In the first instance, we would propose the implementation and integration of the ongoing assessment of the use of technology within traditional learning environments. It’s already apparent that technology is becoming embedded in classrooms and lecture theatres so it would seem to be a logical progression of that evolution to start observing how that tech is being used by the learners themselves. Educators could carry out regular review sessions with their students to gain an insight into how the learning tech and online resources is being leveraged in the attainment of identified learning goals. This could then contribute to a new model of adaptive curricula that are realised at the intersection of teacher and technology.
The deliberate observation of technology enabled learning would help to shift the attitudes towards educational technology to a more proactive and engaged one, as opposed to reactive and resistant. This phase of observation can be global as well as local, especially in the light of the O3B initiatives that are going to dramatically increase the number of people with access to the Internet. How are learners in India using their tablets compared to learners in Mexico, for example? Are learners gravitating towards similar sites or applications? What questions are being asked?
To complement this observation we would suggest that educators encourage their learners to source information from their own Personal Learning Networks (PLNs) and to also actively contribute themselves to requests from other individuals within their communities.
We would also propose a widespread use of adaptive learning technologies in conjunction with teacher-led enquiry. This would provide the learning technologies creators to learn from the application of their products and to further refine them. The out-of-hand rejection of such technologies will result in the delay of creating more advanced, more intuitive systems that are able to better meet the needs of the learner. In the meantime, it would also capture a enormous amount of quantitative data on how learners are interacting with technology and how they are engaging with their learning materials. This will in turn help to inform how learning content can be created.