The Moss-Free Stone

Working on a homework assignment tonight, I had the opportunity to view a short but thought-provoking video featuring Dr. Chris Dede, the Timothy E. Wirth Professor in Learning Technologies at Harvard University’s Graduate School of Education. In the video, Dr. Dede discussed the meanings of the terms educational technology, instructional technology, and learning technology. Dr. Dede basically described educational technology as the umbrella term for the tools and processes used when technology and teaching/learning meet. Instructional technology was described as a subset of that broader terminology, including the tools/methods used by teachers and administrators. The focus is on the teaching practices and the preferences and styles of the educator. For instance, a teacher who prefers to stand and lecture may favor a PowerPoint presentation as a technological tool for their style of teaching. Learning technologies, on the other hand, focus more on an understanding of the learning process, individual learning styles, and the developmental levels of students. It involves using the tools of technology to meet the unique needs of students and to facilitate their learning processes.

Several questions immediately came to mind. What is my district’s focus? What is the focus of our teachers when it comes to technology? Do we base our decisions on the ultimate goal of meeting the learning needs of students? Is it significant that my own title is “instructional technology specialist?” Should it be changed to “educational technology specialist” or even “learning technology specialist?” It’s probably just a matter of semantics, but it doesn’t hurt to be reminded that, ultimately, it isn’t about the coolest new tool or the popular web resource–it’s about meeting the goals we have for student achievement and equipping them to learn and succeed now and in the future. I believe we have been making a significant shift in this direction recently, and it’s something I’m proud to be a small part of.  Our department leadership has worked hard to foster a working relationship with that of our curriculum/instruction group, and we’re asking good questions, such as, “What does research demonstrate is the effect of this on students?” Of course, research isn’t always available, particularly with new technologies, and it takes a risk-taking mentality, at times, to try the latest thing. However, our chances of success doing so go up dramatically when we get past the cool factor and focus on what matters–our kids.