Can Technology Value Reflection over Engagement?
So much edtech marketing tries to sell the idea of “engagement”; I've written before about why I find that phrase so pernicious. While I'm still bothered by the way that selling “engagement” through technology makes it seem like what teachers do is inherently not engaging (e.g. “boring” lecture, plain old non-technologized classrooms), the more damaging part of buying into the marketer's story, that technology's goal is “engagement”, comes from the way such framing distracts from the more valuable — and undervalued — part of teaching and learning: reflection. I would put it starkly: knowledge and the act of knowing comes not from engagement but from reflection percolating and punctuated over time.