As part of a new series of posts, I will be talking to authors of The Really Useful #EdTechBook about their work, experiences, and contribution to the book. In this seventh post I talk to Terese Bird, Learning Technologist and SCORE research fellow, University of Leicester.
DH – Hi Terese. How does the use of technology, in all its various forms, affect your day-to-day working life?
TB – Really, I do my job on the strength of first social media, and second mobile devices. I remember when I was being interviewed for my job at Leicester back in 2009, I was asked how I stay on top of developments in the field, and I said, “Twitter.” Even before I had any smart handheld devices, I was regularly using Twitter to learn from others in the field of learning technology and tech innovation generally. Even on extremely busy days, I can take a quick skim through Twitter, retweet a couple of things or put a couple of things on Scoop.it. Not only have I learnt from the blog post or news item, I have shared it, and often get some response on it — so in 20 minutes or so, I have done valuable horizon-scanning, learning, and networking in my field. I find other social media sites valuable as well: Pinterest, Academia.edu, YouTube, Flickr, Slideshare, Facebook, and LinkedIn. Recently, Mendeley has figured in hugely for me — I love that I can get references and papers just right within the app, share references, write my own notes and annotations, and add material into my bibliography from the browser. As for mobile devices, the funny thing is I do not own a smartphone. When the iPad came out, I just felt that was what I needed in terms of both portability and screen real estate. I didn’t want to compromise with the small phone screen, and also I found it was cheaper to have a PAYG dumb phone that costs £10 just for calls and texts, and my iPad for everything else. I’m still not really tempted to get a smartphone. I am a bit tempted by the Apple Watch, though.
For other aspects of my job, I use my iPad for most meetings, note-taking, and email while on the job. Because my iPad is usually at hand, I can make very quick replies to most emails. I use my MacBook Pro and a 27” iMac at work for iMovie, iPhoto, Audacity and Quicktime especially to put together materials for our university’s iTunes U site. For everything else, for most documents and some research software, I use the university PC which is very handy in the way it’s set up, I must say. I appreciate the Windows environment; I’m not a total Mac addict. I appreciate Android as well, especially when I was trying to get Google Glass set up at the Medical School. Google Glass — impressive, but I can’t envision trying to use it personally, only for professional use I think.
Your question is about technology in all its various forms. I think I will bore everyone to death if I mention all the forms — lecture capture software and hardware, webinars and the paraphernalia to get them working, Skype, voting systems in lectures, Google drive and all the Google tools, don’t get me started on all the apps. I listen to the radio on my iPad and read books, I have a Bible app, iBooks, I listen to podcasts, I use the Blackboard app as both an instructor and as a student — I’m studying International Education as a distance student with the University of Leicester and Phil Wood the instructor gives us iBooks of all the learning material. I’d better stop there!
DH – It’s quite obvious that all these different technologies, and not just the hardware, have made you more flexible and more dynamic in your working practices. All you have to do, if you want to see how important technology is to students, is wait in line at the coffee shop or watch them when they’re together to see how prevalent their use of mobile devices are. For me the biggest question is are we doing enough to engage them on these devices, do we stop them from being distracted from push notifications from different sources and networks when they’re in lectures? If we are somehow able to utilise their attention and their devices, are we being unrealistic with the level of engagement that academic staff (as well as students) will need in order to keep up with them?
TB – I like these questions — they’re not simple. ‘Are we doing enough to engage students on these devices’ is related to the question ‘are we being unrealistic with the level of engagement that academic staff will need in order to keep up with the students’ To answer this, I’ll begin by saying that I’m increasingly seeing social media as mainstream media. As television was to my generation in my youth, so is social media to young people today — quite pervasive, potentially addictive and therefore laden with cautions, but ultimately it is a significant means of communication and networking and it is not going away anytime soon. So it is both silly and futile for educators to ignore social media. But I think students need someone to discuss with them or teach them ways of using social media for their learning. This doesn’t have to be the academic who teaches them content of their subject — it might make more sense for this to be taught as a learning skill like academic writing and study skills. So, alongside your writing session you would have a session on ‘social media for independent learning’ or something like that. Some students won’t really need guidance on this, but some students really will.
As I’ve been helping our Medical School to embed iPads into undergraduate student training, I’ve been amazed at the students’ ability to figure out ways to learn better, more efficiently, more socially, and in ways that are frankly more fun using the iPads than they did without the iPads. Maybe they figured these things out themselves because they are highly-motivated students. But I think everyone is different, and some students really will benefit from some guidance in these areas.
Now for the more vocational, you would have ‘social media for business’ and ‘social media for marketing.’ These could be covered by the careers services of a college or university. And why should we do this? So that students can cultivate good habits of using social media for personal lifelong learning, and networking to serve their professional purposes. This includes the skill of determining good versus bad online sources and also curation and knowledge of which medium is good to communicate which kind of message online. I suppose these are aspects of ‘digital literacy.’ And alongside this, we need to somehow discuss or at least flag up with students the social media troublespots — things like addiction to the notification, addiction to the ‘like’ (this is more of an issue with young pupils), and admitting that in fact we cannot multi-task so that when it’s time to focus on an assignment, it is best to shut off the electronics. Similarly if the lecturer is not encouraging tweeting during her lecture, then maybe it’s best to ask students to switch things off during the lecture or for part of it. Nothing wrong with that! Perhaps we should also be discussing things like online radicalisation, porn addiction, trolling, and other things which adults need to consider in their own behaviour. Again these would not be things covered by the academics but more by the ‘study skills people’ and these could be the learning technologists.
DH – Your chapter is about the student-led innovation in mobile learning; do you consider enough is being done to include the student body in the different aspects of their education? By this I mean more than just the individual classroom activity or learning resource, but the wider progress along the route to the qualification, and the design of the qualification itself. If the inclusion of ‘students a co-producers’ works in the classroom or lecture theatre, what about in the meetings that determined the structure, requirements, and technology they will need to work with?
TB – In my work at the Medical School, we are listening to the student voice by means of surveys and other online feedback, informal meetings and class observations. This is unofficial, and it is so valuable: I could not do my job without it. In the university generally, most if not all of the main committees include students. It was because of a student petition that lecture capture technology was adopted. There are other changes the university is considering for which the student voice is actively being sought. Even still, I think students’ input should be sought more. At these meetings, sometimes the student’s role is a bit observational and maybe rubber-stamp-y, as opposed to really integrated into the decision-making process. Maybe that is down to the individual committee or student; at any rate, I would like to see more healthy and constructive rabble-rousing on the part of students.
DH – I’ve read in a few places recently that children/students, who have been classed as Generation Z (born after 1995), are starting to push back against the technology that previous generations have adopted and embraced (Bloomberg Review: ‘Will Generation Z Disconnect?’). Do you think we’re doing the right thing, in Higher Education, in advancing our understanding and use of mobile technology if the students of the future (2-5 years hence) are going to shun the devices and online networks? Do we need to be more considerate and more understanding of the role technology takes in the process of learning?
TB – A Learning Technologist must always be a horizon-scanner. We need to keep up on consumer trends (because consumer devices will find their way into HE classrooms in students’ backpacks) and societal trends, how is communication evolving and where is it going. Academic communication should happen in the media and methods of the present world, and should not insist on happening in the media and methods of the past world. At the same time, we should evaluate what we do, and put it to research in some form, so we can see what students are thinking, whether any interventions help them or hinder them.
The Bloomberg article is interesting because as I look carefully at the survey findings, I am not sure we can conclude that Generation Z is turning away from tech or internet commerce/communication; indeed, the article refers to this generation as ‘overconnected.’ Yet they would prefer to get together with friends in person rather than online, and would prefer to ask someone for a date in person than online. This is very welcome news, by the way! The article doesn’t give similar findings from teenager surveys of the past, or of other demographic people in the present, so I’m not sure how this can be said to be a trend of revolution against technology. And also, as students, these teens would need to consider the professional and academic need to communicate with someone whom there’s no way of meeting in person. Regardless, though, learning technologists and all academics need to be continually sensitive to the student voice, and again that’s why we need to keep dialogue with students about how they’re learning. And there comes a time when we don’t need to be using a certain system or method anymore; it’s important to be able to recognise that. At the same time, we need to stay on top of tech developments which might really solve problems we have in HE, in ways we might not even be able to imagine at present.
DH – Considering the time and effort taken to get new technologies adopted and implemented in HE, do you think we have the flexibility and imagination (not individually, but institutionally) to say “we don’t need that anymore”? Are we individually brave enough to say to the powers-that-be that something we fought hard for is no longer needed or relevant (I’m pretty sure most HEIs still have an overhead projector for acetates, somewhere)?
TB – I don’t think I have yet been in a situation where I have fought for an innovation and it has run its course and it’s become clear that it’s time to retire it. I think that when that happens, it happens sort of naturally. For example with the overhead projectors, even tho they were easy-to-use and almost never failed, they gradually got replaced by something that just looked better: PowerPoint on a better projector. So making that decision should not have been that difficult because it was happening naturally, gradually. Now there is another case: the case of something innovative being purchased but never really used very much. That would be the infamous case of the interactive whiteboards purchased in many UK schools in the past decade. They didn’t really get used because they were not easy to use and the people making the purchasing decision didn’t take this into tconsideration. To avoid putting all eggs into a basket that doesn’t work so well, I recommend the following remedy: try one as a pilot, evaluate, and work with the learning technologist throughout the process. Is it now time to close the door on interactive whiteboards? Perhaps. Aside from them being difficult to use, if one cannot throw an iPad image onto the whiteboards, then they’re kind of obsolete.
DH – Thanks for your time Terese. Terese’s chapter for the #EdTechBook is called ‘Students Leading the Way in Mobile Learning Innovation’ and looks at what, and how, the student’s are using their own personal devices, and what (if anything) we can be doing to utlise and maximise their interest and passion for being networked and mobile.
More news about The Really Useful #EdTechBook will be posted here and other social media platforms, using the #EdTechBook hashtag. Please follow and join in for news on the book’s development as well as each individual author’s own interpretation of the process and their own chapters.