Reclaiming the field of educational technology

Seeds for discussion

Abstract

The purpose of this concise paper is to offer some observations and commentary on the current state of the field of educational technology – with the overarching premise that the field is currently stuck in a “techno-centric habitus” that is limiting the field’s evolution. This position is based on research work conducted in Ireland exploring the personal values and beliefs that motivate the staff working in the educational technology space within higher education institutions. In an era where Higher Education is facing many unrelenting issues – educational technologists continue to remain a silent voice in the ongoing debate – “privately vociferous but publicly mute”. This paper offers a critique of the field that appears as dynamic and innovative largely reflecting the investments in technology – but at its core is harnessed as an instrument that prioritises performance measures over transformative opportunities. This scenario is often compounded by the lived reality of educational technologists who often reside within the fractures of organisational structures – straddling various strategic priority pillars such as Digital Campus, Teaching and Learning and the Student Experience. This work adopted the “thinking tools” of French sociologist Pierre Bourdieu to examine this dilemma. The paper concludes by proposing four key questions for discussion that will contribute to informing and shaping the future direction of the field of educational technology.