3.1 Main points from Factors Affecting Technology Uses in Schools: An Ecological Perspective by Zhao & Frank, 2003

“Zebra mussels in the Great Lakes and computer uses in schools are of course quite different, but both are phenomena introduced into an environment where they are foreign. The introduction, survival, and dispersal of an alien species in a new environment are complex processes.” (Zhao & Frank, 2003)

Zhao & Frank (2003) use the analogy of the invasion of the zebra mussels into the Great Lakes to explore the introduction of technology into the classroom. Both are understood as foreign species. The video below describes what happened shortly after the zebra mussels entered into Lake Erie and encourages you to think about the current and future uses of technology in schools.

In keeping with the zebra mussel analogy Zhao & Frank (2003) describe schools as ecosystems, computer uses as living species, teachers as the keystone species, and technology as the exotic species.

Schools are ecosystems

Ecosystems are made up of biotic and abiotic components. Teachers, students and parents represent the biotic component, whereas, grades, courses, location of technology, and the general physical space represents the abiotic component.

Computer uses are living species

Zhao & Frank (2003) suggest that technology evolves in the same way that biological species do. Whereas genes are involved in the evolution of biological species, memes (ideas) involving the use of technology are at play in its replication and change. It is a case of “survival of the fittest” in which only those technologies that are deemed useful will continue to exist and others will be modified or developed to suit the desires and needs of educators and students. Computers can be used for the benefit of the teacher (teacher use) or the benefit of the student (student use).

Teachers are members of keystone species

Species can either be selfish or engage in reciprocal altruism to ensure their survival. A teacher’s primary concern is their own students and classroom. Teachers will act selfishly to protect their environment. They will also work with others to ensure the continuation and well-being of the school (ecosystem).

External educational innovations are invasions of exotic species

When an exotic species (technology) enters an environment (school) one of four things will happen. The new species will win and take over the existing one, both the new species and the existing one (teacher) will survive and place pressure on the ecosystem, the new species will fail, or they will both survive but be forced to change in some way in order to coexist in the ecosystem.

Focus Question 3: Zhao & Frank (2003) explore professional development with technology use and understand it as an opportunity “for co-evolution and mutual adaptation between species” (p. 836). How do you learn about new technologies (foreign species)? How do you learn how to use new technologies? What role does professional development with technology play in your school?

In this video Dr. Zhao compels the audience to think about how technology can work more efficiently and less expensively than human teachers. How has technology changed your classroom? Do you feel comfortable with technology in your classroom? Have you ever felt that you were competing against technology?

3.2 About Yong Zhao

Dr. Zhao was named amongst the top 10 influential people in educational technology. Born in China and not being particularly mathematical, or “left-brained,” sent Zhao in the direction of languages. This also gave him an appreciation for different ways of learning and expressing intelligence. Yong Zhao taught at Michigan State University until 2010 and he currenly teaches at the University of Oregon.

In the video below Dr. Zhao and Daniel Pink discuss the different types of intelligences and the change in the value of which type of thinking skills are taking precendence because of technology. What impact have you seen in your teaching with this shift towards 21st Century Skills? Do you teach differently? Has this shift improved the learning experience for some students? Have others suffered?

Please browse Yong Zhao’s website to learn more.

Reference

Zhao, Y. & Frank, K. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807-840.