Educational Technology is any media and/or hardware that is consciously applied to the process of instructional design. It also includes the ways in which integrate the technology in to the class(Allen-Brown, 2004) and when we integrate technology into the classroom blindly, moral issues may arise. Critical Theory allows us examine these issues and better understand the impact of that integration and whether we are using it in the best possible manner.
Emerging from Marxist origins in Germany during the early 1900's, Critical theory, was developed by a group of theorists to bring about discourse concerning human freedom, oppression, and agency. Initially, the theory attempted to understand the conditions of the individual under the oppression of modern capitalism, but later expanded into various other areas that looked to imprison individuals under the rationality of modern society. A theory in which we attempt to decrease oppression and increase individual freedom by providing a foundation of social inquiry, a critical look into our actions, institutions, and the actors involved (Bohman, 2021). Applying this theory to Educational Technology, will allow us to better understand, not how, but why we integrate into our classroom.
Often technology is integrated to increase efficiency of information delivery and decrease costs to both the student and the institution. Technology, in the classroom, has become something that allows us to get from point A to point B with least amount of resistance (Allen-Brown, 2004), to be able to impart knowledge to our students without asking does it really assist in learning. The issue as to why we do something and who it benefits, or more importantly, who does not benefit from the integration of technology is a primary component of Critical Theory.
There are continuing issues attached to the constant integration of technology into education. Outlined by the SREB (Southern Regional Education Board) report in February 2018, there were ten issues that needed to be addressed now and in the future to attain success and meet improvement goals (SREB, 2018). This report included such issues as, but not limited to, Data Privacy, Bandwidth Access, and Learning Models.
Each of these issues are important to teaching/learning as they directly impact students and their success. First, data privacy is about the rights of the student and their confidentiality, what is collected, and how it is used and shared with the public (SREB, 2018). As a college instructor, we must adhere to policy that protects student data and how we utilize it as an institution. Failure to meet these expectations would leave student information is put at risk.
We learned very well during the pandemic, that local infrastructure (Bandwidth Access) was not up to the task of a population of students and teachers moving online almost overnight. Many individuals did not have reliable internet access on reliable hardware and struggled to access the information they needed to be successful, Bandwidth access in the US, lags behind other countries regarding fiber based internet access: 6% for US, 66% for South Korea, and 71% in Japan (SREB, 2018). While Bandwidth represents a hardware side of Educational Technology, New Learning Models represent the software side.
New Learning Models represent a modality of learning that allows for personalized and competency based mastery paths so students can advance at their own pace. Through the development of new learning models, institutions can increase retention among traditional students and facilitate completion among non-traditional students (SREB, 2018). Each of these issues represent the focal point for my current profession as a college instructor. Furthermore, success and retention are of the utmost importance for a department and an institution.
After reviewing the provided documents, there are areas that I need to become more familiar with the SREB Issues - specifically, student digital literacy and emerging technologies. While I find myself fairly technologically literate and somewhat of a techie, many of us are comfortable with what we know and use. By continuing to familiarize ourselves with new technology, we are able to stay current with trends, our students, and maximize student success in our institutions.
For future reference: https://www.wpgconsult.com/the-7-greatest-challenges-facing-education-technology-today/
Southern Regional Education Board. February 2018. 10 Issues in Educational Technology.
Allen-Brown, V., & Nichols, R.G. (2004). Critical Theory and Educational Technology. Handbook of Research on Educational Communications and Technology, 2004, 1-29.
Bohman, J. (2021, March 1). Critical Theory. The Stanford Encyclopedia of Philosophy. Stanford Encyclopedia of Philosophy. Retrieved August 26, 2022, from https://plato.stanford.edu/cgi-bin/encyclopedia/archinfo.cgi?entry=critical-theory
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