There’s been a lot of buzz in the instructional tech world about Google’s new “Classroom” LMS. Given Google’s influence and impact, it’s worth watching. But writer and educator Phil Hill shares his opinion that it’s too early to know if Google’s foray into the world of LMS will be a game changer.
You can see Google’s Classroom features and functionality, as well as read Hill’s observations here.
Of interest is Hill’s use of Everett Roger’s “Diffusion of Innovation” model (see below). So, where do we you plot your school when in comes to innovation in teaching through instructional technology? Here’s my typical challenge to some schools during consultations: “Schools who fall under the category of “customers who want solutions and convenience,” are not characterized by “imagination and resilience.” That’s reserved for the innovators and early adopters.” Click on image to enlarge.
While technology is never a silver bullet for addressing the challenges of the complex and messy work of teaching and learning, I find that an educational organization’s attitude and perspective toward the embrace of “new” and emerging technology is a good indicator of how adaptive it is—and, a rather unscientific indicator of its ability to succeed in the marketplace of the business of education.
Israel Galindo is Associate Dean, Lifelong Learning at the Columbia Theological Seminary. Formerly he was Dean at the Baptist Theological Seminary at Richmond. Galindo serves on the Advisory Committee of the Wabash Center and is available as consultant through the Center in the areas of curriculum development and assessment, leadership, and teaching and learning in theological education. He writes for the “Along the Journey” blog of the Columbia Theological Seminary.
