Abstract
Our campuses and professions reflect a seemingly endless stream of initiatives to consider how faculty might integrate technology into instruction, and many have engaged such opportunities. However, there is a reason to engage skepticism when we consider the role of technology in our institutions. I argue that technology cannot be both the goal of the learning environment and the actor for catalyzing change in higher education. Furthermore, I highlight a tendency to make bad investments in our technology initiatives and suggest there are more important questions to be asking; rather than how we use technology, we should place emphasis on what we need from technology. I present three distinctive examples that represent innovative and pedagogically coherent uses of technology.
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Glazewski, K. (2019). Toward Understanding the Practice and Potential of Educational Technologies on Our Campuses: Should We Be Skeptics First?. In: Adesope, O.O., Rud, A.G. (eds) Contemporary Technologies in Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-89680-9_3
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DOI: https://doi.org/10.1007/978-3-319-89680-9_3
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