Should they find a professor in college savvy enough to deploy these digital learning tools in the classroom, young students often participate simply for the grade, using the tools for the semester and abandoning them after the final exam.
Educational Artifacts
But students who don’t test well would be wise to embrace technology. A term emerged from our conversations that describes the work done by students throughout their exploration of a subject: educational artifacts. Educational artifacts can describe homework assignments, projects, interviews, podcasts, online quizzes and much, much more. Digital technology makes it easy to register and archive a history of educational artifacts, making them available to be assessed and graded -- arguably a much better way to determine mastery of a subject than a traditional exam.
Synchronous Vs. Asynchronous Communication
Some of the #DMBistro attendees who had taken distance learning classes said that with all the technology, what they missed was group conversation, or synchronous communication. Some schools use technologies like the Wimba Classroom which allow individuals from across the world to join a multi-media meeting session, but as experience has born out, these sessions are seldom required and subsequently, poorly attended. Distance learning often depends on asynchronous communications -- the exchange of emails, blog posts and comments: it allows people to participate, people who may not otherwise be able to attend, but the risk is alienating students (check the attrition rates at many distance learning programs).
Striking the right balance appears to be the key to introducing digital media to the classroom. Those of us at the #DMBistro need little convincing that technology will play a major part in the classroom of the future; the challenge will be integrating it in a way that it allows students to be more engaged, not more alienated. If there is a problem with Ed Tech, the problem is not the technology; it’s the application of the technology.
