DRIVING QUESTION 1:
Is it sustainable that we continue on our current path of technological development?
Digital technology has become an integral part of contemporary society. It has rapidly intertwined with our personal, educational and professional lives. On a personal level, digital technology has played a prominent role throughout my university studies. Unavoidably, I am reliant on technological devices to navigate course materials, communicate with peers and tutors, complete assessments and extend on personal knowledge and understanding. On reflection, I realised that technology has become an indispensable element of my life, and rarely thought upon the environmental consequences of replacing high-tech or resources required to further usage. By engaging in material based on electronic waste and the environmental demands of emerging technologies, it made me ponder whether our current approach to these advancements can be sustained in longevity.
My previous understanding on this topic was largely positive as I believed the development of technology would contain ongoing benefits such as convenience and vast opportunities. As a pre-service teacher, I value the opportunities digital technology provides for learning and professional development. Despite this outlook, I felt a sense of challenge when examining the environmental and social consequences linked with these strengths. It made me acknowledge how dependent I am on technological upgrades, without critically considering whether upgrading devices that remained functional was genuinely necessary. Clearly there are favourable outcomes attached with technological development, especially for education. For example, The Australian Curriculum, Assessment and Reporting Authority (ACARA, 2012) recognises technology as important for preparing students to participate in a technologically advanced society and creates solutions to contemporary and future needs. Based on personal experience, this accurately supports how technology has improved my learning through greater accessibility and flexibility. Contrary of these beliefs, the environmental and social stakes of these advancements still require continuous evaluation and monitoring.
An area of concern is focal on electronic waste. Week Two’s reading concerning ‘Microsoft’s end of support for Windows 10’ reinforces how technological change may contribute to functioning computers entering landfill when they no longer support newer systems (Tech Wire Asia, 2026 (check date)). This contradicted my prior assumption, that electronic waste predominantly comprised of broken devices. (maybe a landfill statistic). Additionally, I gathered that ongoing software advancements can promote a shorter lifespan of functional devices, contributing to their premature replacement. The continual emergence of Artificial Intelligence further contributes to this matter. Week Two’s reading on artificial intelligence, climate, energy and emissions further illustrate how digital technologies are still dependent on physical infrastructure and energy. This exposed to me that the convenience of digital technology can also conceal broader environmental impacts. Nentwich and Cas (2017) also re-established the notion that the continual acceleration of digital and automatic systems can create significant environmental consequences but also socially, by reshaping established employment structures and workforce practices.
By undertaking Gibbs’ (1988) reflective cycle, I have developed a more critical perspective on whether our current path of technological development is sustainable. I believe that the advancement of technological development does not need to be ceased completely, instead, the growing pressure of continuous upgrading, consumption and disposal requires a shift in approach. This approach should consider longevity, environmental impact, social consequences rather than equating technological innovation with progress. Based on the insights I have gained, I will remain mindful of extending the lifespan of my own devices and further encourage my future students to also critically evaluate their own technological consumption. Essentially, the core concept is how to use new technologies alongside its environmental and social costs, as a future educator and a student.
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