Cottom (2019) stated that the “larger mutual goal should be to use edtech to address inequalities and truly improve learning outcomes in order to produce the most equitable educational processes.”. This view resonates with my own experiences in varied settings throughout my career.
I started out my career as an instructional designer at the Cross Culture Community Centre, creating staff and volunteer training materials. We had ambitious accessibility and multilingual captioning goals but few resources. In that environment, educational technology was important in being able to bridge communication gaps and enhance existing training modules. Cottom’s view on the financial constraints impacting innovation in educational technology really struck a chord (2019). It reminded me of the challenges I faced and how I had to find workarounds to implement impactful and accessible learning solutions that met learner needs due to limited access to the linguistics department and basic video editing software.
However, as I moved into the corporate sector, technology and resources expanded. Here, the focus shifted towards optimizing these tools for professional development and organizational efficiency. Cottom’s emphasis on rethinking EdTech’s context for equitable learning inspired me (2019). As an instructor and purchaser of EdTech at my organization, this reflection strengthened my commitment to adapting education technologies in our corporate environment to better serve a diverse workforce and ensure professional development opportunities are accessible and equitable.
As I consider my role, Cottom’s critique of EdTech as a practice that should break down barriers is also particularly influential (2019). It makes me think of my department’s recent implementation of AI and analytics features within our LMS to create personalized learning pathways. By leveraging data analysis and machine learning, we were able to create tailored educational experiences which will continue to help improve training efficiency, employee engagement, and inclusivity.
Looking back, my work in non-profits and corporations shows how educational technology can be tailored to various environments. After reading Cottom’s (2019) perspectives, I’ve come to an understanding that EdTech should be viewed not just as a set of tools but as a strategic component to meet educational and organizational equity goals. As I continue to reflect, I wonder how my experiences managing edtech in resource-constrained environments can inform more sustainable and impactful technology use in resource-abundant settings. I am interested in applying my previous sustainable practices and “workarounds” to improve utility and equity.
Cottom, T. M. (2019). Rethinking the context of edtech. Educause Review, 54(3).
Your thoughts on Cottom’s ideas really hit home. Your journey from non-profits to corporate gigs shows how you’ve seen the nitty-gritty of EdTech and its impact on equity. I get how tight budgets pushed you to get creative, making tech work even with limited resources. In the corporate world, it’s cool to see how its about making tech work for everyone. Cottom’s push for breaking down barriers in EdTech vibes with your recent dive into AI and analytics for personalized learning. How do you believe your company should ensure that technology adoption remains inclusive for all team members, regardless of their backgrounds or skill sets?