The Chicken or the Egg? Investigating the transformational impact of learning technology
Author: Janet F. Buchanan
The Chicken or the Egg is a case study of a single university (Charles Stuart University) in Australia. The researchers utilize a qualitative approach that spans the years 2007 to 2009. In addition, other data are collected (via documents, etc.) that reach back even further into CSU's education technology use history. The aim of the research was to "investigate the transformational impact of introducing of a new online learning environment (OLE) in a regional Australian university...". It should be noted that this particular university "is the largest provider of distance education in Australia with some 33,000 students of whom over two-thirds are enrolled as distance education students.
The authors introduce some very interesting concepts such as the "Adaptive Cycle Framework", the "social-ecological systems approach", "transformational potential/learning" and an OLE called Sakai, and described as an "open source... Collaboration and Learning Environment (CLE)." Also addressed, as part of the Adaptive Cycle Framework, is the idea that, since the implementation of new technology is part of a cycle there is no beginning and end; there is no moment when everything changes, but rather the gradual influx of new ideas and the hardware/software necessary to sustain the creative power of these new ideas.
Since the basic goal of this study was to determine the "transformational impact" of technology on the learning environment, there is not an argument posited that aims to convince the reader that technology in education is "good" or "bad", but rather articulates the variety of changes the researchers observed as new technology entered the campus in classrooms, offices, dorms, etc.
The researchers recorded a dense 3 pages of findings that include such comments as "more adaptable to technology, prepared to try new things, more (constructively) critical of new technology, awareness that learning needs should drive the new technology, new skills in designing blended learning experiences, resolution of communication issues, immersion in technology creates digital natives who adapt quickly to using different learning technologies..." These observations go on, but they (generally) orbit around the central ideas that a) technology, when introduced to the educational sphere, increases the possibility for new discovery, new ways of thinking about education and technology, and b) that collaboration is stimulated because new channels for communication are opened, and time and distance gaps are bridged.
Obviously, these are all positive observations. However, there were a couple of negatives recorded by the researchers. These include "increased work-load", and "lack of trust in university IT systems (where some new tools have not worked well)". But, given that researchers observed that new technology opens up communication, increases the flexibility and adaptability of students, faculty and support staff, and increases productivity, I'd say technology in the classroom is, as they say, a "no brainer".
I still hold to my previous comment that 'content is king'. However, technology in education doesn't at first have to be in the classroom. As I was reading this article I kept thinking about the Waldorf method. And what I kept asking myself was 'do Waldorf teachers have computers in their offices?' I bet they do. I also bet Waldorf institutions maintain their records digitally. What this means for me is that technology is, even in the Waldorf sphere, making new approaches to education possible. And the researchers even point out (in this article) that different parts of an institution will not "move/need to move through all the phases of the Adaptive Cycle Framework during the introduction of a major new learning technology..." In other words, access to computers and the web permits teachers to communicate more effectively thereby enhancing their level of comfort with technology. Eventually, teachers may find that they want to extend this level of flexibility and connectivity to their classrooms.
The researchers conclude by saying "technology is an important part of the future of educational institutions, the adaptability of the organization and capacity to predict, plan for and support ongoing changes in learning technology is an important part of realizing the transformational potential and effectiveness of learning technology." In other words, there is a gestalt that must be considered-- the "big picture" must be outlined, and support and development must be ongoing and cyclical. Further, the researchers state that "If an educational organization truly embraces learning technology as strategically important for its future, then it will need to do more than choose and implement new systems and applications." This is the most important part of this article, and the question of technology's efficacy in education-- If a school system chooses education it chooses to jump on board a very fast moving train, and the system must be committed to keeping up with changes through constant support, evaluation and adaptation or the initial investment will have been, largely, a waste.
