The theory and practice of ed tech

So much to think about here, but needed to throw this link in here along with the following quote:

“We have not yet become good enough at the kind of pedagogues that make the most of technology; that adding 21st century technologies to 20th century teaching practices will just dilute the effectiveness of teaching.”

This is not news, especially not in Tanzania. But thinking broadly about the situation, here is what will be on my mind for the rest of the day:

Why is technological innovation in education surpassing the needs of those who teach and learn today?
If technology is made up of tools that support needs, what needs is ed tech supporting?
What will it take for pedagogy to adapt practice + content to current tools? Or is this a reverse-logic problem?

Comments

Tanzania is not Tasmania

Dear friends: Please let's stop refering to Tanzania as Tasmania. Here is why. Tanzania is located on the coast of East Africa, below Kenya. It is not origin of the the cartoon character from your childhood. Tasmania is an island which is part of Australia. The animal known to exist only on Tasmania is the Tasmanian Devil. Once again, you will see this is not the cartoon character you remember from your childhood. Let's summarize: Tanzania is not Tasmania.

Policy Brief 2: Why is Tanzania Poor?

(Policy Brief # 2 Submitted December 6th 2007, for Econ 346 - Economic Development, Lafayette College) Over the course of the 20th century, Tanzania experienced a multitude of social, political and economic changes. It still remains poor today. The WorldBank classifies a ‘low income country’ – such as Tanzania – as one with a Gross National Income per capita of $905 or less (WorldBank Data 2006). As of 1992, Tanzania ’s per capita income was recorded at $110, and average per capita consumption was $0.5 per day (OECD 2000). Several possible factors have been blamed for contributing to current hardships, such as Julius Nyerere’s failed attempts to collectivize agriculture between 1961 and 1975 through his socialist Ujamaa policies as the first president of Tanzania (Pratt 1980). While pre-independence plans “focused on the commercialization of agriculture and the creation of industries that could reduce the need for a variety of imports”, post-independence interventions by the Gov

Revision rinsed II

When discussing communication for development, we tend to argue against the models based only on diffusion of media technologies. That is, in pursuing a critical approach to development practices, we tend to support participatory approaches to technology use and engagement. Yet, we leave development practice in the abstract. We stop short at revised theory, and consult with practice initiators who attempt to materialize the abstract. Even there, we treat attempts as cases, and recriticize to align with still revised theory. It's time the field of communication for development confessed its efforts to change market-based activities. It's also time that it confessed that power in the market is strong, and at most times, stronger than the power of discourse. Instead, the field of communication for development should hold strong to the assumptions that structuralist development practice has not worked. That's that. Why go further to assume that a new theory is needed, or

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