Introduction
This assignment is a reflection on a critical issue that I have experienced related to the environment of my online course – the use of online digital technology. According to Conrad and Donaldson (2012), “A significant element in meeting the instructional needs of the 21st Century Learner is to discover effective ways to engage the individual in the context of diverse technology-enhanced learning opportunities” (p. 1). I will reflect on a critical issue that I have experienced related to the environment of an online course, explain what the experience was, what I learned from that experience, and how I will do things differently in my instruction. Using technology in my life has been transformational.
Objective Questions
What have I learned about this topic?
There has been a theme in my research on online education, and it is that educational technologies used as cognitive tools can help learners learn in online instruction. “It is imperative that educators find new ways to incorporate technology to stay current. This can be done by considering tools and applications that will not only enhance a students’ educational experience but also support teaching and learning.” (Bellard et al., 2019) Both instructors and learners live in a rapidly changing world, with new technology, new teaching approaches, and external pressures from government, employers, parents, and the media. With this ever-changing learning environment, great instructors shape the environment they are teaching to create the right conditions for learning (Bates, 2019). Instructing face to face is my prime means of organizing and delivering my course content. I have not designed nor taught an online course, but I will be creating my online course in the future. As a result, I will not be inheriting a learning environment from a post-secondary institute. New technologies will provide me with the opportunity to design my kind of learning environment. Also, I do not feel pressured to cover a whole curriculum in the time allocated to me by someone else. I will give my learners structure and guidance, but I will have the freedom to explore many kinds of online technology. I must create a learning environment that enables and encourages learning while focusing on the learner and what the learner needs.
Reflective Questions
What has been my experience with this topic? How did I identify with it? How has it impacted my life (as a learner or as an instructor)?
Before PIDP and EDUC, I feared using technology in the classroom because it appeared to be more a distraction than an aid. For example, the PowerPoint would not connect, the tv monitor failed, and learners would be online shopping and texting their friends. I always had a plan B (flip chart) and C (whiteboard) in the classroom because these tools made me feel comfortable. EDUC has taken the Luddite out of the cave and onto the savannah to explore the vast horizon of online education technology.
It is essential to continue to add to my blog on WordPress https://ontaskteaching.wordpress.com/
and have information available to my learners for instruction or general interest. My blog will be an example to my learners of what technology can do and to assist with their life-long learning experiences. The design of my blog resource page is in many ways based on my PIDP and EDUC work. Sub-menus include articles, videos, e-journal, portals, library-texts, e-learning tools, glossary, YouTube videos, education web sites, learning factors, and theories. Before EDUC, I had no idea how valuable a resource a blog could be.
Educational technology usage is highly encouraged in higher education institutions. Technology has been found to have had significant benefits for cognitive development (Jones, 2019). Technology in the classroom is a positive tool, and there are many ways to integrate technology. I learned a lot about my teaching practices and how technology can improve my presence in the classroom. Technology can be intimidating, but this course gave me the confidence and a better understanding of how to experiment and use them effectively. I will have to convince my learners of the benefits of using technologies, and hopefully, they will embrace and see the benefits like me.
Interpretive Questions
What does this new learning mean to me? What new insights do I now have? How has my thinking changed because of this learning?
I know one size does not fit all when it comes to learning, including the use of technology. I am encouraged because developing a learning environment allows me to be creative in my course design and instruction. I have full control over content and how my learners will feel supported with my choice of learning activities, technology, and assessments.
I now have a working knowledge of digital natives and digital immigrants. It is important to remember that not only are digital natives more proficient in using technologies, but they also think differently. I have to understand that all learners vary in their use of social media and technologies, but they may have little knowledge in educational applications.
There are four points I must be aware of when using technology in my course, 1) what content will add value to the goals of my course, 2) what content is essential for meeting or exceeding the learning outcomes of my course, 3) the technology has to be inclusive showing learners how it can benefit their learning, and 4) to ensure all learners have the technological capabilities to use it. I need my learners to understand the content, why they are learning it, and when it is important to use it. (Drew, 2019)
Decisional Questions
How can this new learning be applied in my course?
I will require good communication with my learners and use tools having a pedagogical justification for why I use the technology. A tool to use would be as simple as text messaging, which would help progress student learning. A 2018 study examined the effects texting had on learners, and findings showed learners who received text message nudges from their professors performed better than the group of learners who did not receive text message nudges (Kelly, 2018). Understanding motivation of my learners and what they expect to get out of my course will influence the design of my course. In previous years, although my face to face course was a model and changed very little, I requested my learners for their input to improve the course. This tactic worked very well for me, and I will continue with it.
I know that learners learn in many different ways and different contexts and with many diversities. I will aim to create a total environment for learning online technology that optimizes the ability of my learners to learn. I will attempt to bridge the gap between what a learner can do without help and what he or she can do with guidance. This concept was called the zone of proximal development (Vygotsky, 1978). I will use empathy and make every effort to learn about my learners and address their diversities while assisting them in using technology in my online course. No learner will get left behind.
An area of concern I have is how to provide criteria and guidelines to my learners for choosing and using openly accessible content. Content is open, free, and available everywhere, and although I refer to Google and Facebook as my best friends, can I trust them for reliable information. Considering I am a digital immigrant, I will also be learning while working with my learners, finding where we should source, or find reliable content. I will continue to work on identifying the ways and means for learners to use digital media and technology that will help them in their studies and for use when they have completed my course
Conclusion
I find the topic of technology use in an online environment fascinating. I underestimated the many considerations for designing an online course such as learners’ goals, learner’s prior knowledge and skills, learning styles, gender differences, and cultural background. As an instructor, I havethe responsibility for creating an appropriate learning environment and I ensure I look at it from the learners’ perspectives.
The value of technology and the benefits they have are widely accepted in online learning. A combination of good course design and appropriate use of technology will significantly facilitate the personalization of learning, allowing learners to work at different speeds, focus on learner’s specific interest and needs, and ensure engagement and motivation for a diverse range of learners (Bates, 2019). It is my responsibility to make the final decisions for choosing the technology for my online course. It must support my learning outcomes while considering the needs of my learners. When complete, the result will be transformational.
References
Bates, A.W. (2019). Teaching in a Digital Age (2nd ed.). Tony Bates Associates Ltd.
Bellard, Q, McCoy, K. & Varner, R. (2019). 3 Cool Tech Tools to Consider for the Digital Classroom,
Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/teaching-with-technology-articles/3-cool-tech-tools-to-consider-for-the-digital-classroom/
Drew, C. (2019). 5 Surprising Tips for Using Handheld Educational Technologies in Lecture.
Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/blended-flipped-learning/using-handheld-technologies-in-lecture/
Conrad, R. & Donaldson, J. (2012). Transforming Online Learner. ResearchGate. Retrieved
from https://www.researchgate.net/publication/267723731_Transforming_the_Online_Learner
Hirtz, S. & Harper, David (2008). Education for a Digital World. BC Campus.
Chapter 27, Social Media for Adult Online Learners and Educators, Hunter, M. Retrieved from https://open.umn.edu/opentextbooks/textbooks/356
Hirtz, S. & Harper, David (2008). Education for a Digital World. BC Campus.
Chapter 4, Addressing Diversity in the Design of Online Courses. Bhattacharya, M. &
Hartnett, M. Retrieved from
https://open.umn.edu/opentextbooks/textbooks/356
Jones, S. (2019). 5 + Examples of Cognitive Tools for the Ed-Tech Teacher. Helpful Professor.
Retrieved from https://helpfulprofessor.com/cognitive-tools/
Kelly, R. (2018). Personalized Text Messages Boost STEM Student Persistence in
Community College Study. Retrieved from https://campustechnology.com/articles/2018/01/29/personalized-text-messages-boost-stem-student-persistence-in-community-college-study.aspx
Bellard, Q., McCoy, K., Varner, R. (2019). 3 Cool Tech Tools to Consider for the Digital
Classroom. Retrieved from https://www.facultyfocus.com/free-reports/teaching-with-technology-tools-and-strategies-to-improve-student-learning/
Vygotsky, L. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard
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