Bridging The Digital Divide: Empowering Learners With Technology

Carlos Balam-Kuk Solís, Associate Vice President - Instructional Technologies Support, Texas State University

An ed-tech leader passionate about up skilling and digital equity, Dr Carlos Balam-Kuk Solís, leads an 80-person team at Texas State University, driving inclusive learning through innovative solutions. His commitment extends to the Higher Ed CIO Advisory Committee and his own organization, no-code.Power, empowering individuals through technology.

In an exclusive interview with Education Technology Insights he shared his invaluable thoughts concerning the changes taking place within the industry along with the ensuing challenges and possible solutions.

Can you provide an overview of your journey and experience at Texas State University, including your roles and responsibilities?

My path in educational technology might seem unusual for someone with a doctorate in evolutionary biology. However, a common thread runs through both - a passion for learning and its transformative power. While studying biology, I witnessed first-hand the limitations of traditional education in reaching diverse audiences, igniting a desire to explore how technology could bridge these gaps and create equitable learning opportunities. That is what led me to Rice University in 1995, where I got the opportunity to switch fields and began as an educational technology consultant. Collaborating with the Houston Independent School District, we saw the impact technology could have on community development. Within Rice, I rose through the ranks, from instructional technology manager to assistant director, gaining extensive experience in integrating technology into teaching and learning.

In 2015, I landed the exciting opportunity to join Texas State University as Associate Vice President for Instructional Technologies. This role allowed me to lead university-wide initiatives, ensuring the accessibility and effectiveness of technology for all learners. But I saw a missing piece, a dedicated focus on innovation. Recognizing this need, I championed the creation of the Technology Innovation Office in 2018. Since then, I have led the office in fostering a culture of experimentation and driving forward cutting-edge solutions to enhance learning experiences. I volunteer as a code mentor, empowering underrepresented individuals to contribute to the tech landscape. This journey, while unexpected, has allowed me to leverage my diverse background to make a real difference in educational technology.

What are some of the emerging trends or challenges you are observing in the educational technology industry?

Universities operate in a unique space, balancing the complexities of a business with the specialized needs of academia. This translates to a diverse IT landscape encompassing essential business functions like HR and communication alongside specialized academic technologies such as student information systems and learning management platforms. Managing this intricate ecosystem requires a comprehensive and adaptable IT strategy.

A prominent discussion in higher education technology revolves around artificial intelligence (AI), particularly the potential impact of GPT-like services on academic integrity. While concerns about plagiarism are valid, ethical development and deployment of AI services by vendors deserve equal focus to ensure responsible integration within academia.

Beyond the immediate concerns surrounding AI, other areas demand ongoing vigilance and strategic planning. These include cybersecurity threats, the ever-evolving learning landscape, and the need to bridge the digital divide to ensure equitable access for all students. Universities must remain agile and adaptable, continuously evaluating and implementing solutions that enhance the educational experience while upholding core academic values.

Can you share any specific examples of projects you have led in the educational technology field that demonstrate your process-oriented approach and success?

I am committed to bridging the digital divide in application development, particularly for underrepresented groups. Recognizing the psychological and practical challenges to traditional coding, I have spearheaded the adoption of no-code development tools like Microsoft Power Platform, empowering individuals to see themselves as digital creators and valuable contributors, regardless of their field of study.

I have developed a comprehensive curriculum encompassing the entire application development lifecycle, catering to students, staff, and faculty. This initiative fosters digital inclusion and equips individuals with in-demand skills for workplace success, irrespective of their academic background. Besides, no-code empowers university staff and faculty to solve their problems by creating custom applications. This approach alleviates pressure on overburdened development teams and empowers smaller groups to address their specific needs, enhancing overall efficiency.

What advice would you give to your peers and colleagues on creating a seamless organizational process and adapting to emerging trends in the field?

My advice to my colleagues is twofold- first, to democratize access to tools and resources to reduce entry barriers and foster innovation. Eliminate lengthy approval processes and ensure widespread access to essential tools and resources. In our no-code development project, universitywide licensing and readily available support materials empowered individuals to begin development immediately. The focus should be on establishing robust support systems, like the Center of Excellence toolkit, for no-code development.

Secondly, fostering a culture of exploration and support, such as through pilot programs and internal communities, is crucial. For adapting to new technologies like artificial intelligence, I recommend providing access to tools like Bing Chat Co-pilot and offering curated resources and training. This approach enables individuals to explore and adopt new technologies efficiently, enhancing organizational processes.