Part One: Perspectives
INTRODUCTION
Rose Hayden-Smith, PhD, 2020 Extension Foundation Education Technology Fellow
Work had just begun on this publication when we found ourselves in the midst of the COVID-19 pandemic. Across the world, the crisis created conditions that forced individuals and organizations to adopt technologies quickly. This was the case in Cooperative Extension as well.
What are we learning from this experience?
Many of us are learning that technology is essential to doing our work during this time. Most of us are accelerating our adoption of technology, particularly social media. Another obvious example is the increased use of video conferencing platforms, like Zoom and WebEx in our work. The COVID-19 crisis has also encouraged us t o consider new ways to use tools we’re already familiar with (ex: Zoom rooms for virtual conferences; Facebook groups and the units feature as a means of delivering an educational program or activity for 4-H, etc.) We’re also linking technologies. Consider the increased interest in livestreaming on multiple platforms, using Zoom to broadcast on Facebook and YouTube. We’re becoming expert users, quickly. There is a sense of urgency around our work. I’ve had Cooperative Extension colleagues recently share with me that they are viewing the creation and curation of content on digital platforms as a critical part of their work as Cooperative Extension educators. Many of us are struggling with the “digital divide,” which has traditio nally been understood as broadband access (connectivity). The term has come to encompass much more, including access to electronic devices (ex: mobile technologies) and internet subscriptions (which can add to the value of access). A recent ThoughtCo artic le defined the “digital divide” this way:
...the gap between those who have easy access to computers and the internet and those who do not due to various demographic factors. Longley, 2019
The “digital divide” may also be framed in terms of “digital inclusion.” In summary, Cooperative Extension professionals and our clientele have varying degrees of access to broadband access, electronic devices, training, and support.
But we’re adapting.
We’re also wondering what the future might hold. COVID -19 may be creating divergent ideas about what technologies Cooperative Extension should adopt. With pandemic disruptions likely to continue for some time, it is clear that we will need to move more into virtual environments, at least for the near future. The possibility of a hybrid environment for Cooperative Extension work - one that incorporates both virtual environments and face-to-face work - seems much more likely.
We find some insights into these and other issues from three important perspective pieces included in this publication.
Our colleagues from Oregon State University share a compelling story about how creating a “digital ecosystem” has enhanced their Cooperative Extension work.
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