Technology Failures & Successes
Every Monday I share a different ed tech quote on our Thompson Classroom social media pages for our staff to consider.
Last week ManACE hosted their first virtual Ed Tech Talk which saw participants from across Manitoba share their thoughts on the state of ed tech integration as it relates to their practice; this week’s quote has been pulled from this conversation.
I find that anytime the conversation of ed tech is brought up, it is natural to dive into the barriers to tech integration (there can be a lot of them!). Research by Johnson et. al. (2016) mirrors educator concerns and found that in order for various technologies to support teaching and learning schools must be provided with: (1) adequate infrastructure to support the use of technology in schools, (2) equitable access to up-to-date equipment and resources, and (3) timely technical support to ensure that technology works as it should so that instruction can proceed smoothly. While each of these areas represents an opportunity for “failure”, I agree with Cody when he states that failure can be a valuable learning experience.
Does this mean that failures are not frustrating? Absolutely not. It can be incredibly frustrating and overwhelming to have planned something out only to have it not work as anticipated. It is also important to continue to work to reduce these barriers as much as possible within the constraints of our local environments. However, tech failures provide an authentic opportunity to practice a growth mindset and reflect on the purpose of the tech integration:
- Is technology a solution in itself or a means to an end?
- Is technology being used in an either/or proposition or blended?
- What processes/activities do we hope to improve and how is technology facilitating these actions?
- Is technology replicating traditional tasks or are we taking advantages of the unique capabilities to enhance learning opportunities?
Oblinger, D.G., & Hawkins, D.L. (2006). The myth about no significant difference. Educause Review, 41(6), pp 14-15.