As a follow-up to my post on Scott’s sustainability and the role learning technologists can play in the adoption of smart digital practices, the literature provided some thinking to consider. But first, sustainability and educational technologies is a topic that is not yet specifically explored (Selwyn, 2021). There is existing data available in the greater context of communication technology (ICT) on the global CO2 emissions that can help making the case for sustainability (Caird et al., 2015). There is also data available on the daily data demand in relation to energy consumption and cost of sustainable technologies (Selwyn, 2021). In that light, one of the factors that has relevance for sustainability for learning technologists to adopt smart climate practices and technologies are an understanding of individuals’ educational technology habits and practices. From there, the change for sustainability can determine if it is a realistic option and what are the opportunities for sustainable edtech practices specific to an organization. Then, data such as number of users, type of edtech being used, data demand on some technologies versus others, the cost-efficiencies for open resources, and the amount of electronic waste (e-waste) generated by the organization can serve as analytic information to determine opportunities and/or challenges for the change. If the change sustainability considers recycling for example, perhaps the collection of data can focus on the cost of purchasing new technologies versus the cost of updating, refurbishing, and reusing them to extend their lifespan (Yashvantini, 2019). At the end of the day, it will come down to a solid business case that will most likely come down to cost, time, and resources.
Caird, S., Lane, A., Swithenby, E., Roy, R., & Potter, S. (2015). Design of higher education teaching models and carbon impacts. International Journal of Sustainability in Higher Education, 16(1), 96-111. https://doi-org.ezproxy.royalroads.ca/10.1108/IJSHE-06-2013-0065
Selwyn, N. (2021). Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis. E-Learning and Digital Media, 18(5), 496-510. https://doi-org.ezproxy.royalroads.ca/10.1177/20427530211022951
Yashvantini, M. (2019). Green Electronics – Fostering Eco-Technovation. Elsevier. http://dx.doi.org/10.2139/ssrn.3315165
I appreciated your notion of the different types of data that can be collected to inform decisions related to sustainability when building a business case. Aside from demonstrating the balance of cost, time, and resources, Biech (2007) also included qualitative data like interviews, focus groups, and surveys as an important component of the business case. While many of the easily accessible and collectible data is useful for gauging productivity and efficiencies, it would also be important to hear the perspectives of the end users. How would we be able to balance our sustainability and productivity initiatives with user needs, and how would this impact the way we position our business case?
Biech, E. (2007). Thriving through change: A leader’s practical guide to change mastery. Association for Talent Development. [Books24x7 database]