Negotiating the Dominant Symbols of Education – Reflection on #cccucot2015 Presentation

Negotiating the Dominant Symbols of Education – Reflection on #cccucot2015 Presentation

On June 4 I presented at the Consortium of Christian Colleges & Universities’ annual Commission on Technology conference at Westmont College in Santa Barbara. This was my first ‘official’ conference presentation as the Director of Educational Technology & Media, and I used the opportunity to ground the experiences of inheriting a teaching/learning space within theory and literature, creating an interesting artifact that shows the practical results of a theory and cultural approach to EdTech and pedagogy.

[As of 6/5 SlideShare was not playing well; the link is here and I hope to embed soon]

Response was excellent; the CCCU COT is a hodgepodge of IT,Library and Teaching & Learning professionals, so my presentation was to a number of diverse stakeholders.  To that end, there is an effort to ground everything in an historical as well as local context, one which was picked up on by attendees who appreciated common language along with specific institutional jargon.  One of the efforts of this presentation was to push back on stereotypes of various academic silos (faculty, admin, IT) by showing commonality and shared goals; I hope I was able to achieve this.

It is an exciting time to be working in EdTech and pedagogy, and SPU is a phenomenal place with active faculty and supportive administration — this week I sent an email to a colleague in a department asking where the academic inertia was on campus, as our correspondences had resulted not only in actionable steps but in product and development.  This is not to say there are not growing pains — the slide show documents the struggles of visualizing an approach to teaching and learning which is contrary to the dominant visualizations and trainings of education throughout popular history.

Over the summer, we will be focused on redesigning and deploying a website with greater access, functionality and dialogue for faculty in support of their pedagogical and technological ownership.  We will also continue to work with faculty, students and administration to reconceptualize the role of the teacher and the methods of formal education, providing alternatives to popular symbols.  This ties directly to my scholarship both on rejecting the assumptions of educational and technological solutionism as well as the history of educational development and technological resource for teaching.

Posted on: June 5, 2015admin

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