With the completion of my Technology Integration Activity in this course, I have developed strategies for my development with educational technology.
How to Use the Digital Tools
After understanding the history of educational technology and how to locate meaningful digital resources, including critically evaluate the digital tools I have selected, I have updated my knowledge of how to properly use technology in the educational activity. First, It is not about simply using an online video or online learning application in class. It should include evaluation procedures via using some of the frameworks like the SECTIONS by Tony Bates (2015) for digital media and applications, the CSAM by Power (2013) for mobile learning objects, and Schrock’s (2018) principles for evaluating online information. Second, when selecting a new educational technology tool, I should consider the Technology Acceptance Model by Davis (1998) and the distribution of computer skills among people (Nielsen, 2016), as different people have a different level of technology acceptance and skills (or computer familiarity). It is an essential element that supports an inclusive class. While the increasing development of the internet and new technology has made people’s lives more convenient, it also causes some potential harms and risks. Consequently, the legal and ethical issues in the implementation of technology in education are necessary to examine. Educators need to become a qualified digital citizen before teaching their students how to safely use and learn with digital tools.
My Strength and Weakness
I think my strength with the integration of digital technologies in education is that I am open to using digital tools and have a passion for creating digital content. Although I might not be an innovator or early adopter in the innovation adopter categories, I am willing to learn how to use the new technology as long as I think it would help solve the educational problem. My weakness might be a lack of teaching experience, which could result in being unable to fully comprehend the pedagogical challenges regarding the implementation of technology in education because the perspectives of educational administration and teaching are different.
I would like to continue to explore the digital tools that help educators create engaging learning content and bring on the educational revolution. Even though educational technology seems promising, it ignores some educational problems beyond the classroom:
- Can educational technology solve the issue of educational inequity?
- Does it narrow or increase the gap between advantaged and disadvantaged students?
The concern derives from the fact that not all the students can afford the cost of educational technology or a computer. There are some online educational institutions like Khan Academy that provides free and high-quality education for anyone. Since educational technology increases the learning experience and enhances student outcomes, it needs to include the students with disadvantages.
Ultimately, I have learned many other perspectives on education from my classmates who are from different backgrounds. The peer support is also helpful as we can discuss the course work together, though we are in different time zones. With the knowledge I have learned in this course, I can continue to develop my personal learning networks that are beneficial for my future career.
Bates, A. W. (2015). Chapter 8: Choosing and using media in education: The SECTIONS model. In Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver, BC: Tony Bates Associates Ltd. Retrieved from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/
Power, R. (2013). Collaborative Situated Active Mobile (CSAM) learning strategies: A new perspective on effective mobile learning. Learning and Teaching in Higher Education: Gulf Perspectives, 10 (2), 1-18. https://doi.org/10.18538/lthe.v10.n2.137 (CC BY 3.0)
Schrock, K. (2018). Critical evaluation of information. Kathy Schrock’s Guide to Everything. Retrieved from http://www.schrockguide.net/critical-evaluation.html
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13 (3), 319-340. https://doi.org/10.2307/249008
Nielsen, J. (2016, November 13). The distribution of users’ computer skills: Worse than you think. Retrieved from https://www.nngroup.com/articles/computer-skill-levels/