Although I do not work as a ‘consultant’, this piece left me thinking about how other weak ties would introduce me in my current position, let alone the narrative I tell. I guess this is the difference between being the master of your own narrative, compared to being in a position where your narrative is often dictated by others.
As we imagine a different path forward for teaching and learning, perhaps we can devise a carrier bag theory of ed-tech, if you will. Indeed, as I hope I’ve shown you this morning, so much of the ed-tech imaginary is wrapped up in narratives about the Hero, the Weapon, the Machine, the Behavior, the Action, the Disruption. And it’s so striking because education should be a practice of care, not conquest. Knowledge as a bag that sustains a community, not as a cudgel. Imagine that.
In a keynote for ICLS Conference, Audrey Watters traces a narrative from Frankenstein, through to Skinner. She wonders about the possibilities of a different ed-tech imaginary.
Tom, I really enjoy following your journey, as well as being inspired by the tools and techniques you share. In regards to the impact canvas, I am interested in how it might fit in regards to the culture of support I am a part of. There is a lot of talk about development and improvement, but the narrative can sometimes go missing. I wonder if the canvas would fill this need?
Reflecting on the place of the novel,
A novel is more than a tool, it is a toy … Somehow it is the useless things that gets its hooks into us.source
makes the case that it is better conceived as a toy, rather than a tool: