Improving Outcomes of Higher Ed With Technology: Learning From Past Mistakes
It's been fifty years. The dream, ever since computers were first employed in postsecondary teaching and learning, has been to revolutionize education: make higher learning more active, individualized, collaborative, etc., educating students from a wider variety of backgrounds and producing graduates who would be far more creative, effective, and insightful. Technology would provide the power tools, resources, tutorials, simulations, communications channels, and more in order to make such change possible, even inevitable. That's been the dream.
Changes have certainly happened, thanks to our uses of technology. But after 50 years of hopes that the revolution was imminent, why hasn't more happened?
Six years ago, I wrote this column in EDUCAUSE Review about the mistakes we make, decade after decade, in implementing new technology, and how we ought to learn from those mistakes.
Does the column need to be updated? Rethought? Are we still making the same mistakes?
Changes have certainly happened, thanks to our uses of technology. But after 50 years of hopes that the revolution was imminent, why hasn't more happened?
Six years ago, I wrote this column in EDUCAUSE Review about the mistakes we make, decade after decade, in implementing new technology, and how we ought to learn from those mistakes.
Does the column need to be updated? Rethought? Are we still making the same mistakes?
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