Unfortunately, I don’t have access to the article linked, but the quote in this blog post raises a few questions that I think lead to clear responses.
For several years, I’ve felt that the field of EdTech was becoming or has been detached from the rest of education, detached from the “other” disciplines that it’s meant to serve. In EdTech discourse, the question of context rarely comes up. It is uncommon to see an EdTech discussion framed in terms of “What is being studied? How do our technology choices relate to the subject matter?”
There’s an extensive knowledge base created by the EdTech community, worthwhile professional orgs and publications, but they tend to relate to edtech itself – even when they do dive deeper below the social surface. Is it worth it for any specific discipline to dive into that knowledge knowing that none of it has considered their content? Isn’t it easier and more effective to build their own knowledge on how to deliver their subject matter, originating with subject matter in mind?
It’s up to EdTech to reach out into other disciplines, to bridge the connection more extensively by producing knowledge based on subject matter. Otherwise, it’s just edtech for the sake of EdTech.
A Point of Contact 