Snapshots from the Campus Technology’s 2017 Teaching with Technology Survey are beginning to come out. Anne Wujcik recently wrote an article on the snapshot- technologies that faculty feel will still be important to education in ten years along with technologies they feel are on their way out. Topping the list of technologies that faculty think will be important over the next decade was virtual/augmented/mixed reality. This one is topping the list for the second year in a row now. Others that are predicted to still be important in education over the next ten years are:
- Mobile devices and apps
- 3D modeling/scanning/printing
- Adaptive/personalized learning and
The technologies faculty predicted will be dead and gone in the next ten years are:
- Desktop computers and laptops
- Non-interactive projectors and displays
- Document cameras/overhead projectors
- CDs/DVDs and their players and
“What struck me here was how likely it is that K-12 educators would respond in much the same way about growing and passing technologies. There was a time where there was a very large gulf between colleges and the technologies they used and K-12 schools. Higher ed had better internet access, fully equipped videoconferencing suites and immersive virtual reality setups. But then technology became more powerful, more ubiquitous and more affordable. While differences still exist within specific college and university departments and programs, the technology used in most undergraduate classrooms is no longer quite so dramatically different from that used in K-12 as it once was.” ~Anne Wujcik
Significant challenges impeding the adoption of technology in education seem to be:
- Improving digital literacy
- Rethinking the roles of teachers
- The achievement gap
Out of these, improving digital literacy is seen as a solvable challenge. This paticular challenge is understood and we know how to solve it. In fact, if we solve it for K-12 it will no longer be a challenge for higher education. Rethinking the roles of teachers, on the other hand, is considered a difficult challenge. While we understand it, the solutions seem to be elusive for both K-12 and higher ed. Moving to student-centered learning by asking educators to act more as guides and facilitators is meeting resistance from many professors.
To read Wujcik’s article in full, click here.