Module 10: The Ecology of Educational Technology: Ecological Foundations

As an educator, how can technology be used to develop mental or social ecology and encourage subjectivity? Does technology assist in the development of these types of ecology?

I think the premise for educators to use technology to develop mental or social ecology and encourage subjectivity in learners lies in a critical approach to teaching and learning. For example, before a teacher integrates iPads into the classroom, it might be beneficial for students to discuss some of the pros and cons that the use of an iPad might incur while learning. This might include discussions on critiquing the apps on the iPad with respect to learning, collaboration, and building/maintaining relationships. After using the technology, the students can then reflect upon and share their experiences with their peers so as to promote metacognitive thinking skills and encourage subjectivity.

Technology itself does not assist in mental/social/environmental ecology. The difference is how the users make use of the technology to achieve such purposes. If users remain passive recipients of media and unable to reflect through the lenses of the three ecologies, this would eventually lead to “a general infantilization of opinion, a destruction and neutralization of democracy” (Guattari, 1989, p. 34).

Educators thus need to be aware of the long term effects of technology, and how the awareness of the three ecologies could help learners to successfully navigate through a digital future built by media giants.

Reference:

Guattari, F. (1989). The three ecologies. New Formations, 8, 131-148

Where should we situate educational technology in the partnership ethic and social reconstruction narrative as described by Carolyn Merchant?

The interview with Carolyn Merchant points out the importance of seeing nature as a living organism, the effects of science/technology/capitalism in relationship to nature (a mechanistic worldview), the current ecological crises (i.e. global warming, etc.), and how the partnership ethic between humanity, technology, and nature can promote a sustainable future.

From this perspective, educational technology plays an important role in engaging students in the all the narratives that Merchant described to help protect and recover nature. For example, educators can make use of materials found on the Internet to help learners become more involved with nature. Some interesting teaching resources can be found on David Suzuki’s site. Students can use Web 2.0 technology and project-based learning to collaborate with professionals on projects that deal with their local needs. Videos of local environmental issues can be taken and shared online so that others can have a better picture of the current state that nature is in and think about the state that nature will be in if nothing is done to recover what has been lost.

Most importantly, I think educators need to act as role models by doing things that are good for the environment so that students become aware of the mindset behind an environmentally aware person. For example, picking up trash and putting them in the correct disposal bins, walking/biking to school, turning off electronic equipment when not in use, etc, would help promote such a mindset. I also think educators could bring the students out and get their hands green, because the more time spent with nature the better that future generations will be willing to take an active role in protecting the environment.

It might seem to be a case of David VS Goliath (us VS the corporate giants when they are designing for the dump). But as long as we do our part, change will be possible.

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?

To learn about new technologies, I listen to technology podcasts, TED talks, news tech columns, and tech oriented sites such as CNET. I also learn about a lot of new technologies from reading through posts in discussion forums such as the MET program.

I learn how to use new technologies by spending time to review tutorial videos or user manuals. I would then download a demo if I think the technology is interesting to find out the various affordances that the technology has to offer through a hands-on approach.

I am not teaching at the moment, but at the elementary school where I had my practicum professional development with technology was gaining momentum. Teachers were encouraged to incorporate technology into the classroom, and many were attending SMARTBoard PDs because new ones were going to be installed into the classrooms the following school year. My school advisor brought me along with her to one of the sessions, and I thought Pro-Ds are really good places for experienced teachers to share how they have successfully integrated new technology into the curriculum. As Zhao & Frank (2003) pointed out in their study, it is this sharing amongst users (on a district level) along with other factors such as recruitment/selection and providing opportunities to explore and learn (p. 27) that perpetuates the co-evolution and mutual adaptation between species.

Reference:

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

Please examine the website created by Discourse Leadership Group #10 members for more information on the topic.