Emerging technologies have increased the pressure for changes to teaching and learning today. What are the implications, challenges and opportunities that you perceive from these technologies? Specifically consider simulation learning, networked learning and the influence of social media in your response. Rather than writing your response, you could create a short video on YouTube using your phone and post the link in the DQ. See instructions on how to create a video for YouTube and post the private link. Only your classmates will be able to see the video.
I will use a cliche when I say my role as an educator is to facilitate learning. But it is true. Inspiring, motivating, encouraging learners to develop new skills and technologies. To accomplish this, I have to embrace learning as a philosophy of life. Davis (1989) developed the Technology Acceptance Model theory, where the technologies acceptance rate depends entirely on two characteristics: perceived usefulness and perceived ease of use. I focus my classes on exposing learners to real-life problems that reinforce their perspective “as active, intelligent, creative constructors of their knowledge structures” (Blake & Pope, 2008, p. 62).
Computer simulations have become a part of advanced learning environments for decades. Theoretically sound and practical guides are used to design and use models and simulations to support instructional contexts. Developments in interactive software and the emergence of systems thinking provide a unique opportunity to create interactive model-based simulations. Computer simulation programs encourage learners to explore complex and realistic systems. The interactive environment and graphic capability of these programs provide instant feedback to the learners.
Networked learning is learning in which information and communication technology is used to promote connections; between one learner and other learners, between learners and tutors, between a learning community and its learning resources (Goodyear, 2001). One of the principles of connectivism is about network forming, and it relates largely to network learning. In other words, networked learning is a subset of connectivism (Siemens, 2005).
In this digital age, technology now occupies every aspect of our lives and engaging my learners in their journey is a big challenge. I find using technology in MY life is a big challenge. But the employment of the theoretical underpinnings of the theory of connectivism may help me guide and empower my learners to find purpose in their studies.
There are two kinds of smart people: those who know the answer and those who know where to find the answer. The connectivist is the one who knows where to find the answer and is tapped into the ever-changing landscape of knowledge management.
Laurie
References
Blake, B. & Pope, T. (2008). Developmental psychology: Incorporating Piaget’s and Vygotsky’s theories in classrooms. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 59-67.
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340). https://www.jstor.org/stable/249008?seq=1
Goodyear, P. (2001). Effective networked learning in higher education: notes and guidelines. Studies in Advanced Learning Technology, 1(3).
Power, R. (2018). Technology and the curriculum – Summer 2018. Pressbooks.
Siemens, G. (2005). Connectivism: learning as network-creation. Elearnspace. http://www.elearnspace.org/Articles/networks.htm
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