CoverIntroductionList of Author Blogs and Twitter AccountsIndex by AuthorIndex by TopicLicensing Information1. Innovation & Disruption25 Years of Ed TechIf We Were Really Serious about Educational TechnologyWe Can't Let Educators Off the HookInterventionsWaiting for O SupermanA Field Guide to "Jobs that Don't Exist Yet"A Definition of Emerging Technologies for EducationInnovation in Higher Education ... and Other Blasts from the PastTo Lecture Capture or Not to Lecture Capture?Possible Futures for Innovation and Technology in Higher EducationThis is Not the Online Learning You (or We) are Looking ForReclaiming Disruption2. Openness & SharingInto the OpenDefining the 'Open' in Open Content and Open Educational ResourcesExploring the Open Knowledge LandscapePlanning to Share Versus Just SharingThe Access Compromise and the 5th ROpen Textbooks? UGH.My Open Textbook: Pedagogy and PracticeRemix, Mashups, Aggregation, Plagiarism Oh MyCrossing the Field Boundaries: Open Science, Open Data & Open EducationThe CCK08 MOOCOERs: The Good, the Bad and the UglyWhat's Right and What's Wrong about Coursera-Style MOOCsOpening Up Open PedagogyOpen Pedagogy and a Very Brief History of the ConceptInternational Something: Why You Should Care #DigPedDoes Open Pedagogy Require OER?Pragmatism vs. Idealism and the Identity Crisis of OER AdvocacyOpen Ends?The Fallacy of 'Open'3. Identity & ParticipationThe Question Should be: Why Are You *Not* BloggingThe Kindness of BloggingAn Introduction to Connective KnowledgeRhizomatic EducationA History of Knowledge, Distributed Cognition, and the PhDSome Observations on PLE DiagramsE-Learning 2.0The Role of Personality in EducationDigital IdentitiesKithNobody's Version of Dumbsomething is rotten in the state of ... TwittercliqueonomicsColonisers and Edupunks (&C.)Digital Trespass and Critical Literacy #OER174. Equity & PowerThe Golden Age of Education that Never WasBlackboard Patents the LMSThe Glass BeesWhat Do We Owe Students When We Collect Their Data - A ResponseAI is Coming for Your Instructional and Learning Design Jobs, ApparentlyMOOCs and Directing an Academic FieldThe Audacity: Thrun Learns a Lesson and Students PayThe Lower Ed Ecosystem: Bootcamps Edition#BreakOpen Breaking OpenOpen Cyborgs at #ALTCPlatform Literacy in a Time of Mass GaslightingWhy We Shouldn't Let Economists Play with EducationConnectivity as PovertyReproducing Marginality?Inclusion AgainOER, Equity, and Implicit Creative RedliningFor Now, Our OwnConcluding ThoughtsAppendicesA List of Some Great EdTech BlogsRecommendations for Formal Learning
EdTech in the Wild

Concluding Thoughts

woman staring at a lake

I am deeply grateful for all of the blog authors who either released their content under an open license or gave me permission to republish their work in this volume. I feel that I have been greatly enriched by reading their words and by grappling with the very important issues that they have sought to bring to light via their blogs.

I'll admit that when I started the process of collecting blog posts for this book, I was rather naive on several fronts.

In particular, I assumed that practically all EdTech bloggers would release their posts under a Creative Commons or similar license. Yet, many did not. Interestingly, I found that most of those whom I had selected for inclusion that did not rely upon a CC license had written posts that I wanted to include in the Equity & Power [] section.

I don't think this was a coincidence.

Rather, it forced me to realize that even the process of writing a blog post and sharing it with the world can be an act of vulnerability in many ways — economic, emotional, professional, etc. — and that EdTech scholars must grapple with these vulnerabilities in determining what and how to share (as Audrey Watters explores in this great blog post that I was not able to include []).

Though the history of EdTech may be at least somewhat interesting as an abstraction when viewed as a never-ending series of gadgets and gizmos, its histories of innovation, disruption, openness, sharing, identity-negotiation, participation, equity, and power are perhaps best seen through the lives of its scholars and how they have historically negotiated (and continue to negotiate) the affordances and demands of emerging technologies within their own sociopolitical and interpersonal spheres.

Thus, I hope that if nothing else, this volume has collected the voices of some of these scholars into an interwoven tapestry of experience, wherein we can each gain some sense of the hopes, fears, challenges, and triumphs that are embodied in the lives of vibrant EdTech practitioners as they are actively seeking to exert positive influences on the world around them.

The process may be messy, the artifacts may be a bit wild, and we may be required to grapple with some of our most basic assumptions about what it means to be educators, ethical people, or even (simply) human, but the resulting exchanges of experience and perspective are essential if we are to make a world that ever increasingly values learning, equity, civility, and simple goodness.

Is there a future in academic blogging? Will EdTech scholars continue to maintain these "public brains" for the world to see? Futurist predictions in EdTech are almost always wrong, but I'll at least say that I hope that as our field continues to develop that these voices and the communities surrounding them keep up the good fight, because if nothing else, they have at least had a positive impact on me.


CC BY: This work is released under a CC BY license, which means that you are free to do with it as you please as long as you properly attribute it.