Maintaining #edtech: Towards Realism and Sustainability in a World of Hype

Like most other new technologies, EdTech as long been surrounded with hype and over-promising. EdTech advocates and their visions of the future often leave out mundane realities, such as the costs and difficulties of implementation and maintenance and repair (M&R). Yet, as schools, for example, buy hundreds of thousands of tablet computers, they are finding M&R to be a real problem. Moreover, many EdTech adoption efforts fail, leaving piles of rubble, or more accurately, closets full of e-waste. In this talk, I will examine the legacy and future of EdTech through the lens of The Maintainers, a global, interdisciplinary network focused on maintenance, repair, infrastructure, and the mundane work that keeps the world going, as well as the research of critical scholars of EdTech, such as Morgan Ames and Christo Sims. Who would deny that our use of digital technology has influenced and will continue to influence education? The real question is how to move beyond hype to the real, gritty world we all actually inhabit.

Lee Vinsel is an assistant professor at Virginia Tech in the Department of Science, Technology, and Society. Vinsel studies human life with technology, with particular focus on the relationship between government, business, and technological change. His first book, “Moving Violations: Automobiles, Experts, and Regulations in the United States” was published by Johns Hopkins University Press in July 2019. Since 2015, with his collaborator Andy Russell, Vinsel has organized and led The Maintainers, a global interdisciplinary research network that examines maintenance, repair, and mundane work with technology. Vinsel’s work has been published in several major history journals and has appeared in or been covered by Aeon, the New York Times, The Atlantic, Guardian, Le Monde, and other popular outlets. More information on Lee Vinsel can be found here.

Breakfast Keynote: Integrating Innovation

The landscape of K-12 computer science education is changing rapidly.  Driven by the necessity to integrate the new VA Computer Science state standards, many teachers are finding themselves confronted by ways to implement content without increasing screen time for students.  Is it possible to teach CS related topics without using technology?  How might we find ways to connect ideas with student experiences through a wholistic approach?  Drawing from his explorations of designing learning experiences in multiple content domains, Dr. Shank will share insights on how to pursue relevant content and impactful pedagogies that focus on the natural learning tendencies of students in Computer Science activities and courses.

Perry Shank is an instructor at Harrisonburg High School where he leads the Career and Technical Education team as ITL, Chairs the Computer Science Department, and teaches AP level classes in Computer Science and Programming.  He works to enrich teacher’s understanding of computer science curriculum by facilitating training for local and statewide teachers and administrators at HCPS Professional Development inservice days, JMU Libraries’ Teaching and Learning with Technology Conference, JMU’s Content Teaching Academy, CodeVA’s Online and In-person Professional Development seminars and Code.org workshops.  Perry has worked with the Virginia Department of Education as a curriculum developer and co-wrote the VA State Computer Science K-12 Curriculum Framework.  He has also created lesson resources and pacing guides that are used throughout the nation to prepare high school students who are taking AP Computer Science Principles and co-hosts a podcast covering a broad range of topics in computer science for non-computer science teachers.