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

Innovation & Disruption


Perhaps the most foundational assumption of the educational technology discipline is that new technologies can influence learning. How this happens and to what extent varies, with some believing that technology can serve as a positive force for change itself (technocentrism) and others arguing that its true benefit is to allow us to engage age-old problems and inequities with new life and in new ways.

Additionally, learning doesn't happen in a vacuum, and educational institutions are shaped by the social, cultural, economic, and political realities that surround them. Technology can play a role in shaping these realities by placing techno-cultural pressures on societies more generally (e.g., expectations that everyone has and will use smartphones), which then influence how educators and schools are expected to teach students (e.g., bring your own device initiatives).

Throughout conversations about technology's role in society at large and within education in particular, technology is often referred to through an innovation mentality, wherein new practices are expected to gradually supplant the old and students, teachers, and educational institutions are expected to adopt new habits and practices to become (or remain) cutting-edge. Alternatively, narratives of disruption, borrowed heavily from business, are also commonly used to articulate technology's role as a catalyst for change within entrenched systems. That is, the technology is seen to have potentially transformative power upon the system to shake it from its sleeping state to shape it into something new.

In this section, blog authors grapple with what innovation within educational technology has looked like over the years, whether technology has achieved its promises for transforming or disrupting the education space, and how scholars should approach innovation and disruption in their own spheres of influence.


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