Week 5: Current Issues and New Directions

Emerging Technologies

There has been exponential growth in technology. This growth has benefited the IDT world greatly and provided teachers with new tools to use in the classroom to support learning.

E-Learning

E-Learning is described by Reiser & Dempsey as “all learning involving technology in any way whatsoever” (2017, p.282). Due to the constant evolution of technology, it is difficult to define e-learning in more specific terms. However, I would like to focus on using technology in a purposeful manner in conjunction with a thought out instructional design to enhance learning.

E-Learning can greatly impact students’ success. For instance, the creation of ePortfolios to collect and analyze artifacts provides students with a more beneficial learning experience than a test or homework can. ePortfolios afford students the opportunity to maintain a record of learning that accurately reflects the student’s ability versus answering questions generated by a teacher.

E-Learning does bring some ethical issues into question. With students having access to the internet, it’s important that they use it responsibly and ethically. Since most students have no idea what it means to be ethical, educators have to teach them basic skills such as: internet safety, posting responsibility (no cyberbullying), avoiding plagiarism, etc.

Despite the potential ethical issues that arise with E-Learning, the benefits are great. E-Learning helps to meet the needs of a diverse student population that is driven by technology. Although students may have issues writing, communicating, or expressing ideas, many of them feel a certain level of comfort when typing at a computer or on an iPad.

Web 2.0

Web 2.0 tools are all about creating, collaborating, and ease of use. Web 2.0 technologies can afford users the opportunity to perform a variety of tasks. In the classroom, Web 2.0 technologies can help learners go beyond basic skills and into higher level thinking. The importance is not necessarily what tool or technology is used, but how it is used.

For instance, students could use Kidblog to maintain a blog where the instructor has the ability to ensure that the virtual environment is safe. A blog can help students achieve writing standards and learn to communicate effectively. It also provides students the opportunity to collaborate with one another and express their creativity.

The ethical issues that could arise when using Web 2.0 technologies varies depending on the chosen tool. For example, Kidblog is a website where the teacher has a certain level of control. The teacher can set who can see students’ posts (the teacher only, classmates, the public, or a special person), require that all submitted posts automatically be sent to the instructor for approval before being posted, and provide students the opportunity to ask questions directly to the teacher if they feel embarrassed to ask in class or on a discussion board. In this type of controlled environment, students are still able to express themselves without having to worry as much about internet safety issues.

Digital Games/Simulations

Students love games. I can’t recall how many times I’ve caught students playing games on their phones, playing card games, or playing games they made up. As educators, sometimes our first instinct is to stop students from playing games. But why not take what students love to do and turn it into a learning opportunity?

It’s important to have an interactive learning environment that’s goal oriented, and games fit nicely into this equation. As an educator and librarian, I know that my students love a good competition. Even if all they earn are bragging rights, they love to feel victorious. Therefore, I tend to use a lot of games or competitions in my instruction.

Games help students build problem solving skills and allow students to interact with the environment. An example of a game that I use for review is Kahoot. My students hate reviewing because it’s often boring. But when I tell them to pull out the iPads for a couple rounds of Kahoot, they get excited. I normally put students into teams, and they all must work together. The students enter the game by typing in a code on their iPads. A question then pops up on the screen and students must select an answer choice.

Sometimes I time the questions if they are simple. Other times I don’t set a time limit because the questions are detailed and may even require further investigation. Kahoot keeps track of which team is in the lead, and students absolutely love when their scores pop up.

The main issue that I see with games and simulations is ensuring that the assessment is reliable and meaningful. For instance, if I review or ask questions using Kahoot……how do I translate that into a grade? I feel that the evaluation when using games must be carefully planned out.

Reiser, R. A., & Dempsey, J. V. (2017). Trends and issues in instructional design and technology. Boston: Pearson Education.