This second report written by a small group of academics in the Institute of Educational Technology and the Faculty of Mathematics, Computing and Technology at The Open University proposes ten innovations that are already in currency but have not yet had a profound influence on education. The list includes many of the same technologies identified in similar lists and trends elsewhere (inlcuding CORE's ten trends), which of itself is indicative of the fact that we ought to be at least mindful of what these things are and the potential impact they may have on what we do as educators.
Like their 2012 list, the emphasis is on the tertiary space, but with lots to inform what is happening and likely to happen in the school sector.
Interesting to me is the fact that this list contains some of the same elements as the previous list, but doesn't really illustrate the connection between the two – to illustrate the 'trending' that is occurring, and how the ecology of education is being impacted by the technologies identified. The question this raises for me is…
"Does the fact that some of the things appear to have 'dropped off' the list in subsequent years mean that that:
- the prediction was wrong and didn't eventuate?
- that the prediction did come to fruition and is now a part of the mainstream? or
- that the prediction has perhaps 'morphed' into one of the emerging themes identified?"
Compare the two lists here….
It's easy enough to come up with lists, but understanding how these sorts of predictions eventuate is the real issue here, and where the real focus of attention needs to be (IMHO). Technological innovation (e.g. in NZ) has a history of failed attempts, false starts, and unforeseen consequences, alongside the 'disruptive' technologies that get to feature in the headlines.
In education it's easy enough to get caught up in the latest fad or fashion, but to understand deeply where these things may be taking us, and the potential impact on our work in the classroom and the pedagogies associated with that requires lots of ongoing communication, sharing and exploration of ideas. I'm grateful to the people at the OU for this contribution to the conversation, and challenge educators now to participate in the ongoing conversations that demonstrate the accuracy of these predictions…
- where/how are you using or seeing these things used effectively?
- in what ways are they actually shaping your pedagogical practice?
- what are the actual drivers involved? The institution? The technology? The learners?
- what are the barriers and emerging frustrations you see?
- what are the opportunities and unexpected outcomes you observe?
Lots of food for thought… let's get the conversations going!
The PDF version of the report can be downloaded here.