For me disruptive technology is the same as Rabble-rouser for learning. A few years ago, journalist John Allen wrote an autobiography of Desmond Tutu of South Afrika which he titled Rabble-Rouser for Peace. The title was in reference to Archbishop Tutu's leadership/oratory ability to stirs up the passions of the masses for peace during the apartheid era.
Perhaps I am reading too much into the concept of disruptive technologies, but for me the concept is similar in that disruptive technology stirs up educators and asks them to re-evaluate their view of technology and the role that it plays in learning. It is taking technologies that some may see as a form of escapism and weaving it into the learning experience. This will create lifelong learners who no longer see learning as an activity that one has to make time for, but rather as something that is part of everyday.
The idea of Technology as a Rabble Rouser for Learning is that it can shake educators and learners alike and forces them to think and ask the 'what if questions'. The idea of taking that which is seen as everyday and not part of learning, something that is outside the purview of traditional learning, and that which educational gatekeepers cannot always control and call it learning, is terrifying for some.
Perhaps I am reading too much into the concept of disruptive technologies, but for me the concept is similar in that disruptive technology stirs up educators and asks them to re-evaluate their view of technology and the role that it plays in learning. It is taking technologies that some may see as a form of escapism and weaving it into the learning experience. This will create lifelong learners who no longer see learning as an activity that one has to make time for, but rather as something that is part of everyday.
The idea of Technology as a Rabble Rouser for Learning is that it can shake educators and learners alike and forces them to think and ask the 'what if questions'. The idea of taking that which is seen as everyday and not part of learning, something that is outside the purview of traditional learning, and that which educational gatekeepers cannot always control and call it learning, is terrifying for some.
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