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Home›Uncategorized›Creating a System for the Intentional Use of Digital Learning

Creating a System for the Intentional Use of Digital Learning

By Matthew Lynch
May 10, 2018
5
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The latest generation of edtech has obvious appeal: whether the goal is to differentiate instruction, personalize learning, analyze data, or provide engaging content, it seems that there is a new tool or app nearly every day of the week that can creatively destruct previous educational paradigms in favor of an entirely new approach.

Does that sound too good to be true? It probably is. The history of edtech is a checkered one: every generation of tech innovation—from film strips in the postwar era to VHS tapes in the 1980s—promised to revolutionize instruction. And the end result of so many revolutions is jaded teachers who are tired of constantly revamping their curriculum and approach to keep up with the latest edtech advances. So it is wise to recognize the limits of edtech. Here are four suggestions for creating a system for the intentional use of digital learning:

First, one key is buy-in from all stakeholders. This includes parents, who may be uncomfortable with extra screen time for their children. This unease is a fortuitous barrier to entry for dubious edtech. So if you can’t convince the parents that it is worth it, that is a good sign that it isn’t a well-planned use of digital learning.

A second key is to be sure that instructional objectives—not edtech—are driving the decision making. Edtech should always be thought of as a tool to be used to reach another goal and not an end in itself. This seems obvious, but a large number of teachers can attest to technology programs that were wasted because it wasn’t clear exactly what they were supposed to be used for.

Third, be prepared to look closely at the research. Solid evidence is a key for the intentional use of digital learning, but in the edtech sector, it is surprisingly hard to come by. One problem is that the exceedingly fast life cycle of most edtech products makes quality research difficult to do; another problem is that the financial incentives of edtech purveyors means that much of the research that does exist needs careful evaluation.

Fourth, remember that some of the most important skills that students need to succeed in the future—the social and emotional skills such as collaboration and leadership—require ample face-to-face interaction. Regardless of its other benefits, edtech needs to take a back seat to the development of these skills in some contexts.

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5 comments

  1. Creating a System for the Intentional Use of Digital Learning | The Online Teachers Club 10 May, 2018 at 06:46 Reply

    […] Creating a System for the Intentional Use of Digital Learning  The Tech Edvocate (press release) (blog) […]

  2. Magic Software Launches Magic EdTech | The Online Teachers Club 10 May, 2018 at 12:58 Reply

    […] Creating a System for the Intentional Use of Digital Learning  The Tech Edvocate (press release) (blog) […]

  3. Does digital technology make students stupid? – Big Think – TICO Digital Media Group 7 October, 2019 at 22:52 Reply

    […] Newport in his book Digital Minimalism, Douglas Rushkoff’s Team Human podcast, and websites like the Tech Edvocate. Some developers are also adopting this philosophy, such as the digital-learning platform […]

  4. Does digital technology make students stupid? | Tech Bit 8 October, 2019 at 04:29 Reply

    […] in his book Digital Minimalism, Douglas Rushkoff’s Team Human podcast, and websites like the Tech Edvocate. Some developers are also adopting this philosophy, such as a digital-learning height […]

  5. Does digital technology make students stupid? | Unhinged Group 10 October, 2019 at 11:09 Reply

    […] in his book Digital Minimalism, Douglas Rushkoff’s Team Human podcast, and websites like the Tech Edvocate. Some developers are also adopting this philosophy, such as the digital-learning platform […]

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Since technology is not going anywhere and does more good than harm, adapting is the best course of action. That is where The Tech Edvocate comes in. We plan to cover the PreK-12 and Higher Education EdTech sectors and provide our readers with the latest news and opinion on the subject. From time to time, I will invite other voices to weigh in on important issues in EdTech. We hope to provide a well-rounded, multi-faceted look at the past, present, the future of EdTech in the US and internationally.

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