As I reminisce on my experience going through the educational technology course, I am happy to offer the pinnacle of my learning in the form of a narrative video. This video is more than just a recap; it represents my extensive involvement with the course material, critical debates, and growing understanding that I’ve gained over time.

In the video, I discuss a variety of new trends and concerns in educational technology. From disputes over technology’s impact on equity to the sensitive subject of cell phones in classrooms, each segment emphasises a major theme I explored during the course. These conversations not only enlarged my perspective but also provided me with the analytical abilities required to understand and contribute to contemporary debates in EdTech.

The video’s essence comes from the integration of significant insights and my observations. Engaging in public conversation, creating blog articles, and participating in discussions were all part of my learning experience. The film captures these events, demonstrating how they influenced my perspectives and expanded my understanding of technology’s diverse role in education. I am excited to share it with you. Thank you for watching and participating in this reflective study of my educational technology journey.

Imagine attempting to concentrate on a lesson while your phone vibrates with notifications every few minutes. Understandably, cell phones may be a significant distraction. A study published in the Journal of Behavioural Addictions discovered that cell phone use dramatically reduces students’ ability to focus and academic performance. Constant notifications and the allure of social media can disrupt the flow of learning, making it difficult for students to remain engaged with learning. And a reminder…adults are not immune to these distractions! Remember when cheating involved passing notes throughout the class? With cell phones, it’s as simple as a fast Google search. Cell phones can help kids cheat on tests by looking up answers and sharing the results with classmates. This affects the validity of tests and makes it difficult for teachers to ensure fair testing.

Cell phones can also lead to cyberbullying and social marginalisation. According to the Globe and Mail, these devices create a platform for bullying that goes beyond school hours, negatively impacting students’ psychological well-being and mental wellness. It’s challenging enough being a kid, without needing to deal with cyber dramas 24/7. In addition, ASCD argues that there’s a need for character education in the digital era without which cell phones might foster poor social behaviours among kids.

Some provinces have already taken the plunge and outlawed cell phones in classrooms, with promising results. For example, Alberta has banned using cell phones during class, allowing it only during breaks. This policy seeks to enhance focus and minimise distractions. City news. Similarly, Ontario has restricted cell phone use in schools in order to build a better learning environment and Nova Scotia is set for the same starting September 2024. Saskatchewan is towing this path.

When utilised correctly, cell phones can be extremely useful instructional tools. They provide pupils with access to a plethora of information and learning opportunities, including the ability to research concepts and use interactive instructional apps. This YouTube video outlines the benefits of technology in school and illustrates how cell phones may help with learning and make lessons more entertaining. Many parents have a sense of relief knowing that they can contact their child immediately in an emergency. Allowing pupils to carry cell phones in class implies that they can communicate swiftly if necessary.

In today’s digital environment, students must learn to utilise technology properly. Cell phone bans may deny students the opportunity to learn these critical skills. As noted in an article on character education for the digital age by ASCD, incorporating digital literacy into the curriculum can assist students in navigating the hurdles of utilising technology responsibly. Some instructors believe that prohibiting cell phones restricts their capacity to use technology flexibly in the classroom. Teachers can use cell phones to conduct interactive surveys, real-time research, and group tasks. According to expert perspectives in The Guardian, a balanced approach may be more beneficial than an outright restriction.

Although cell phones can be distracting and encourage undesirable behaviour, they also provide important educational benefits and enable emergency communication. Finally, the optimum approach may be a balanced one that includes clear guidelines and emphasises digital literacy. This allows schools to capitalise on the benefits of cell phones while minimising their potential negatives, educating kids for a technologically driven society yet preserving a focused classroom. But left to me, no cellphones in class!

Technology related to artificial intelligence (AI) has quickly permeated many facets of society, including education. There is a lot of discussion about whether AI will improve education, and there are many points of contention that point to both possible advantages and drawbacks. The impact of AI on education is examined in this blog article.

The capacity of AI to offer individualised learning experiences is a major benefit of technology in education. AI is able to customise educational materials to each student’s needs by analysing data from their interactions. AI, in the opinion of UNESCO, has the potential to greatly improve educational outcomes by providing personalised feedback and resources that are tailored to each student’s unique learning style and speed. AI can also alter learning paths in real time. Is this a solution to make tracking/streaming more efficient without stressing out teachers?

Students with disabilities may find education more accessible thanks to artificial intelligence. AI-powered resources, such as real-time translation services and speech-to-text apps, can assist in removing obstacles that these students might encounter in a conventional classroom. A wider audience can access learning opportunities thanks to the democratisation of education.

Teachers may concentrate more on instruction and student engagement by using AI to automate administrative activities like attendance and grading. Quick and impartial assessments can be produced by AI-driven systems, giving teachers more time to organise lessons and give individualised student support. Some of such feedbacks, however, need to be pre-customized to maintain the human touch. ClassPoint.

AI technology can reinforce preexisting prejudices and possibly make them worse, despite their many advantages. Because AI systems can only be as objective as the data they are trained on, there have been several cases in which socioeconomic, racial, and gender biases in the data have been reflected in the AI. This may result in pupils from marginalised groups being treated unfairly. The NEA emphasises that as AI has the potential to propagate prejudices and preconceptions, these concerns must be addressed in the development and application of AI. Interestingly, I have to specify “a black male teacher” for ChatGPT to generate an image with a black teacher…this also applies when it generates images of students in a class; I have to specify “diverse”.

There are serious privacy issues with the use of AI in education. For AI systems to work well, enormous volumes of data are needed, including private student information. The gathering of this data may result in possible privacy violations and improper use of personal data. According to a Fordham Institute study, AI technologies seriously jeopardise student privacy, underscoring the necessity of strict data protection regulations.

 Another important factor to consider is how AI technology will affect the environment. AI system maintenance and training demand a large amount of energy, which adds to the system’s carbon footprint. Kehlenbach (2024) points out that while evaluating the overall advantages of AI in education, it is important to take into account its environmental costs, which include the extraction of raw materials and energy consumption for data centres Journal of Political Science Education.

Students may abuse artificial intelligence (AI) tools, such as text creation models, to generate answers for homework and tests. This compromises academic integrity and may make degrees less valuable. According to a Slate article, AI writing tools can encourage academic dishonesty, making it difficult for teachers to verify if students’ work is real.

There are two sides to integrating AI technology into teaching. On the one hand, AI has the power to completely transform education by improving accessibility, personalising instruction, and automating administrative duties. However, to guarantee that AI actually improves the educational landscape, major issues like bias, privacy concerns, environmental impact, and threats to academic integrity must be addressed. The way these technologies are incorporated and governed will determine how AI is used in education in the future. Stakeholders can collaborate towards developing an educational environment where AI improves learning while protecting against its hazards by recognising and resolving the potential downsides.

Dear educators, It is not enough to accept AI in education; do you know enough to contribute to the AI policy in your sphere of influence?

Social media’s connection to a rise in anxiety and sadness in kids and teens is one of the main causes of concern. Research has indicated that excessive use of social networking sites like Instagram can increase the risk of depression, especially in young individuals who are still forming their sense of self and identity. Second, with the popularity of social media, cyberbullying has grown to be a serious problem. A child may experience cyberbullying at home, which can cause a persistent feeling of fear and worry, in contrast to traditional bullying, which stops when the child leaves the school premises. As to a survey published in The Guardian, teens today view cyberbullying as more detrimental than drug misuse.

Third, social media is frequently held accountable for reducing attention spans and having a detrimental effect on academic achievement. According to Queen’s Journal, children find it challenging to concentrate on jobs requiring prolonged concentration because of the constant onslaught of messages and their desire for rapid satisfaction. Furthermore, there is ample evidence of the detrimental consequences of excessive screen time on physical health. Youngsters who use social media extensively are less likely to be active, which might result in problems like obesity and bad posture. The Lansing State Journal describes how children’s preference for digital contacts over outdoor play contributes to the rise of “nature deficit disorder” cases.

On the contrary, social media can offer vital social support and connectivity despite certain disadvantages, particularly for kids who experience social isolation. People have overcome obstacles like eating disorders by using social media platforms like Instagram to connect with supportive networks.  Another thing to consider is that social media may be an excellent teaching tool, giving kids access to knowledge and resources that they wouldn’t have otherwise had. Numerous educational studies have demonstrated the enormous potential for educational growth and development that these platforms provide.

Furthermore, social media gives kids a platform for self-expression and creativity, enabling them to share their skills and passions with a larger audience. In particular, youngsters who might not have access to other forms of expression might find great empowerment in this. Also, kids these days can have enriching experiences on the internet that weren’t possible for their parents’ generation. Additionally, social media sites like Instagram and Twitter have developed into effective instruments for activism and social awareness, allowing kids to get involved with international concerns at an early age. The Shorty Awards honour programmes like Project Buddy, which uses social media to help kids connect and build support systems.

Social media has a complex effect on children, including positive and harmful elements. It can result in problems like worry, cyberbullying, and decreased physical activity, but it can also present chances for social support, academic advancement, and artistic expression. Finding a balance and making sure kids use social media in a way that improves rather than diminishes their general well-being is crucial.

#salientquestions

How early should kids have access to social media?

Are a lot of adults struggling with social media?

How do we expect kids to be able to handle social media pressures if a sizeable number of adults are having issues with it?

The integration of technology in schools is a contentious issue. On the one hand, proponents say that technology improves learning by creating immersive and engaging environments. On the other hand, detractors object to potential distractions, health difficulties, and the digital divide. This blog article examines both sides of the argument, based on scholarly sources.

Argument in Favor

Proponents of educational technology claim that it transforms the learning process, preparing pupils for a world in which digital literacy is essential. Several studies back this up, demonstrating how technology can personalise learning, enhance student engagement, and improve academic success.

Immersive technologies, such as virtual reality (VR), enable interactive and engaging learning environments, which can greatly increase learning results. For example, mobile learning has been found to improve student enthusiasm, involvement, and academic achievement by making learning more enjoyable and accessible.
Technology also provides personalised learning opportunities, allowing students to learn at their own pace and style. One-to-one technology programmes, in which each student is given their own gadget, have been found to improve academic performance and motivation. This method lends weight to the claim that technology prepares students for the future by creating a more personalised and flexible learning environment. Article about personalised learning.

Argument Against

However, various challenges oppose the idea that technology necessarily improves learning. Junco and Cotten (2012) discovered a detrimental relationship between multitasking with digital devices and academic achievement. The researchers emphasised the necessity of managing technology in the classroom to reduce distractions and improve student focus. Furthermore, Purcell, Buchanan, and Friedrich (2013) found that, while digital technologies promote engagement and creativity, they also present challenges such as the use of informal language in formal writing and the need for better education on plagiarism and fair use.

Warschauer and Matuchniak (2010) investigate another key issue: the digital divide. Their study found that discrepancies in access to technology based on socioeconomic level can aggravate rather than decrease the achievement gap. Larry Cuban’s critical critique in “Oversold and Underused” (2001) contends that, despite considerable investments, technology is frequently misapplied or underutilised in educational contexts, emphasising the importance of effective teaching techniques and teacher training alongside technological integration. Health problems are also important. Straker et al. (2018) studied the effects of extensive mobile device use among schools and discovered links to musculoskeletal and visual symptoms such as eye strain and poor posture.

Additionally, Shaikh et al. (2023) noted the heightened cybersecurity risks that educational institutions experienced during the Covid-19 outbreak. The quick transition to online learning exposes weaknesses, resulting in cyber-attacks including ransomware, phishing, and DDoS.

Here’s a summary of the argument against the assumption that technology use invariably enhances learning:

Summarily, the question of whether technology improves learning is complex. While technology provides various advantages, such as personalised learning and enhanced engagement, it also introduces distractions, health concerns, and cybersecurity dangers. Effective technology integration in education necessitates intelligent implementation, bridging the digital gap, and providing strong cybersecurity safeguards. To effectively enhance the learning experience, the goal is to balance technology use with effective pedagogical techniques while also addressing the inherent hazards.

Morning Routine

My day begins early with a cup of tea (occasionally with a sandwich) and a brief check of emails and messages. I use Microsoft Outlook to manage my emails and stay up to speed on crucial communications from colleagues, students, and parents. I also check my calendar for the day’s itinerary and sync it with Google Calendar to ensure that all appointments and deadlines are on track…but some schedules are better written on a neon sticky note!

An effective teaching day requires thorough preparation. I use our school’s Learning Management System (LMS), which is built on Moodle, to post assignments, announcements, and resources for my students. This platform is a key component of my teaching, facilitating communication and ensuring all students access relevant information. Canva allows me to create engaging visuals and presentations, making complex topics more accessible and interesting.

Virtual Interactive Learning

My classes are taught both in person and through Microsoft Teams. I enjoy Teams’ breakout room feature, which allows me to divide students into smaller groups for conversations and collaboration. I frequently share my screen to display slides prepared in Microsoft PowerPoint or to navigate interactive simulations and films.

I use a variety of interactive techniques to engage my pupils. Kahoot! is a popular quiz and gaming platform that makes learning entertaining and competitive. Padlet is another tool I use to create collaborative boards where students can post their ideas, questions, and reactions to prompts, encouraging engagement from even the most hesitant pupils. Communication with pupils goes beyond the classroom. While I use push notifications to send out fast updates, reminders, and words of encouragement, ensuring that all kids get the same information in real time, it is sometimes necessary to call learners for a quick chat.

Grading assignments and providing feedback is a substantial portion of my day. I use the LMS’s auto-grade tool and provide comments as appropriate. Students can obtain their grades in Google Sheets format, and they are also reminded of necessary assignments.

Professional Development and Collaboration

Keeping up with the latest educational technology and instructional practices is critical. I participate in webinars and online courses provided by sites such as Coursera and EdX. These resources enable me to advance professionally and incorporate new ideas and approaches into my teaching practice. In addition, the HR department also posts necessary PD courses as well. Microsoft Teams facilitates collaboration among instructors and staff members. This platform enables seamless communication, file sharing, and collaborative planning. We routinely arrange virtual meetings to discuss curriculum development, student progress, and resource sharing.

At the end of the day, I reflect on what worked well and what could be better. Before I go to bed, I ensure that all of my digital tools are synced and backed up in preparation for the following day. Technology has transformed how I educate and engage with my pupils. The technologies I use daily improve learning, facilitate communication, and expedite administrative work. By remaining connected and utilising this technology, I can deliver a more interesting and helpful learning environment for my pupils.

The Welcome to Regina course design envisions an alternative mode of delivery of the new immigrant orientation course offered by Regina Open Doors Society. The process was challenging but rewarding. It started as an idea of meeting students’ needs through a new course design, building a course profile identifying a suitable course shell, adopting a design model (pre-determined in this case: ADDIE), developing the course within the model framework, identifying the kind of content to use, accessibility issues and how Artificial Intelligence can contribute to the interactivity and course efficiency, and lastly, invaluable peer feedback. This has been done over three months.

The course is a blended option to the existing in-person classes. The main reason for this is accessibility since new immigrants are often inundated by the different challenges of settling in a new environment. Being able to know about the environment from the comfort of your new home and in a concise course format is a major advantage of this course. Aside from the online interaction through comments, online classes are held on Zoom and the BigBlueButton conferencing tool on Canvas. In addition, there will be a few physical classes to complement the online learning through roleplay and social interactions.

The course is built on Canvas, which has a user-friendly mobile browser and mobile application interphase. The course is set to have 5 modules delivered over four weeks. The first two modules have been developed: Community Resources and Cultural Orientation. While the community resources module is more hands-on since it requires learners to achieve some milestones practically, the cultural orientation module is more interactive and relational. Initially, cultural orientation was the first module but it was flipped because learners will need more time and support to accomplish the tasks (and explore) the city’s resources.

Using the ADDIE model was appropriate because of its streamlined and functional phases. However, a programme planner should not be boxed into a model because models do not plan programmes; people do (Cervero & Wilson, 2006). As such, some of the factors that ADDIE would not have considered such as the socioeconomic and political issues were considered in crafting the course.

Even though this course has been designed without any formal connection to Regina Open Door Society, its structure and usefulness tempt me to approach the relevant authorities to adopt such a course for the ease of newcomers. How about I give you a walkthrough of the course?  Be my guest!

It was a gratifying pleasure to receive thorough and insightful comments on the first orientation lesson on Canadian cultural norms and values. The insightful feedback has given me a clear route forward for improving the instructional strategy, especially as I anticipate creating the second module. In response to the criticism, this reflection piece outlines intentions for improvement and takes into consideration the class conversation on equity and accessibility in the course structure.

Taking Feedback into Practice

Language Proficiency and Digital Literacy: The feedback made clear that participants were assumed to have a minimum degree of digital literacy and access to the English language. To accommodate students with different levels of English competence, the plan is to incorporate language help tools and glossaries into the next module. We also want to provide low-tech, alternative options for course involvement, like downloadable materials and audio versions of information, in light of the digital divide.

Module Revisions: It is encouraging to see how well the module’s interaction and engagement techniques are received. Explanatory comments will be given for every quiz question according to the recommendation that quiz responses improve comprehension and promote deeper learning. An evaluation of the multimedia content in various browsers is necessary in light of the accessibility issue with the “Canada Customs & Culture” movie. This will help to ensure that all resources are available to all users.

Introduction and Interaction Enhancements: As mentioned, adding a welcome video will further enhance the introduction’s efficacy in creating a community of learners. By adding a personal touch, I want to reduce anxiety and create a friendly environment right away. In response to the suggestion to make the course structure clearer, I will clearly state that the course is hybrid, combining online self-paced learning with optional in-person sessions to meet the needs of a wide range of learners.

Reflecting on Accessibility and Equity

The conversation on equity and accessibility was crucial, and it led to a careful analysis of how the course stacks up in these areas. Accessibility includes comprehension and participation in addition to physical and digital access. I understand that by following web accessibility guidelines—which include offering text alternatives for non-text information and making sure navigation is compatible with assistive technologies—I can make the course more accessible for students with disabilities.

Recognising and adjusting to our students’ diverse educational experiences, cultural backgrounds, and access to technology are all part of equity considerations. In the future, I’ll look to collaborate with neighbourhood libraries and community centres to provide individuals who don’t have access to computers and the internet at home with actual locations that have these amenities. I am also looking into working with language instructors to provide additional language help that is specific to the material covered in our courses.

Summarily, the comments received serve as both a guide for future development and evidence of the effectiveness of the orientation programme. It emphasises how crucial it is to be adaptable, inclusive, and accessible when creating learning environments that appeal to a wide range of learners. These guidelines will direct efforts to establish an equitable learning environment that respects and attends to the different needs of learners as I improve the modules that are currently available and develop new ones. My unwavering dedication to improving cross-cultural understanding among recent immigrants to Canada is based on ongoing introspection and adaptation to ensure that the course is not only educational but also inclusive and accessible to all.