- Sep 2019
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er.educause.edu er.educause.edu
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We must be sure that we do not confuse the technology tools themselves with the purpose of our work.
This mantra should be forefront in all our thinking about #EdTech.
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offering a degree that not only provided skill value but also transformed our students' social capital and cultural capital
And maybe this is the core of the tension around higher ed for jobs/skills vs "the value of a liberal arts education". To be an engine for social mobility, education needs to transfer not just skills, but social and cultural capital.
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As a result, our students now benefit from sharing courses, research projects, and databases and collaborating in the same way that they see faculty collaborating online and in face-to-face courses.
Interesting: an outcome of the "EdTech 3.0" work at VCU was that the student experience evolved to become more like the faculty experience.
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the academic discipline gave us a systematic way to think about whether or not we were reproducing offline realities in our online learning spaces
So inspiring to think about how each discipline might use its own practices to embed, interrogate and shape the #EdTech in use. "EdTech 3.0" is the meta we've been waiting for.
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Rachel Baker and her colleagues at the Stanford University Center for Education Policy Analysis (CEPA)
Learn more about Dr Baker and CEPA.
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it doesn't matter whether or not a tool can do something; it matters whether or not students can make sense of what the tool is doing
Yes! This is why digital literacies programs that focus on training for specific tools miss the point: students really need metaskills and literacies that they can then apply to specific tools.
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In this process, we found that we could not make any baseline assumptions about our students' ability to access, use, or make sense of edtech tools in their existing context.
Yes! Thinking back to my note above about how the tech we may need to think about most or first may not even be "EdTech", but some of the more basics of network and hardware.
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what would it look like if education technology were embedded in the everyday practice of academic disciplines?
Perhaps the core question of this article.
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So our learning technologies cannot continue to live solely in our administrative units; our academic units are where we are doing some of the more transformative work of learning.
A direct call to locate #EdTech on the "academic side of the house" in EDUs.
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If these tools are going to survive into the phase of what we should do with education technology, I believe they must be embedded in the everyday practice of the higher education institution.
Thinking here about the technologies that end up being used in everyday practices of teaching and learning, but live mostly outside the structure/sphere of influence of EDUs, for example, smart phones, ecommerce, or even the Internet itself. I'm thinking TMcC is also calling for thinking about how those are embedded in everyday practices of education and we should be thinking about what we should do with them as well.
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by Tressie McMillan Cottom
If you don't already know Dr McMillan Cottom, you might check out her recent books, Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy and Thick, And Other Essays, tune in to her podcast with Roxane Gay, Hear to Slay, visit her website, or for more frequent updates, follow her on Twitter.
Annotate here, or you can also join in the annotations on her post “Why Is Digital Sociology?”
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