summer 2012 - National Association of Schools of Public Affairs and ...

T. A. Bryer & D. Seigler
Five such principles are outlined by Bryer and Chen (2010): “(1) use
technology, don’t force technology, (2) respect privacy, but encourage
transparency, (3) promote civility and reduce timidity, (4) teach the technologies
but be open to learn about the technologies, and (5) facilitate learning through
social engagement and interaction” (p. 256). The final principle is most closely
linked to the empowerment discussion herein, but the other components are
just as significant. From a faculty perspective, it is important to know one’s own
limitations and sometimes lack of creativity in a certain area. Thus, principle
4 applies. Learning from students about possible uses of technology can both
enhance the teaching and learning experience and further empower students
to influence at least some aspects of course management. Along these lines, it
is likely students will know if the faculty member does not know how best to
use the technology. Thus, principle 1 applies. As previously discussed, each tool
available has strengths and weaknesses for different purposes. Latching onto a
single tool, such as Facebook or Twitter, is not likely the hammer that will fulfill
every need. Principles 2 and 3 are also central to empowerment of students,
particularly with the interest in developing moral judgment and virtuous
citizens. Transparency and civility are bedrocks of these ideals.
Theses design principles extend beyond teaching and learning with
technology to include professional practice with technology. The principles also
suggest responses to some important questions regarding the theory and practice
behind the use of these tools in teaching. For instance: How can the tools be used
to empower students in public affairs/public administration programs for their
future professional careers? How do the course interactions reflect necessities of
the future workplace? Why should public affairs teachers add all these different
tools to their classes? Why are the tools better than other forms of teaching?
Empowering Students for Future Professional Careers
Experimenting with the use of emergent technologies in teaching and
learning is not necessary just to remain “current” with the latest fads. Indeed,
the latest fads and emergent technologies have potentially transformative
potential in the practice and art of governance (Bryer & Zavattaro, 2011).
The transformational potential will likely be realized only if implementation
is strategic and uses the technologies according to their capacities, or what
Fountain (2001) considers the implementation of “objective” versus “enacted”
technologies. Public officials who implement technologies in a way that prevents
full use and, from a citizen’s perspective, effective use, may do more harm than
good—at least in terms of long-term democratic trust in government (Bryer,
2011a). For instance, Brainard and Derrick-Mills (2011), Brainard and McNutt
(2010), and Hand and Ching (2011) each found a tendency for public agencies
to use web-based social media tools, intended for synchronous and asynchronous
two- or multi-way communication, as unidirectional information sharing
devices. Bryer (2011b) found that citizen-engaged practices using web-based
technologies in the Obama administration lacked a clear statement of purpose,
both for participating agencies and citizens. Overall, there is limited study on
442 Journal of Public Affairs Education