Rethinking Progress: Lessons from Weller’s The Historical Amnesia of Ed Tech
While reading Martin Weller’s The Historical Amnesia of Ed Tech from 25 Years of Ed Tech, I was struck by how much educational technology has evolved over the years, yet its core principles have remained largely unchanged. As someone working in instructional design, it’s easy to get swept up in the excitement of new tools and platforms. However, Weller’s analysis serves as an important reminder that much of what we celebrate as innovation is actually built on decades of trial, error, and persistence.
One of Weller’s recurring themes is the ed tech industry’s obsession with disruption. His analysis explores how technologies like distance learning, and the subsequent commercialization of e-learning, were touted as game-changers, promising to revolutionize education. Yet, these so-called innovations are often far less transformative than the hype suggests. For instance, the rush to embrace MOOCs in 2012—a moment Weller refers to as the “Napster moment”—overlooked the decades of e-learning frameworks already in place.
“The potential of the web for higher education was clear, even if the direction this would take over the next 25 years was unpredictable.”
Weller, 2020, p.6
As I read this, I found myself reflecting on my own experiences. How often do we chase what is now frequently referred to as “next big thing” without fully evaluating its actual effectiveness? A recent example from my work is the purchase of Brightspace’s Creator+ feature for my institution’s LMS. While Creator+ enables instructional designers to easily create engaging learning experiences, we already had access to similar functionality through HTML5 Packages (H5P). Having Creator+, however, allow us instructional designers to work more efficiently. Weller’s work serves as a timely reminder that progress isn’t always about inventing something entirely new—it’s often about refining, adapting, and building on what already exists. In a field like education, which moves slowly due to its reliance on evidence-based practices, this perspective feels both reassuring and grounding.
Reading The Historical Amnesia of Ed Tech and Holden and Westfall’s An Introduction to Distance Learning (2010) has left me with many questions to reflect upon. These readings helped me understand that embracing change in ed tech isn’t about resisting new tools or innovations but about ensuring that every step forward is meaningful and inclusive. Ultimately, the real power of ed tech doesn’t lie in the tools themselves but in how we use them to create richer, more equitable learning experiences.
References:
Holden, J. T., & Westfall, P. J.-L. (2010). An instructional media selection guide for distance learning: Implications for blended learning (2nd ed.). United States Distance Learning Association.
Weller, M. (2020). 25 years of Ed Tech. Athabasca University Press. https://www.aupress.ca/books/120290-25-years-of-ed-tech/