Adjunct faculty have a different perspective on technology in learning. Their willingness to devote timeto technology development increases their value to current and potential employers. Because manyinstitutions now rely heavily on adjunct faculty, their importance in the learning environment isincreasing, and they figure heavily in the cohort of faculty working with technology.

For faculty looking ahead to tenure, the changing place they occupy in the learning environmentcauses some concern. Promotion and tenure are traditionally based on individual accomplishments,without formal recognition of collaborative work with non-faculty. Strong ratings as instructors, grantfunding, and suitable publications are the enduring standards. Very few institutions have evaluativecriteria for faculty engagement in technology; they generally presume that investment will pay off ineither teaching effectiveness or enhanced scholarship

In other cases, faculty who recognize the need for changed teaching methods do nothave the time to redesign their courses to accommodate technology, or reliable information aboutappropriate changes is not available.

Successful educational use of technology depends both on technical proficiency with a tool—simplyput, the ability for faculty and students to make it work—and on pedagogical techniques thatcapitalize on technology’s potential. In some cases, faculty believe that the former will simply takecare of the latter—that using the technology within existing pedagogy will be sufficient—but effectiveuse of technology requires modifying teaching techniques to take advantage of the addition oftechnology

These systems privilege certain learners over others both through how the district forces pedagogical styles on teachers and by forcing teachers to use technology that may be against the teachers’ better judgements

“[This district] prides itself on being a place where all students are active learners and where technology aids all classrooms and teachers in achieving that goal.”

whose pedagogy had, to that point, been facilitated on whiteboards and never “went down” due to technological malfunctions; young teachers that she peer mentored that didn’t learn in college how to implement technology into lesson plans; students who lost out on instructional time due to technological malfunction; students who did not have the technological competencies that were expected of them to succeed with these technologie

We went over how to change colors of pens, how to use the desktop and pull programs up, and how to drag pictures from the desktop to the top layer of whatever you were working on. This is all we were trained to do with the boards, and in rewatching the video I linked above, I couldn’t tell you how to do 80% of what those teachers did. When we pointed out that there were missing functionalities linked to proprietary support programs like the ones in the video above, a superior informed us that the package the district chose did not include lesson-plans, study aids, etc. from the company itself, and that the district would be working on its own content.

Instead, they argue, videogames, game-based learning, and technologized learning are the only valid ways of learning due to an increasingly interconnected and technologized global economy.

Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression