In the just-completed CPSquare “Connected Futures” workshop many of us have struggled learning, and learning to use, new Web 2.0 technologies. Exposure to these new technologies was part of the point of the 5-week workshop. But other important goals were to examine the part played by technology in supporting community groups and consider the characteristics of the role of “technology steward” (a term coined by Etienne Wenger, Nancy White, and John Smith) in selecting and promoting appropriate technologies. While these other goals were addressed, I was struck by how much time and energy was consumed by the technology use. I wondered if there is a certain, inevitable churning and learning with technology at the early stages of new technology use in a community (what the workshop participants considered “entry practices”). This churning may always make it difficult to focus on larger goals.
I am reminded of my experience supporting instructor use of online course management software (such as WebCT, Blackboard, Angel and Moodle). It was difficult to get new users to think about the effective pedagogical uses of the technology while they were learning the technology. I found that the pedagogical discussions were much more effective after a certain level of facility with the technology.
This suggests to me that learning the technology may need to be an explicit focus in the early stages of community use of the technologies (or for new members of a community). This could be formalized for ongoing, stable communities (e.g., by creating a series of tutorials and exercises to assist new users). How best to foster the learning of the technology while, at the same time, introducing community practices to the new members? That is another topic for another day.
