Shiny objects

One of the first discussion activities for online posting in the course was on an article by Donald P. Ely called “The Medium is Not the Message.” Ely makes some very good points in this article, particularly in regard to poor teaching practices where the implementation of technology can actually get in the way of learning. In my teaching career, I have noticed these moments of great levels of excitement when teachers and students are introduced to new technology. I guess it is not unlike people lining up all night to get the newest smart phone or the latest gaming device. But it should be different in the classroom. After all, technology costs may have gone down, but so have most of the budgets for learning material. Further, we are talking about learning environments, not personal spaces where people invest in technology for consumer reasons, such as entertainment.

I have always been an Apple fan. I sold Macintosh computers and have used them for years. I guess I am a reluctant cult member. But I was stunned by how quick most schools jumped on the iPad wagon to integrate these devices in their classrooms. Do they have merit in the classroom? Obviously, like any technology under the right circumstances they should. But was anyone considering what the right circumstances were? One of the big claims by Apple and proponents of iPad use was schools would ultimately save money with the iPad, because aside from being a small computing device, they offer a comfortable and versatile format for etexts, thus eliminating the need for traditional textbooks. But according to Lee Wilson, the numbers do not add up. Wilson argues in a blog entry “Apple iPad Textbook Cost 5x More than Print” that the annual cost per student for implementing iPads (or iText) is $71.55 versus $14.26 for the old fashion textbook. Suddenly, I was starting to form some notions around this whole idea of instructional design. It was starting to make sense. It did have a practical side! I recalled the time when our own Department of Education decided to purchase a number of netbooks. We were sold on the idea because we were going to get a slew of them for our high school students. See a pattern? The excitement was bubbling over the surface because of something brand new and shiny! The District IT Manager was challenging the Department’s proposal, arguing that a bit more money should be spent so full blown notebook computers could be purchased. In the end, he was right. We should have. Sure, we use the netbooks, but their implementation has been limited because their screens are small and they are underpowered. But, they were new and shiny! That shine wore off quickly, unfortunately. 

So I was starting to see some practical reasons for instructional design. How would things have been different if the Department had not just decided to buy equipment and considered, with all stakeholders involved, how the equipment would (or should) be utilized? What would have happened if they had made a plan or design around how these netbooks would be used in the classrooms and what would be their primary role? For example, to engage students in instructional or application software? When I considered this experience with the netbooks and the amount of “information” or promotion that makes it to teacher emails and on staff tables about software and technological devices, I got thinking that plans and designs are not only practical, but urgently needed. Our problem or conflict in today’s classrooms is not always about how to use technology, but how to pick and select out of an abundance of technological choices and put that technology to the right use.

The medium isn't the message?