The defence of educational technologies can be so vehement that any question of its importance or impact is met with a barrage of indignant responses, as though ed tech is somehow above questioning. It is perhaps the default position of those of us who work with learning technologies after-all, that work pays the bills. I would argue that it is our job to question, to be critical of and more importantly think impartially about educational technologies.

The Background

This post is a response to an email thread on the ALT mailing list where my former colleague Sue Watling asked:

During my research I’ve found a host of reports critical of the claims of TEL and the quality of TEL research.

Calling on Surowiecki’s ‘wisdom of crowds’ I wondered who on the list could point me to evidence of TEL enhancing learning/teaching.

Her question related to the ‘quality’ of TEL research (we can argue what constitutes quality another time) and asked for people’s go to evidence that they use to underpin/evidence TEL practice. The responses she received were…interesting. Some reiterated the issues that surround TEL research. For example that ‘quality’ research can take many years but our work is changing as technology changes. Others pointed to the existing journals that are available. What I noted was Sue having, or feeling she had, to defend herself and defend asking the question. As though educational technologies are beyond reproach. I now feel it necessary to make the same defence and you know that makes me really sad.

Allow me to be clear from the beginning, before the mob starts sharpening their pitchforks, that this post is not saying that educational technologies have no value. I am not saying they haven’t changed education (although the level remains debatable).

Reality vs. Idealism

I think we can be guilty, and I know I have been many times in the past, of looking at technology from an idealistic perspective. It’s not surprising given our job is to promote and increase engagement. However, are we actually being realistic about what technology is capable of or are we overselling because we feel that’s what we’re supposed to do?

I would argue that we need to be realistic about technology and what it can actually do. Let’s not oversell and disappoint. However, enthusiasm and inspiration has it’s place. We have to acknowledge the limitations.

Evidence

People like evidence. If I said to you that this blog was the best blog ever, you’d probably ask me to defend my position. You might ask whether other people agree or what criteria I use to make that assessment.

From my experience when an academic asks for the evidence, then the problem is not the lack of evidence, but actually something else. James Clay, 2017

James Clay  has written a blog post Show me the evidence… where he argues that the problem is not a lack of evidence around the benefits of using learning technologies but a “resistance to change, fear, culture, rhetoric and motivation”. He argues it is that we need to change not provide evidence to academic staff.

You really need to solve those issues, rather than find the “evidence”, as even if you find the evidence, you will then get further responses such as, wouldn’t work with my students, not appropriate for my subject, it wouldn’t work here, it’s not quite the same, not transferable…. etc…James Clay, 2017

Our job is to show how it would work with their students, their subject, on their institution etc. Yes, there is an issue with change, fear, culture, rhetoric and motivation etc. But there is also a matter of academics simply wanting to see the pay off for their efforts.

Let us not be so arrogant as to forget the pressures our academic colleagues are under. Teaching, marking, research, meetings, paperwork, curriculum development etc. How dare they expect us to show that taking time out of their busy schedules to learn how to do something, adapt their teaching, create materials etc. will be worthwhile. I mean really? How very dare they expect to see some evidence that it actually works. Surely they should blindly follow what we tell them?

I’m being facetious but come on people, take it down a notch. It’s not like they’ve come in to your house on Christmas day and slapped your kids. They’re asking a valid question. Yes, James is right, it may be masking deeper rooted issues but there’s nothing wrong with that question. It’s right to ask, that’s scholarly practice.

Is it personal?

Donna Lanclos made the following comment:

@marcuselliott @jamesclay usually when people ask me to see “the data” after reading something I wrote it’s because they have dismissed me

— Donna Lanclos (@DonnaLanclos) February 14, 2017

I can see where Donna is coming from here. There is a lot of academic snobbery in HE. “Who are you to tell me what to do” and “what are your credentials”. I suppose that is a result of scholarly practice, peer review, evidence based practice etc. I have not been an academic, I’ve not been doing this job for a long time, I don’t have a long list of qualifications and I am not a Dr (though all these things are relative and in my experience have a varied impact on skills, knowledge and competence). I don’t get offended by their skepticism, on paper I don’t really know much at all. Part of my job is gaining their trust and confidence. That starts with small successes and builds. It can’t be rushed.

I can’t speak for Donna, I would love for her to elaborate on this further, as I don’t walk in her many pairs of fabulous shoes. All I can say is it might feel personal, and it is a little, but life is full of people trying to one up you. I know what it’s like to be belittled, to have your confidence taken from you but you don’t have to let them win. Here’s the evidence, take a look mate and in the words of the Dowager Countess:

Critical Reflection

I would argue that reflection and particularly critical reflection is an important part of any job. We should reflect and look carefully at the effectiveness of all our offerings to ensure we are providing staff and students with what they need. If we do not reflect on what we do how will we enhance it? How will we know what to improve? How will we know what works and what doesn’t? We have to look critically at what we do, it would be pointless not to.

Take a moment to look at the activities in teaching and learning. Consider the degree to which they have changed those activities. Are learning technologies living up to the transformation we have been promising for years? Are we guilty of bigging them up?

Impartiality

It is our job to make recommendations, to show what exists and what is possible. I don’t think it is our job to peddle our personal preferences. We make technological recommendations based on evidence and prior experience. Not because that’s the thing I like or is easiest for me to support. We have to look at learning technologies not as our babies but as tools used to reach an end. It should never feel personal. If someone says the VLE is rubbish I have to nod and ignore it. People are entitled to their opinions. We are entitled to our opinions but again our opinions are based on experience.

Better Research

I agree with Sue. We need to get better at gathering the evidence behind what we do. Yes, I get frustrated with the prove it culture too but we’re in an academic environment. Perhaps we need to think academically as much as we think technically.

To conclude

We should stop defending technology use in HE and put as much effort in to creating a body of proof. If we’re having to defend it clearly there is something to prove. I don’t think learning technologies have proven themselves yet. I do think there is a long way to go. Are there other issues surrounding use of technologies? Yes and James points them out. I would argue that proof will remove barriers. Show me something works and I’ll use it. Tell me it works and I’ll ask you to prove it.