In Class nine, groups presented on their Education Technology inquiry projects. Apart from our own presentation on Virtual Field Trips, topics ranged from digital literacy, high tech vs. low tech, to technologies designed for security and surveillance purposes.
After our group presented, the next group discussed developing digital literacy for both the teacher and the learner. More specifically, they wanted to explore how it tied into social-emotional learning (SEL). A common theme across all of the presentations today was intentionality, and this was applicable here, too. The presenters discussed how incorporating technology into SEL needs to be purposeful when used in the classroom. Moreover, building internet awareness was stressed, especially during a time of artificial intelligence and virtual access to content of all shapes and sizes…
The third group compared high tech and low tech in the classroom, and discussed their pros and cons. Low tech includes items like visual timers and noise-cancelling headphones. I see myself incorporating low tech tools like these into my future classroom, as they are an easy way to encourage UDL and accessibility. High tech also has many benefits, including individualized asynchronous learning and high levels of engagement. Examples of high tech include virtual learning resources like Prodigy Math and Scratch. I see myself giving these resources a shot, but I’m hesitant to make them a reoccurring activity. Ultimately, it will depend on my class’ specific needs, capabilities, and what learning styles they most prefer.
The fourth group of presenters discussed how to use technology as a bridge rather than a barrier. They mentioned the importance of recognizing not only the increased average amount of screen time at home, but also the fact that the digital divide has become larger. I think using technology as a bridge means to supplement hands-on learning and experiences. It should not be a replacement, and done with intentionality rather than convenience. Something I found interesting that this group brought up was a condition called rapid eye movement fatigue, which can happen with overstimulating technologies. This is another reason I intent to use high tech devices sparingly, as I think we need to be mindful of when technology crosses the line from supportive to overwhelming.
The final group discussed finding the balance between security and privacy for school surveillance systems and technologies. This middle ground is hard to pinpoint, and the answer is subjective. It reminds me of Edward Snowden when he leaked classified documents showing that the NSA had been spying and collecting data on global citizens. Some viewed this Espionage (including the U.S. government), and others saw him as a hero; revealing the truth and validating a right to privacy.
This group also discussed emergency communication applications that families and students can utilize to contact emergency services in the event of an emergency. I think these are great for relaying information in a quick, efficient manner that also may serve to be discreet. My only concern would be to inquire whether these apps are tracking your location, and what they do with your data (i.e., are they selling it to third parties?).
All groups brought interesting points to the topic of educational technology. I appreciated how each group highlighted both the strengths and the challenges of incorporating technology into the classroom. My key takeaways are as follows:
- Be intentional with what you use, how you use it, and when. Technology should not replace hands-on experiences, it should support it and bridge gaps in understanding.
- Understand the impacts and potential implications of the digital divide. Students will have varying degrees of usage, knowledge, and comfortability with certain technologies you have in your classroom.
- Technology can be an easy way to implement Universal Designs for Learning. Whether it is a pair of noise-cancelling headphones, a visual timer, or an immersive virtual reality field trip, technology can open so many doors for students with accessibility and/or cognitive impairments. These not only will foster a sense of inclusion in your classroom, but they can save time and stress for the teacher as well.
Overall, these presentations reinforced the importance of using technology with purpose, care, and an understanding of students’ diverse needs.