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

Openness & Sharing

hands in a circle

There is a very strong argument that the single most important role that technology has played in the history of education is improving our ability to share.

The Gutenberg press fundamentally shifted the centralization of knowledge production from monastic institutions and allowed for the moderately wealthy to have personal home libraries that rivaled those of early empires. The advent of mass media and publication allowed for oceans of data and information to be printed, indexed, and organized, giving rise to the modern library. And now digital technologies allow for information to be rapidly and cheaply broadcasted such that even learners in some of the most impoverished settings can, via a smartphone, e-book reader, or laptop, gain quick access to the most robust set of books, encyclopedias, and databases ever created.

Technical capacity, however, is not enough to ensure that sharing occurs or that people will benefit, because technologies that empower us to share can also be used for surveillance and restriction of learner activities, and the ability to fully utilize a commons of resources requires basic access and various literacies that, if not addressed, will perpetuate digital divides between the haves and have-nots.

In this section, authors discuss utopian visions that modern digital technologies can play a role in making possible and also grapple with many of the tensions, compromises, and paradoxes that openness and sharing via technologies introduces for teaching and learning. Can we live in a world where everyone shares and has access to meaningful learning opportunities? Can we live in a world where everyone can learn without traditional economic, geographic, and other barriers getting in the way? And if so, what moral and legal mandates must we put in place to ensure that the potential opening of learning that digital technologies afford actually becomes a reality?


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