Ah, CORE Education’s eFellowship. The best professional learning experience you can possibly enjoy. I’m wallowing in the challenge, and am grateful beyond words for the opportunity to work alongside such inspirational educators and mentors. And I’ve been wondering: what happened to the ‘e’ in eFellows?
If you look back over previous eFellowship inquiries, there has been a strong bias towards projects that researched the integration of technology to enhance learning. This year though, not so much. Possibly the best fit with the ‘e’ is Richard Wells who has a wonderful inquiry in process looking at social media and connecting previously unconnected educators. However the rest of the projects are as fabulously diverse as their researchers. Is this lack of ‘e’ a problem?
Obviously I can’t speak for the CORE Education Charitable Trust who, extremely generously, funds the eFellowship programme, but I don’t personally think so. To me, it’s a bit like the argument I put forth here, that the ‘e’ is essentially now redundant. For innovative, future-focused (and yes, I realise the irony of saying that) educators, the ‘e’ is a given. Maybe what I’m saying is actually echoed in the fourth of CORE’s Ten Trends: Digital Convergence: “The concept of digital convergence refers to the merging of previously discrete and separately used technologies, as well as the almost ‘invisible’ integration and use of technologies as a part of our everyday life.”
Because, for many of us eFellows, we simply wouldn’t be able to carry out as effective a research inquiry without the ‘e’ tools we’re employing. I’m thinking of Vivita’s use of AR in supporting her deaf learners, of Steve’s international research into design thinking – reaching out to Australia and the US. And even me, using tools like Teachmeet, Padlet and Google Forms to gain feedback from my teachers. The technology enhances our research and is intertwined with what we do. The ‘e’ is ubiquitous.
However, I wouldn’t want the ‘e’ to be dropped from the title. I think it is still crucial to keep being ‘e’ focused. It foregrounds the way the eFellows work, both in terms of conducting their own inquiries, and also with our mentors in between hui. It is also an important point of difference to other fellowship programmes. Perhaps what I’m trying to say is that it’s a measure of success for the CORE Education eFellowship because now the ‘e’ just is.