Academic technology and the future of HE
Privateer, P.M. (1999) Academic technology and the future of higher education: Strategic paths taken and not taken. The Journal of Higher Education 70(1), 60-79.
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First thing I notice is that it is written in 1999, 12 years ago. Technology sure has changed a lot in that time! Perhaps we can see how their predictions have shaped up?
One point: that computers do not provide automated learning satisfactory to any student’s needs… I don’t think that they have fully understood where computer learning management systems can get to n 1999. We all know that the internet is not just a dumping ground for unlimited resources and a place to take online quizzes. We have seen that online systems with the right input from the lecturers can actually provide self-paces, meaningful lessons that can provide far more immediate feedback than lecturers can with any sizable class. While it is not the be all and end all because of the lack of interaction with anyone, it is far more than automated learning.
Another point: that universities have used technology to redo the same old process, without re-thinking that process. Paper based forms become online forms, but really, in the end, are all those forms needed now that there is the online technology?
The cost benefit analysis probably is true in many cases where technology was introduced. I think, however, that we have come passed that. I don’t think CQUni academics even think about cost benefit of technology. They sure probably think about time-saving benefits, but only with respect to keeping up good teaching and reinventing ways of teaching to make it more efficient at providing high level engagement to a high number of students.
Reproduction technologies versus invention technologies. Computers just made that happen in a different way. It is still valid that we have to make technology useful in a creative sense, a critical reasoning sense, not just a fill in the blanks sense. We are still fighting to make technology the vehicle for collaboration, not just an infinite date repository. Let’s face it, anyone can look up anything these days, there is absolutely no need to remember any facts. What is important to learn is interaction, process, and inventiveness.
The comments about the gap between the haves and have-nots, I’m not sure is panning out that way. In Tanzania in 2010 when I went there, there were at least just as many mobile phones per capita as here, even though clean water was scarce, food was basic, and housing as we know it just does not exist. Every corner had a stall to sign up for a phone or sim, and there were always several people at each. So I’m not sure that technology isn’t getting to poor people, it is slower, but soon they will have access to as much information as anyone.
So, we have come part of the way – still have a way to go – to make technology really work for higher education.
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