How to Adopt Educational Technology With Purpose? — Observatory

How to Adopt Educational Technology With Purpose? — Observatory

Educational technology has long followed a predominant narrative, the idea that technological advances only automate learning processes in education. However, to delimit it, its impact is underestimated. From its origins, not always explicitly, the term “EdTech” (from the English “Educational Technology) has referred to discovering ways in which technology can support education by strategically improving academic training.

Although there are several tools to improve and optimize the work of teachers in the classroom, these mechanisms are sometimes insufficient if they are not applied for a specific purpose. Tiffany Ott, director of curriculum development for Teach Better Team, argues that educational technology will make no difference if it does not have a purpose. He explains that, regardless of the preferred technological tool, what will matter is how it is used, if it serves a purpose, and especially if it improves the learning process, not just by replacing the method previously used for teaching. .

Heath Morrison, president of the McGraw-Hill Education School Group, explains that “proposed technology“It can transform the learning environment by efficiently optimizing time to complete classroom tasks. It facilitates personalized learning by creating a platform that students can use to direct their knowledge. With the help of of statistics, this technology allows you to keep track of each student.

The proposed technology expands teachers’ skills instead of replacing their value. Specialist Gerald M. DiGiusto suggests that the decision to adopt technology in an academic program should be based on a plan and justification. You should be guided by the questions “Why?” and how? “That”proposed learning “ The approach is based on the idea that students are the center of the educational experience. Beyond performing specific tasks, teachers and students collaborate to set and achieve goals. If students help to define them, they will be motivated to practice and master the skills and knowledge they acquire.

If there is no definite plan for technology to facilitate learning processes, these platforms or devices can distract and negatively affect student efforts. To incorporate educational technology, DiGiusto recommends following three guidelines:

  • Technology must be optional, not mandatory. Students can appreciate its benefits and choose to use it.

  • Enrich student-teacher interactions with feedback.

  • It must be inclusive in a social environment, enhancing connections and generating resources that increase the quality of learning without alienating students.

The Center for Innovative Teaching and Learning at Northern Illinois University proposes that teachers ask themselves when defining the type and use of technology in the classroom if all students will have the same ability to access it. use it. This consideration identifies whether the technological tools considered are affordable and accessible to those in a particular group. If all factors are taken into account, technology can help to convey knowledge. For example, when creating a presentation for a class that includes people with disabilities, the teacher should consider the length of the text and the tone of voice and use images, audio, or subtitles that can be tailored to the different needs of the students. students.

According to Acer for Education, technology can help meet the different needs of students. There is no one-size-fits-all solution for effective education because there are exceptional cases to consider, such as students with dyslexia, vision problems, content in the student’s second language, and reading below grade level due to situations. low-income relatives. Thus, designing functional strategies for everyone in a variety of contexts (e.g., incorporating a virtual dictionary) can ensure equity in learning opportunities.

The proposed learning strategy can expand students’ learning ability if properly applied and takes into account their different needs, generating self-determination in students to actively participate in their learning while improving their performance and development. productive interpersonal relationships.

Personalized learning

According to Houghton Mifflin Harcourt’s Annual Report of Confidence in Educators, which surveyed more than 1,200 educators in the United States, 80% of teachers rated personalized learning as one of the three most essential elements that will transform teaching and future learning.

Janet Pittock and Cassondra Corbin-Thaddies, directors of McGraw-Hill Education, recommend designing personalized learning (IP) as an active collaboration between students and teachers to define needs, plan, and design a learning model that fits. on the spectrum from the traditional to the innovative. .

Implementing personalized learning in classrooms with fewer students is easier, but scaling it into larger classes is challenging because of the wide range of their needs and interests. Even if the students in the classes are of similar ages, their skills may not meet their needs or course requirements. However, principals suggest that the technology built into a plan could be the crucial facilitator of teachers ’ability to create an individual engagement with their students.

However, the authors of the guide Personalized learning: the journey towards student-centered teaching they argue that technology in education does not guarantee a personalized experience or sufficient involvement and commitment of students unless its use is intended. They propose the SAMR model (replacement, augmentation, modification and redefinition) as follows:

  • Replacement: They understand a situation where technology replaces a task that would normally be done without it. (Example: The student downloads a document to answer questions and mail it.)

  • To increase: Using technology is more effective than running a task without it. (Example: The student answers an online exam and receives automatic feedback on the correct or incorrect answers.)

  • Modification: Unlike the first two models that only enhance the educational experience, modification means functionally redesigning a task and transforming it into one that cannot be done without technology. (Example: The student takes an exam with practical problems that provide instruction and knowledge.)

  • Redefining: It refers to creating new learning tasks that become inconceivable to perform without technology. (Example: a student creates a lesson with audiovisual support so that their classmates understand the topic).

In the end, educational technology can be applied within various systems to make improvements, but only its purposeful adoption will have a long-term impact on students ’learning methodology. In this way, EdTech can offer them the opportunity to perform their tasks focusing on their tastes, skills and goals, thus stimulating lifelong learning.

Translation by Daniel Wetta

Disclaimer: This is an opinion piece. The views expressed in this article are those of the author and do not necessarily reflect the views, opinions and official policies of Tecnológico de Monterrey.

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