When we were creating our first strategic plan at my library, we held some focus groups with faculty. One of them said something that still resonates with me: “It’s not about technology, it’s about pedagogy.” He thought we were paying attention to the wrong thing.
A decade later, when we were putting together a new strategic plan, I noticed that the word technology had essentially vanished from our discourse. It was assumed, like electricity, to be part of the infrastructure in which we teach and learn. It was so essential that it had seeped into everything else and disappeared.
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