Technology Effectiveness: Current Status and Future Planning

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Technology EffectivenessCurrent Status and
Future Planning

• Michael Hannafin
• University of Georgia

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Lifes important questions...

• Is man basically good or evil?
• Has the stock market peaked?
• Who shot JR?
• Want fries with that order?

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Then There Are Technology Questions

• 1) Does technology work?
• 2) Is technology worth it?

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What some critics say...

• Lawrence Baines Future Schlock
• Todd Oppenheimer, Computer Delusion
• Postman, The End of Education
• Congress, Bloatedfunding programs
• Larry Cuban, Computers meet classroom
• State legislators?
• Local schools boards/parents?

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What some advocates say

• Cummins Sayers Brave New Schools
• Lewis Perleman, Schools Out
• Committee of Advisors on Sci and Tech
• Negroponte, Being Digital
• Coley et al Computers and Classrooms
• Blaschke, Federal Policy..Ed. Tech.
• Glennan Melmed, Elements of Natl

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So, does technology work?
LP SL

• Absolutely, positively yes
• Absolutely, positively no
• Absolutely, positively maybe
• Absolutely, positively, huh?

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What IS the question...

• Improve learning?
• Improve retention?
• Create new learning opportunities?
• Prepare students for new opportunities?
• Write your question here

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The evidencelearning
LP SL

• Case Studies
• Impact in Disciplines
• Audit Approaches
• Individual Studies
• Methods v. Whole Effect Studies
• Box Scores and Meta Analyses

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Is technology worth it?
LP SL

• Absolutely, positively yes and no
  and maybe and definitely, HUH?

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Refining the question...

• Compared to what?
• Cheaper?
• Add more value?
• Avoid recurring costs?
• Insert your question here

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More evidence...
LP SL

• Learning Time Studies
• Learning Efficiency Studies
• Return on Investment?
• Cost Saving? Cost Shifting? Cost Adding? Cost
  Control?
• Recurring Costs?

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Our kinds of questions...

• Harnessing, unleashing, transforming?
• New areas of study?
• New kinds of learning/performing?
• Logistical differences?
• Extending access?
• Crossing cultural and geographic borders?

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Their Questions About Technology
LP SL

• How much spent thus far?
• What value has been realized?
• What impact has been demonstrated?
• How long is the public willing to wait for the
  right answers to THEIR questions?
• How much more is public willing to spend?

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Four Risky Scenarios
LP SL

• Scenario 1 Public doesnt askyet
• Scenario 2 Public asks the question and accepts
  the data we provideso far
• Scenario 3 Public asks the question and does
  not like the data we provide
• Scenario 4 Public asks the question and decides
  what should have been realized

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1 Public doesnt askyet
LP SL

• New effortswhen times are good
• Blind trust?
• Expectations tacit, but they exist
• Expectations unspecifiedor very broadly
  specifiedso far
• Like all honeymoons, it will end

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2 Asks and acceptsso far
LP SL

• Medical field model
• pressures exist, but not severe
• Trust based
• Were the expertswe must know what were doing
• Satisfied that we have an answer--that we have
  thought seriously about what were providing

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3 Asks and doesnt like answers
LP SL

• Political and/or skeptical motives
• May or may not be related
• Trust lowered
• Adversarial in nature
• Allocations at risk

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4 Asks and decides what should be
LP SL

• Worst possible outcome
• Lacking convincing argument/data, others decide
  what differences should have been realized
• Heavily politically/agenda based
• Virtually impossible to show impact
• Resources in extreme peril

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Are there alternatives?
LP SL

• What visions drive our education and technology
  planning and investments?
• What value SHOULD technology provide?
• What impact SHOULD we expect?
• What measures are appropriateand acceptable to
  the public?
• Can we get control of our destinies/futures?

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Reframing questions

• Can technology improve learning?
• Domain knowledge? Which, why?
• Skills? Strategies?
• Did technology improve learning?
• Can technology be cost-effective?
• Save ? Increase productivity?
• Shift/avoid near/long-term costs?
• Was technology cost-effective?

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The Challenge...

• Get ahead of the issue--seize control and create
  focus
• Accept the legitimate need for measures that are
  widely understood or expected
• Identify values that are also important
• Identify measures that really address concerns,
  priorities
• Marshal resources according to above