30 years of ICT in education: reflecting on educational technology projects

Rachel Shanks

doi:10.7577/seminar.4047

Abstract

Embed-kode fra film.oslomet.no: html-video med src lik edx-lenken fra film.oslomet.no Sorry, your browser doesn't support embedded videos. Abstract følger her Over the last thirty years educational technology has not impacted the delivery of education that might have been predicted for it. Part of the lack of impact may relate to the introduction of new technologies through one-off educational technology projects which lack permanence and effective evaluation. In this paper I present a reflective and reflexive account in relation to seven educational technology projects carried out, over the last ten years, in Scotland. While reflecting on one project I developed a framework to understand why some of these educational technology projects were successful and why others were not. The framework includes four factors: Purpose; planning; passion; and pedagogy. I have attempted to learn from my involvement in past projects in order to influence and shape future experiences. It is hoped that this work can help to link practice back to research as well as indicating a way for lessons to be learnt in future educational technology projects.

Highlights

The use of technology to educate has greatly increased with the closure of school buildings and other educational establishments due to the coronavirus COVID-19 pandemic
In addition to the issue of educational technology’s effectiveness, there are democratic and social justice issues involved in the success of educational technology projects, for example ensuring that public funds are not wasted on projects unlikely to succeed, and that inequality is not further entrenched
It is useful to note that the educational technology projects mainly took place across the north of Scotland, including in remote rural areas

Summary

Introduction

The use of technology to educate has greatly increased with the closure of school buildings and other educational establishments due to the coronavirus COVID-19 pandemic. Up until now, the way to successfully implement educational technology has been elusive. Part of the difficulty may be that educational technology is often adopted in short-term temporary projects. 30 years of ICT in education: reflecting on educational technology projects educational technology projects based on reflections on seven discrete projects. In addition to the issue of educational technology’s effectiveness, there are democratic and social justice issues involved in the success of educational technology projects, for example ensuring that public funds are not wasted on projects unlikely to succeed, and that inequality is not further entrenched

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