EdTech 541 - Vision Statement

Educational Technology Vision Statement

Many theorists and authors have tried to come up with a definition of Educational Technology by using the most up to date learning and teaching strategies as well as the most up to date technologies. The fact that education and technology are constantly changing make it very hard to do.  It is very important that the history of education not be forgotten.  The history of education and technology are needed in conjunction with the new theories and technologies of today to enhance the future of our teaching methods and student learning.

Using the following definition as a building block, I have come up with my definition of Educational Technology.  

Educational Technology is defined as the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.  (Educational Technology: A Definition with Commentary, Januszewski & Molenda, 2008, p. 1).

Here is my definition:

Educational Technology is the practice of facilitating personalized and student centered learning by creating and using technological processes and resources to improve student learning capabilities.

I believe in the Constructivist views of learning. However, some direct instruction is still important and, in fact, required.  Prerequisite knowledge may be needed to truly excel in any given area, however, it is the personalization and inquiry-based projects that bring out true learning.  John Dewey says it all in this short video.  Education is constantly changing but the important thing is the need to look to the future.  Our children will need to be able to learn in a way where there is constant change.  It is with these new learning theories that I believe technology is so important.  It gives us the ability to help the students’ quest for knowledge.  It allows them to step outside the box and create and explore.  It lets us teachers personalize learning for each and every student and lets the student collaborate with their peers from around the world.

Many learning theories have come and gone but the true essence of all learning theories is to enhance learning.  The question of how we learn is the centre of all of these theories.  Roblyer (2016) states that “Objectivism is a belief system grounded in behaviourism and in the information processing areas of cognitive learning theories.” Whether it be the behaviour theory of Skinner, the information processing theories of Atkinson and Shiffren or the cognitive-behaviourist theories of Gagne, this type of learning expects directed instruction - led by the teacher through very organized activities. Constructivism, on the other hand, is the theory that learning is based on the premise of student-centred learning, personalization and inquiry-based projects.  Constructivists such as Dewey and his social activist theories, Bandura and his views on the importance of social settings where observation and motivation are paramount and Bruner’s theory of discovery learning, “instruction in which students construct their own knowledge about a topic through first-hand interaction with an aspect of their environment“ (Ormrod, 2014, p. G-4), believe that “students gain their knowledge through experiences, while teachers serve only as facilitators” (Roblyer, 2016, p.34).

As you can see from my definition, technology has been and will continue to be very important to the enhancement student learning.  High school redesign calls for a more constructive approach to education.  Student-centered and personalized learning, formative assessments, inquiry-based learning, collaboration, mastery-learning (project based), the use of flexible learning environments to mimic authentic real world problems and lifelong learning are expectations in our high schools.  Students will know the processes of how to learn and be able to take their knowledge into their respective careers.  

Technology has been very important to education over the years and is essential in this learning environment.  The creation of the computer and the use of the internet have propelled students to unlimited possibilities. I would like to make it clear that the teacher is still imperative to student learning.  Without these “facilitators” of learning, students would not reach their full capabilities. 

Teachers must change their teaching methods so as to benefit the student.  Teachers are responsible to integrate varying types of technology into the classroom and, although teachers can not keep up to the new technologies, they must somehow make students feel confident in its use. Edutopia (2007) states that the use of such technology tools must be routine and transparent. “Technology integration is achieved when a child or a teacher doesn’t stop to think that he or she is using a computer or researching via the Internet.”

Although there are possible disadvantages with the use of technology (privacy issues, misuse, hacking, cyber-bullying, digital divide, racial and gender equity and digital inequality), the use of technology solves many issues within the learning context.  First, technology motivates students.  A motivated student creates learning for the individual student as well for the class as a whole.  From over 20 years of teaching experience, I know engaged students mean far less disciplinary problems.  Second, technology brings a sense of equality to the disadvantaged learner.  There are assistive technologies for the deaf, blind and mobility disadvantaged that allow for greater learning.  These assistive technologies are now being offered to all learners as Universal Design for Learning (UDL).  

UDL interventions provide multiple multiple means of support to diverse students by providing choice in how they access and engage in curriculum and how they demonstrate what they know.  (National Education Technology Plan, 2010)

Third, the use of programs that allow for collaboration (ex. Google Drive) among students and teachers.  Fourth, students can authenticate real life learning in their assignments with the use of computer simulations.  Fifth, the internet provides more information than any one teacher can provide.  The knowledge the student can be exposed to is limitless. Six, technology has an incredible advantage in personalizing learning.  The student can not only pick topics not possible only a few years ago but gain the knowledge needed that a teacher alone can not provide.

Technology is the support for learning.  It is needed to fully demonstrate what learning can be.  Even with the constant changes to technology, it must continue to be a vital part of our teaching pedagogy.

References

Januszewski, A., & Molenda, M. (2008). Educational technology: A definition with commentary. New York, NY: Taylor & Francis Group, LLC.

John Dewey.mwv [video file]. (Nov 17, 2010). Retrieved from https://youtu.be/6MlHSgC_SnU

Ormrod, J. (2014). Educational psychology: Developing learners (8th ed.). Columbus, OH: Pearson Education, Inc.

Roblyer, M.D. (2016). Integrating educational technology into teaching. (7ed). Boston, MA: Pearson Education, Inc.

U.S. Department of Education. (2010) National Education Technology Plan 2010 Executive Summary. Retrieved from http://www.ed.gov/technology/netp-2010

Why Do We Need Technology Integration? (2007, May 11). Edutopia. Retrieved from

         http://www.edutopia.org/technology-integration-guide-importance