In the world of academia some faculty may have the comparative luxury of debating the merits on the use of technology in their course presentations. I am not referring here to the increase in online offerings that are available, or to the MOOCs that any learner at any age may choose to join, or that faculty may choose to teach. The pivotal question that academia still continues to grapple with is what kind of “tech” partnership will work best so as to improve instruction and create more value in the faculty/student relationship? The obvious conclusion is that faculty and technologists both need each other in order to successfully address current challenges for higher education: access, cost, and quality.
At the same time, the primacy of the educator should be at the core of edtech ethics. Just as the American Library Association has established strong ethical standards for the academic library world, it is imperative that edtech professionals and faculty in higher education find common cause. This may be the only way that the edtech profession is going to make a strategic impact on higher education.
The ultimate goal should always be to arm educators with the best set of tools they may need. By definition, this does not mean learning only how to teach online!