The resources and learning opportunities that technology offers educators are well documented. Its urgent relevance came to light through the learning environment of 2020-2022, but with most institutions easing back to face-to-face structures, teachers need to re-evaluate the use and purpose of technology in their classrooms. Duoethnographic dialogues are held between two Digital Natives working in secondary and tertiary schools in Kansai, Japan in order to explore their beliefs and understandings.

Through dialogues and discourse, our personal excitement towards new developments, our use and practices, and the difficulties and failures of a poorly directed push towards tech in the classroom. Similarities and differences are drawn from our lived experiences, allowing us to explore educators' limitations on technological skills, knowledge and comforts; students’ access and familiarity; and institutional guidelines and provisions. We discuss the benefits and pitfalls of technology in the classroom and question its necessity, particularly as a motivational pathway or social equalizer. Through this discussion, we aim to suggest when a low- or no-tech approach might be more effective, and how tech integration can lead to better working conditions, more productive learning environments, and a better understanding of student needs.

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Abstract Summary
Despite its advantages, technology can create more problems than solutions. This presentation explores potential drawbacks, advocates for low- or no-tech cases, and discusses how to navigate these decisions. Through duoethnographic dialogues, two digital natives explore the shared and different beliefs and experiences concerning the integration of technology into their classrooms. The history and existing literature explored includes types of technology as a framework for the terms used, gamification, motivation and normalisation, and drawbacks of technology usage. The differences and similarities are explored along the lines of workspaces, support, techno-joy, limitations, and potential harms. Through these dialogues, a consensus on how to refine utility and guidelines for justifying the usage of technology in education.

Authors:
Isobel Hook, Kyoto Notre Dame University, Japan
Daniel King, Konan University, Japan

About the Presenter(s)
Ms Isobel Hook is a University Assistant Professor/Lecturer at Kyoto Notre Dame University in Japan

See this presentation on the full schedule – Sunday Schedule

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