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Cliparts. Retrieved from <a href=”https:\/\/www.clipart.email\/”>clipart.email<\/a><\/p>\n
The digital divide comes in many forms and is discriminatory (OECD, 2015), and this is evident in educational media’s dominant design that is centred in western philosophy. \u00a0Neglecting the rest of non-mainstream views in the learning design and strategies has dire consequences. If left ignored, it could perpetuate this black hole of injustice and inequity wherein there is no way out, and this has been a persistent wicked problem of our society. A wicked problem is \u201chard to define and whose nature remains ambiguous and elusive\u201d (Conway, Masters, & Thorold, 2017). \u00a0My post seems ominous, but I am an optimist in nature; hence, I see this as an opportunity to take advantage of the technology that is afforded to us, and we are the privileged ones that can make an impact. So, here is the good stuff.<\/p>\n
Our cohort\u2019s exploration of critical inquiry into the issues in education technology has made us engaged in a variety of discourses. For example, indigenization of MOOCs, digital equity, open versus proprietary content, reflective learning strategies, learning activities anchored in a social-constructivist framework, and the list goes on. The passion we all have for each of our individual and team critical inquiry activities demonstrates our unresolved commitment that education technology can be an ally to the wicked problems we face in the educational settings. However, I learned through readings and reflecting on this issue that I need to be acutely cognizant not to fall to the shiny promise of the techno-solutionism ideology.<\/p>\n
There is hope to cultural inclusivity in educational media, and evidence has shown that this can be done. Incorporating other cultural views and values in the learning design can increase learners\u2019 engagement as they can relate to the content through their own socio-cultural context (Farmer, 2012; Lauzon, 2000; McLoughlin & Oliver, 2000; Nelson & Parchoma, 2018). \u00a0As I progress in exploring this critical issue, I think investigating how other countries utilized educational media and adapted it to make it their own is quite impressive. Now that is the capacity of educational technology at its best!<\/p>\n
References<\/p>\n
Conway, R., Masters, J., & Thorold, J. (2017). From design thinking to systems change: How to invest in innovation for social impact. Royal Society of Arts, Action and Research Centre. Retrieved from https:\/\/www.thersa.org\/globalassets\/pdfs\/reports\/rsa_from-design-thinking-to-system-change-report.pdf<\/p>\n
Farmer L.S.J. (2012) Culturally Sensitive Learning Practices. In: Orey M., Jones S., Branch R. (eds) Educational Media and Technology Yearbook. Educational Media and Technology Yearbook, vol 36. Springer, New York, NY. Retrieved from https:\/\/doi-org.ezproxy.royalroads.ca\/10.1007\/978-1-4614-1305-9_14<\/a><\/p>\n Lauzon, A. C. (2000). Distance education and diversity: Are they compatible?\u00a0American Journal of Distance Education, 14(2), 61\u201370.\u00a0https:\/\/doi-org.ezproxy.royalroads.ca\/10.1080\/08923640009527055<\/a><\/p>\n McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of the indigenous online learning at tertiary level.\u00a0Australian Journal of Educational Technology, 16(1), 58\u201372. Retrieved from https:\/\/link-springer-com.ezproxy.royalroads.ca\/article\/10.1007\/s11528-018-0272-y#citeas<\/a><\/p>\n Nelson, D., & Parchoma, G. (2018). Indigenizing Curriculum Development and Online Course Design: a Caribbean Study. TechTrends, 62, 375\u2013382. https:\/\/doi-org.ezproxy.royalroads.ca\/10.1007\/s11528-018-0272-y<\/a><\/p>\n