digital technology ignorance and its implications for learning & teaching

Digital technology ignorance and its implications for learning & teaching

http://bit.ly/dtignorance

David Jones

Digital education – is limited

Schools

Universities

Digital education – is limitedLots of complex reasons why

Digital education – is limitedLots of complex reasons whyBut very limited focus on nature of digital technology


Appropriate focus might help

Explain current limitationsSuggest improvements


Appropriate focus might help

Explain current limitationsSuggest improvements

InstitutionsTeacher educatorsTeachersLearnersLearning

Why?

Where does it fit?

The model (v 1.0a)

What’s next?

http://bit.ly/29IH2qx

In many cases, automation technology can already match, or even

exceed, the median level of human performance required. http://bit.ly/29JYMTc

http://bit.ly/2a4ShPs

The disruption created by the transition to a digital society

requires a digitally attuned university and research sector to provide the required skills and knowledge

(p. 2)


(p. 2)

Universities are at the forefront of enabling people to re-skill, upskill and reinvent their jobs to embrace this

transformation.


Nearly every facet of daily activity is

increasingly digital with the impact on universities becoming profound.

Digital acumen is a critical enabler.

http://bit.ly/2agP9wp

2014 - #1 Significant challenge

http://bit.ly/29IH2qx

2016 - #2 Significant challenge

http://bit.ly/29JYlts

http://bit.ly/29NUe1F


Technology is the only way to dramatically

expand access to knowledge. To deliver on the promises …countries

need to invest more effectively and ensure that teachers are at the forefront of designing and implementing this change

http://bit.ly/29NOmpe


Although 96% of students are now able to access the internet at home or at school on a regular basis,

basic digital skills appear to be decreasing.

So why is this?


The most significant challenge facing us now is to reconsider the ways in which digital technology is being used, or not used, in schools.

Without swift action we run the real risk of creating

a generation of digitally illiterate students.

http://bit.ly/29CFFL1

Many Australian teachers feel they lack the level of digital competence envisaged to deliver the curriculum.

Digital technology in education incresingly important

Evidence what we’re doing is not working

Doing it different has implications for

Governments & institutionsTeacher educatorsTeachersLearnersLearning

Why?

Where does it fit?

The model (v 1.0a)

What’s next?

Persistent problem for learning technology:

…relationship between technology & learning& the co-construction of education & technology (Jones & Czerniewicz, 2011, p.

176)

The fundamental question, then, is whether these types of digital tools are sufficiently different from other, more traditional tools, to require their own category of knowledge

(Brantley-Dias & Ertmer, 2013, p. 106)

…relationship between technology & learning

have not convinced me that TEL is different

from all other innovations and/or why it should be treated as such.

(Kirschner, 2015, p. 318)

(Orlikowski, 2009)

Established perspectives on technology

(Carvalho & Goodyear, 2014)

and network learning

in management research

& the co-construction of education & technology

1. Absent present

Technology is absent & unaccounted for

…educational research, within the mainstreams of which serious studies of the role of technology

have been relatively rare(Carvalho & Goodyear, 2014)

The dog has a tail?

1. Absent present


2. Exogenous force

Technology drives change

The tail wags the dog

Absent present


Exogenous force


1. Absent present


2. Exogenous force

3. Emergent process


Context/social/agency drives change

The dog wags the tail

1. Absent present


2. Exogenous force

3. Emergent process



the Technological Paradox, results from the consistent tendency of the educational system to preserve itself and its practices by the assimilation of new technologies

into existing instructional practices. (Salomon, 2000)

The dog wags the tail

Absent present

Technoogy is absent & unaccounted for

Exogenous force

Emergent process



When we evaluate, investigate, generate designs, generate project plans, and make/produce we:1. Collaboratively play (investigate) with the

materials2. Evaluate the materials and think about how they

could be used3. Generate designs and create a project plan for

making the item4. Produce or make the time5. Evaluate the item6. Write about the item and talk with others7. Display the item.

(Fleer, 2016, p. 37)

1. Absent present

Technoogy is absent & unaccounted for

2. Exogenous force

3. Emergent process

4. Entanglement inpractice


Social and technologies inseparable, local


Sociomaterial

Relational

Focus on dog-with-tail and its connections


Social and technologies inseparable, localSociomaterial

Relational



Social and technologies inseparable, local

Soft view

From a design perspective, being able to teaseapart the material and the social is very useful(Carvalho & Goodyear,

2014)

Sociomaterial

Relational


To deliver on the promises …countries

need to invest more effectively and ensure that teachers are at the forefront of designing and implementing this change

Single out those recurrent, structural attributesthrough which local resolutions occur thanks tothe capabilities technologies embody and mediate (Kallinikos et. al., 2013, p.

368)

Soft view

Why?

Where does it fit?

The model (v 1.0a)

What’s next?

An explanatory modelExplanatory models are abstractions…do not seek

to replicate the actual phenomenon…are used to describe and explain certain elements of the phenomenon and make predictions about it

(Rinehart, Duncan, Chinn et. al., 2016, p. 18)

Explanations

Principles

Artifacts

Research

Practice

All digital technology

Fundamental properties of digital technologies

All data is represented as bits of 0 and 1

Data homogenization

Any digital contents (audio, video, text, and image) canbe stored, transmitted, processed, and displayed usingthe same digital devices and networks.

(Yoo et al, 2010, p. 726)

Data homogenization

…digital data originate from heterogeneous sources and can be combined easily with other digital data to

deliver diverse services, which dissolves product & industry boundaries

Data homogenization

(Yoo et al, 2010, p. 726)…homogenization of data along with the emergence

ofnew media separates the content from the medium

What data would you like to know?Where do you have to go to find it?

Who?

What?

• Location?• Specialisation?• Prior studies?• Email address?• Phone

number?

• Activity completion?

• Blog posts?

UConnect

UWork

Student Enquiry

Student Centre

Unofficial transcript

UTeach

Faculty Centre

Class Roster

Study Desk

Profile Reports

Activity Completion

BIM

View Student

SpecialisationMode

ModeCourses

Activity completion Blog postsGPA, Specialisation, Course history

AddressPhone #

• 10+ minutes

• 3 websites

What data is important for learning?


Learning objectives?What students know?Who students are?

…


What data is available digitally?

What data is available to you?


Where are the boundaries for

digital data?

What data is available digitally?

What data is available to you?

What goes in the LMS stays there…and then gets deleted

(Klapdor, 2015) …All those contributions to the LMS

will be lost in time, like tears…in…rain(Palmer,

2015)

Quality of digital education is influenced by

1. The type of information stored digitally

2. The ability of that data to approriately &effectively cross boundaries

Some of the 0s and 1s can be interpreted as instructionsto manipulate other 0s and 1s (Yoo et al, 2010, p.

726)

Data homogenization

Reprogrammability

(Yoo et al, 2010, p. 726)

Data homogenization

As long as users agree on the meaning of the digital data

and have the wits to come up with new instructions to manipulate the data, the architecture offers flexibility in the way data is manipulated.

Reprogrammability


1. Level of agreement on meaning of digital data

2. Amount of “wits to come up with new instructions”

2. Level of flexibility in the way data is manipulated

Maybe there could be an easier way to search and go back to find course material. 2013 EDC3100

student

There is no search engine so in order to go back and find a piece of information that you know you have read you have to go back into EVERY SINGLE BOOK to

find what you are looking for2016 EDC3100 Student

Type of digital technology project Likelihood of institutional development

Whole institution Almost certainMultiple programs Very likelySingle program Less likelyMultiple courses, different programs UnlikelySingle course Very unlikelySingle learning experience Extremely unlikelySingle learner Never happen?

Quality teaching requires developing a nuanced understanding of the complex relationships between technology, content, and pedagogy and using this …

to develop appropriate, context-specific strategies

and representation (Mishra & Koehler, 2006, p. 1029)

Reusability paradox

The more context a learning object

has, the better it is for learning

The less context, the

better for reuse


1. Level of agreement on meaning of digital data

2. Amount of “wits to come up with new instructions”

2. Level of flexibility in the way data is manipulated

Data homogenization

Reprogrammability

Fundamental properties of digital technology

(Yoo, et al, 2012)

(Koehler & Mishra, 2009, p. 61)

Data homogenization

Reprogrammability

Nature of digital technologies



Data homogenization

Reprogrammability

Unstable

Opaque

Protean




Data homogenization

Reprogrammability

Unstable

Opaque

Protean

Digital technologies are…unstable (rapidly changing)


If General Motors had kept up with the technology like the computer industry has, we would all be driving

$25.00 cars that got 1,000 miles to the gallon -- Bill Gates

Despite the enormity of these shifts

the focus in teacher education has remained largely at site, reflecting a

similar focus in schools.

In fact, the patterns of adaption and response

in teacher education to each new instance of high-tech product are now quite predictable.

(Bigum & Rowan, 2008, p. 245)

if we continue to attend only to landscaping, teacher education will be at risk of being terraformed

(Bigum & Rowan, 2008, p. 245)

EDC3100 S1, 2015~300 students5955 posts and replies2 teaching staff

Type of project Likelihood of institutional digital development

Whole institution Almost certainMultiple programs Very likelySingle program Less likelyMultiple courses, different programs

Unlikely

Single course Very unlikelySingle learning experience Extremely unlikelySingle learner Never happen?

Mapping changes made to institutional systemsand people’s perceptions of those changeswill reveal whether change is seen as being done“for” teachers/learners, or “to” them

People will be happier if they feel that changeis being done for them, rather than to them.

(Wacker & Nadler, 1980)


Data homogenization

Reprogrammability

Unstable

Opaque

Protean

Digital technologies are…opaque (the inner workings are hidden from users;

Turkle, 1995)


What pedagogical philosophy underpins the design of

What pedagogical philosophy underpins the design of

https://docs.moodle.org/31/en/Philosophy

…early…computers…presented themselves as open,“transparent”, potentailly reducible to their underlyingmechanisms

(Turkle, 1995, p. 23)

..computers systems encouraged them to representtheir understanding of the technology as knowledgeof what lay beneath the screen surface

As the processing power of computers increased exponentially, to use that powerto build graphical user interfaces

..That hid the bare machine from its user

(Turkle, 1995, p. 23)

..simulations…that did nothing to suggesthow the underlying structure could be known (Turkle, 1995, p.

23)

learners who used our conceptual models were able to analyze and solve problems conceptually (Ben-Ari & Yeshno, 2006, p.

1336)

learners who used our conceptual models were able to analyze and solve problems conceptually (Ben-Ari & Yeshno, 2006, p.

1336)While learners who used task-oriented learningmaterials…employed aimless trial and error

…use of the conceptual model led to a lower level of anxiety

(Ben-Ari & Yeshno, 2006, p. 1347)

Word processor

Moodle

Name the technology behind Study Desk

40 (13.3%) responses

# Response10 UConnect8 Not sure8 No answer4 Their web browser4 Moodle3 Moodle, but not sure2 http://usqstudydesk.usq.edu.au

http://bit.ly/29TIS8Z

Interfaces and training of most educational digitaltechnology fails to help creation of mental models.Addressing this will radically improve quality ofdigital learning and teachingThe best digital education comes from effectivecombination of pedagogical and technologicalmental models

Significant benefits will arise if recipe-based training is replaced with

1. Digital technology that performs the steps

2. Encouraging creation of conceptual

models of digital technology


Data homogenization

Reprogrammability

Unstable

Opaque

Protean

Digital technologies are…protean(usable in many different ways; Papert, 1980)


Which matches your experience of

institutional digital technology?

A

B

a tool that is: used when and where permitted;

standardised and preconfigured; conforms to institutional rather than individual needs; and, a directed activity

Instead of optimizing our machines for humanity…we are optimizing humans for machinery

A disastrous feature-laden hodgepodge…not really suitable for anyone

A

…it can take on a thousand forms and can serve a thousand functions, it can appeal to a thousand tastes

…the first metamedium, and as such has degreesof freedom and expression never before encountered

Allows ordinary users to casually and easily

describe their desires for a specific tool

B

…it can take on a thousand forms and can serve a thousand functions, it can appeal to a thousand tastes

Describe your experience of institutional digital technology

a tool that is: used when and where permitted;

standardised and preconfigured; conforms to institutional rather than individual needs; and, a directed activity

(Selwyn & Bulfin, 2015)

(Papert, 1980, p. viii)

A

B

http://modernfarmer.com/2016/07/right-to-repair/

It has been bought to my attention that… - David Jones - has altered the common look and feel of StudyDesk …

Regardless of David's motives, clearly this is a breach of policy…

…to hack the action of…The hack…he has also publicised this hack publicly on his blog.

The reason this has come to our attention is that he has not been able to make this hack fully functional and has asked for…help to fix it.

The more protean digital technology within education can be, the better the outcomes.

Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Complications

Affordances

Social factors


..technologies are neither neutral nor unbiased…have their own propensities, potentials, affordances…

Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Complications

Affordances

Social factors


Social and contextual factors also complicate the

relationships between teaching and technology


Social and technologies inseparable, localSociomaterial

Relational


Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Complications

Affordances

Social factors

Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Complications

Affordances

Social factors

Pervasive digital technologies

How many digital technologies do you own?

There is no reason anyone would want

a computer in their home.-- Ken Olsen, founder DEC, 1977

I think there is a world market for maybe five computers -- Thomas Watson, president of IBM,

1943

estimated that today’s well-equipped automobile

uses more than 50 microcontroller units (Fleming, 2011, p. 4)

If you have three pet dogs, give them names. If you have 10,000 head of cattle, don't bother -- David

Gelernter

http://bit.ly/2a8DJLN

Quantity makes a difference

Augmented reality

http://bit.ly/29KAcBV

Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Complications

Affordances

Social factors


Convergence

Generativity

Characteristics of organisational innovations with digital technologies (Yoo et al,

2012)

Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Complications

Affordances

Social factors


Convergence

Generativity

..brings previously separate user experiences together (Yoo et al, 2012, p.

1399)

UConnect

UWork

Student Enquiry

Student Centre

Unofficial transcript

UTeach

Faculty Centre

Class Roster

Study Desk

Profile Reports

Activity Completion

BIM

View Student

SpecialisationMode

ModeCourses

Activity completion Blog postsGPA, Specialisation, Course history

AddressPhone #

• 10+ minutes

• 3 websites

Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Complications

Affordances

Social factors


Convergence

Generativity

Overall capacity to produce unprompted changedriven by large, varied, and uncoordinated audiences (Zittrain, 2006, p.

1980)

Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Complications

Affordances

Social factors


Convergence

Generativity

changes in digital representations that are central to the functioning of a distributed system can engender multiple innovations in technologies, work practices, and knowledge

across multiple communities, each of which is following its own distinctive tempo and trajectory.

(Boland, et al, 2007, p. 631)

Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Complications

Affordances

Social factors


Convergence

Generativity

Pervasive digital technologies…leaves an unprecedented

volume of digital traces as by products

(Boland, et al, 2007, p. 631)

…innovative uses of these digital traces can lead to newinnovations…not anticipated by the original innovators

Harnessing the generative nature of pervasivedigital technology is poorly done. Changing thatappropriately and effectively can transform:learning, teaching, assessment…

Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Complications

Affordances

Social factors


Convergence

Generativity

Characteristics of organisational innovations with digital technologies

Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Complications

Affordances

Social factors


Convergence

Generativity

Characteristics of organisational innovations with digital technologies (tentative) Traits of innovations

with pervasive digital technology (Yoo, et al,

2012)

Platforms

Distributed innovations

Combinatorial innovation

…open, flexible affordances of pervasive digital technology are fundamentally shifting the natureof innovation processes

Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Complications

Affordances

Social factors


Convergence

Generativity


Platforms



Manual

Manual

Manual

Manual

Manual

Automated

Focusing on platforms – not systems – will • Increase efficiency• Enable and change the nature of

innovation• Create strategic difference• Raises challenges

e.g. “balance of generativity and control”

Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Complications

Affordances

Social factors


Convergence

Generativity


Platforms



..innovations incresaingly moving towardthe periphery of an organization

…increases the heterogeneity of knowledgeresources needed in order to innovate

…increasingly requires that others be

enabled to innovate as well

http://bit.ly/29TsaXm

Most universities will initially hinder or delay distributed innovationThey will be unable to stop it

Data homogenization

Reprogrammability

Unstable

Opaque

Protean



Complications

Affordances

Social factors


Convergence

Generativity


Platforms



the nearly limitless recombination of digital artifacts

has become a new source of innovation(Yoo et al, 2012, p. 1402)

Top-down decomposition won’t work

..most often designed without fully knowing the whole design (Yoo et al, 2012, pp. 1402-

1403)

..boundary of a product is unknowableand…remains incomplete

Innovations will spread differently and mutate

Requires new forms of creativity

..organizations must build environmentsfor constrained serendipity (Yoo et al, 2012, pp.

1403)

..boundary of a product is unknowableand…remains incomplete

..heightened complexity

(Yoo et al, 2012, pp. 1403)

run the risk of complex systemic failure or

other forms of unintended consequences

Why?

Where does it fit?

The model (v 1.0a)

What’s next?

Data homogenization

Reprogrammability

Opaque

Unstable

Protean

Convergence

Generativity

Affordances

Social factors

Platforms




Explanations

Principles

Artifacts

Research

Practice

Ben-Ari, M., & Yeshno, T. (2006). Conceptual Models of Software Artifacts. Interacting with Computers, 18(6), 1336–1350. doi:10.1016/j.intcom.2006.03.005

Bigum, C., & Rowan, L. (2008). Landscaping on shifting ground: teacher education in a digitally transforming world. Asia-Pacific Journal of Teacher Education, 36(3), 245–255. doi:10.1080/13598660802232787

Boland, R. J., Lyytinen, K., & Yoo, Y. (2007). Wakes of Innovation in Project Networks : The Case of Digital 3-D Representations in Architecture , Engineering , and Construction. Organization Science, 18(4), 631–647.

Brantley-Dias, L., & Ertmer, P. A. (2013). Goldilocks and TPACK: Is the construct “just right?” Journal of Research on Technology in Education, 46(2), 103–128.

Fleer, M. (2016). Key ideas in the technologies curriculum. In Technologies for Children (pp. 35–70). Cambridge University Press.

Fleming, B. (2011). Microcontroller units in automobiles. IEEE Vehicular Technology Magazine, 6(3), 4–8. doi:10.1109/MVT.2011.941888

Goodyear, P., & Carvalho, L. (2014). Introduction: Networked learning and learning networks. In P. Goodyear & L. Carvalho (Eds.), The Architecture of Productive Learning Networks. New York: Routledge.

Jones, C., & Czerniewicz, L. (2011). Theory in learning technology. Research in Learning Technology, 19(3), 173–177. doi:10.3402/rlt.v19i3.17107

Kallinikos, J., Aaltonen, A., & Marton, A. (2013). The ambivalent ontology of digital artifacts. MIS Quarterly, 37(2), 357–370.

Kirschner, P. a. (2015). Do we need teachers as designers of technology enhanced learning? Instructional Science, 43(2), 309–322. doi:10.1007/s11251-015-9346-9

Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. Retrieved from http://www.editlib.org/p/29544/

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Orlikowski, W. J. (2009). The sociomateriality of organizational life: considering technology in management research. Cambridge Journal of Economics, 34(November 2009), 125–141. doi:10.1093/cje/bep058

Rinehart, R. W., Duncan, R. G., Chinn, C. A., Atkins, T. A., & Dibenedetti, J. (2016). Critical Design Decisions for Successful Model-Based Inquiry in Science Classrooms. International Journal of Designs for Learning, 7(2), 17–40.

Salomon, G. (2000). It’s not just the Tool, but the Educational Rationale that Counts. In Invited keynote address at the Ed-Media Meeting. Montreal, Canada. Retrieved from http://www.aace.org/conf/edmedia/00/salomonkeynote.htm

Turkle, S. (1995). Life on the screen: Identity in the age of the Internet. New York: Simon & Schuster.

Tyack, D., & Cuban, L. (1995). Tinkering towards utopia: A century of public school reform. Cambridge, MA: Harvard University Press.

Wacker, G., & Nadler, G. (1980). 7 Myths about Quality of Working Life. California Management Review, 22(3), 15–23.

Yoo, Y., Boland, R. J., Lyytinen, K., & Majchrzak, A. (2012). Organizing for Innovation in the Digitized World. Organization Science, 23(5), 1398–1408.

Yoo, Y., Henfridsson, O., & Lyytinen, K. (2010). The new organizing logic of digital innovation: An agenda for information systems research. Information Systems Research, 21(4), 724–735. doi:10.1287/isre.1100.0322

"Construction" by jimgris available at http://flickr.com/photos/jimgris/2234212269 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/

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Slide 126: "Pok?mon GO" by Eduardo Woo available at http://flickr.com/photos/edowoo/27541296473 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/

Slide 143: "moodle logo" by Shawn Kimball available at http://flickr.com/photos/ShawnKball/2754830833 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/

Slide 146: "periphery" by Nikolai Vassiliev available at http://flickr.com/photos/qwz/4547665578 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/

Slide 151, 152, 153: "connections" by fla m available at http://flickr.com/photos/flam/4816255109 under Attribution License https://creativecommons.org/licenses/by/2.0/

Slide 160, 161, 162, 163, 164, 165: "Private home reference library" by warwick_carter available at http://flickr.com/photos/warwick_carter/5535384257 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/