Tech-Ed Collisions

Disruptive technologies radically change the way we do things. They can create new markets, replace existing technologies and transform business processes. What about the way we teach and learn? The iPod from Apple is a well known example that has transformed the way we listen to and purchase music. More than that however, it has changed the way in which we can listen to audio material by using technologies such as podcasting. Podcasting takes the time dependency away from broadcasting. We now listen to audio or view video content at times and locations that are convenient to us.
In educational settings around the world innovative educators have recognised the potential of these types of devices and are incorporating them into their programs. Unfortunately some organisations see these disruptive technologies rather as disruptions and some have even gone as far as to ban them. There is no holding back progress though and new generations of disruptive technologies will just keep coming. Look at the Sony Mylo for example – this has all the features of iPods but is a wireless communications device as well. Users (eg students/teachers) can use it to communicate wirelessly using instant messaging, Internet phone calling and much more besides (eg sharing content wirelessly).
Other technologies just keep coming as well. Ubiquitous computing (computing everywhere) and wearable computers are other examples of technologies that will change the way we live and work. Virtual worlds are moving into the mainstream and are no longer the domain of ‘geeks’ or ‘technophiles’. Second Life – one of the leading virtual worlds on the Web turns over a staggering aount of money everyday. Major (global) organisations are recognising this and holding large scale events (such as concerts) in these worlds. Some educators are implementing and offering education and training in these worlds. What sort of impact could this have on education and training or rather, what sort of impact will it have?
Is it worth asking the question of your organisation – are these disruptive technologies simply disruptions that we should ignore or even ban, or do they represent opportunities for transforming the way that we can teach and learn? If we choose the former, what will be the consequences in the long term for our organisations and more importantly, for those for whom we have responsibility to educate? There are no easy answers to these questions but we cannot ignore them and should be doing what we can to make informed decisions.
Mylo

iPod

Second Life