Coming to scale with educational technology

The focus of our readings this week involved the process of scale in applying new knowledge and edu-tech innovations. I found the readings to be quite apt to wrap up coursework in this class considering that we began this conversation or philosophical journey discussing constructivism and have read material on everything from gaming to Web 2.0 to Freeware to Second Life. In addition to reading we've had the opportunity to create classroom curriculum applications via various software tools e.g. mind mapping (Inspiration), powerpoint, websites, Moviemaking, and my least favorite of all...Excel! :-)

The issue of scaling up is so pertinent to the individual teachers enrolled in this course as we wander through the joys, challenges, and complications of educational technologies. The goal of the Microsoft funded program (in the first reading) is to support research specific and effective applications of technology in classrooms and analyze why they work and more importantly how can the particular activity be applied ( or ramped up) to widespread implementation in classrooms beyond a specific charter school or classroom.

This semester has been a wonderful intellectual enterprise. I have consistently made powerful connections betwixt my History of Science course (Technology and American Culture) and this Education course. Of the many themes --historical and technological--I've explored this semester one in particular resonated with our readings this week. Throughout American history innovations and new technologies initially are integrated into society with little public or government resistance or discussion. Henry Ford's Model T, Bell's telephone, the steam engine, even the development of the atomic bomb initially were seen as positive examples of the American spirit of progress (both economically or militarily) and scientific advancement. As the technologies are enhanced, enlarged or made more widespread, growing concern as to their long term impact or consequences is articulated. Clearly this theme is evident as linked to technology and education.

The most fascinating part of 21 st century information technology as it relates to classroom applications is the rapid pace of development and diffusion. The pace of technological innovations has been so rapid it has left the public discussion and conversation so far beyond it has almost has become moot. The Brave New World is here whether we like it or not!

My final project is on Media Literacy in this Brave New World. Even though 1997 seems like a technological eon ago, educators, consumers, and citizens must continue to engage in courageous conversations about the role of technology in the lives of our students. I have a feeling that the Brave New World of 2007 is going to look awfully blase to the Brave New World of 2027!