A well rounded ed-techie’s mission is to use available tools to enable / enhance teaching and improve learning. This makes their scope of work broad and dynamic, with constantly changing tools and technologies that usher in possibilities for flux and change. He or she sees the world through a variety of lenses and be comfortable wearing many hats. The duties of an ed techie depends on the education institution wherein they are employed. Within these institutions, there are often layers of academic departments, schools and faculties and administration. You’ll find ed techies in different spaces. They are centralized, distributed, remote or different combinations. Whether the ed techie be in an administrator, support, instructional design or learning and development role, located in a central unit or working alongside departmental colleagues, a good ed techie is informed, knowledgeable and tech savvy and has a broad understanding of the environment where they work.
An informed ed-techie must understand teaching, learning and assessment practices. He or she is comfortable interacting with subject matter experts (teachers, academics or professionals) and can guide them as they begin to apply their teaching practices to technology. They can suggest a range of different ways to enable/enhance digital learning activities and then support these activities
A knowledgeable ed-techie must be able to explain the rationale behind their work. He or she can use one or several perspectives to explain or defend their approach. They can draw on dominant paradigms, such as behaviorism, constructivism and connectivism, and use these perspectives to unpack their own and other people’s use ed tech. They are also able to identify some of the theorists behind these traditions (from Skinner to Pappert to Siemens) and have read their work.
A tech savvy ed techie must be able to manage the use and support of current and new technology resources. He or she is often called into resolving complex issues, consult with vendors, identify ‘solutions’, make recommendations and liaise between all parties concerned. Sometimes they are given the authority and budget to reshape the typical practices of academics and students. You’ll find the ed techie conducting needs assessments, talking about change, designing training programmes, distributing “how to” recipes and developing and maintaining “why do we” explanations for colleagues.
A “well rounded” ed-techie is rare. But when identified, they are easy to spot. Have you found an ed-techie that meets the grade?