“Disruptive technologies must be applied in applications where the alternative is nothing” (p. 74). Is this the reason many educators resist new technologies?
New technologies reach multiple learning styles, ensure student content mastery and embrace formative and summative assessment. Yet many educators are reluctant to adopt them as teaching and learning practices because there are long-standing, traditional practices in place and/or out-dated, familiar technologies which are more comfortably applied. There are alternatives to implementing innovative technologies.
These multiple layers of technology hinder the practical application of new technologies in education, as we “cram” old technologies into student learning experiences. How do we move students and teachers to “disrupt” class when there are existing applications?