As part of our new course LRNT 526, we are working in teams (Shelley Dougan, Patrick Guichon, Sandra Norum, and myself) to set the stage in developing our own critical inquiry. Go to Patrick Guichon’s blog to read about my team’s initial research on a learning event (a choose your own adventure branching scenario simulation called Skills practice: A home visit) and a delivery technology (H5P branching scenario).
My Experience with H5P Delivery Technology
My first choice of delivery technology in the classroom has always been video because of the inclusive benefits. In my experience, students (especially English language learners and students on individual education plans) respond well to ten-minute video clips with subtitles, speed control, and pause/rewind/forward features. Video is a powerful tool to springboard class discussions. Although I was somewhat apprehensive when my LRNT 526 team decided to investigate H5P branching scenarios as a delivery technology, the idea of using video was intriguing. The hook for me was discovering H5P was a versatile, open-source tool used to create HTML5 mobile-friendly content. I routinely use HTML5 PhET interactive simulations as teaching and learning tools in my classroom because students don’t just acquire information or choose from given possibilities; they construct possibilities and exchange ideas with others (Ackermann, 2001). Without dangerous consequences or added supply costs, students use their own mobile devices to practice the scientific method, construct their own knowledge, and discuss findings with classmates in a familiar social context (Wieman et al., 2008). Perhaps H5P would offer similar benefits?
H5P is amazing! This delivery technology allows teachers to create over forty-five different types of content, including interactive videos, presentations, games, and formative quizzes (Wicaksono et al., 2021). H5P is useful beyond creating videos; however, after viewing Skills practice: A home visit, I question using this video branching scenario simulation in my teaching context. My situation is not unique. “Organizations tell us that they’d like to use advanced e-learning simulations as part of their blended curriculum, but they feel that the barriers to entry (such as high cost and difficulty of creating simulations on their own) are simply too prohibitive” (Chapman, 2004).
The Specific Issue I am Interested in: Safety
The use of technology is here to stay. Since every adult will require a certain level of competency in digital skills, I look for ways to incorporate meaningful tasks and activities using technology in the K-12 classroom. As a grade 9 science teacher, before using any technology, I ask: Is it safe?
Safe is “free from harm or risk” or “secure from the threat of danger, harm, or loss” (Merriam-Webster, n.d.). On the one hand, I see the benefit of increasing technological skills in the classroom, but on the other, I question safety. Am I harming students by increasing technology use in the classroom? Is the increased screen time in class worth students losing valuable face-to-face socialization time? Am I contributing to an emerging problem of anxiety? Phone attachment? Phone addiction? Will the situation we face post-pandemic require a digital detox? Because I do not know the answers to these questions yet, I am very selective with how and why I use technology in the face-to-face classroom. I wonder if K-12 teachers should be using tech time to develop strategies and skills to cope in our digital-intense world? Do we as teachers need to be more mindful of the safety issues of using technology in our classrooms? What do you think?
References
Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference. Future of Learning Group Publication, 5(3), 438. http://www.sylviastipich.com/wp-content/uploads/2015/04/Coursera-Piaget-_-Papert.pdf
Chapman, B. (2004), Executive summary: E-learning simulation products and services. Brandon-hall. https://www.prisim.com/wp-content/uploads/2012/11/Execsum_Sim20041.pdf
Merriam-Webster. (n.d.). Safe. In Merriam-Webster.com dictionary. Retrieved April 17, 2021, from https://www.merriam-webster.com/dictionary/safe
Wicaksono, J. A., Setiarini, R. B., Ikeda, O., & Novawan, A. (2021). The Use of H5P in Teaching English. In The First International Conference on Social Science, Humanity, and Public Health (ICOSHIP 2020) (pp. 227-230). Atlantis Press. https://doi.org/10.2991/assehr.k.210101.049
Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). Physics. Phet: simulations that enhance learning. Science, 322(5902), 682–683. https://doi.org/10.1126/science.1161948
Attribution: Photo by Crystal Jo on Unsplash
These are fantastic questions, Wendy! My children are in K and grade 2 and I have similar concerns when their teacher provides technology-based activities for them to do. Our current situation has made it easier to have students read books, practice math, and explore science on an ipad, but the risks you’ve identified are very important to address.
My wife and I are pretty strict about screen time, but not all parents are. What happens when a child is able to argue “but I need to use the ipad because my teacher says I have to”? In that classroom you’re at least able to have some control over the use of technology but, as you’ve said, there are still issues to be addressed. Can teachers be cognisant of every potential pitfall of using technology in a class? Could teachers partner with parents to create an understanding of how much screen time is happening at school so parents can set a balance at home?
It’s a difficult balance since people should be responsible for their own choices, but when you’re dealing with K-12 you likely see that “responsibility” is a tricky concept. How do you weight the responsibilities of the educator against the responsibilities of the student (or their parents) to manage their lives? You’ve raised big questions and hopefully some of my random thoughts help a little. I’m interested in seeing where this takes you.
David,
Like you, we limited screentime when our girls were small and tried to keep them moving, playing, dancing, creating, and reading. It was a struggle because they could easily watch TV all day. They did not play video games but when the Wii came out, it was a Christmas treat used to keep us all moving during the winter.
The teenage years were different. On the one hand, I was against the extra screen time, but I could see the benefits. They could connect with their peers, use the Internet for research, practice using different software, access music for relaxation, and take on the responsibility of waking themselves up for school. All three girls are now studying to be software engineers. Hard to believe sometimes. Maybe the additional teenage tech time contributed to their career choices? Nonetheless, I still think about the decreased face-to-face socialization time during their teenage years due to the increased tech time. Did the increased tech usage affect their well-being and harm their growth and development during the teenage years? What about other teenagers—in particular, the less-advantaged? I fear we are starting to see a new digital divide where all kids have smartphones, but the less-advantaged are free to roam unsupervised. “A new digital divide may be emerging with respect to online problems. That is, we find that economically disadvantaged (vs nondisadvantaged) youth were more likely to report perceived technology-related impairments and spillover of online experiences to serious offline problems, such as face-to-face confrontations, physical fights, and getting into trouble at school” (George et al., 2020, p. 185).
George, M. J., Jensen, M. R., Russell, M. A., Gassman-Pines, A., Copeland, W. E., Hoyle, R. H., & Odgers, C. L. (2020). Young adolescents’ digital technology use, perceived impairments, and well-being in a representative sample. The Journal of Pediatrics, 219, 180-187. https://doi.org/10.1016/j.jpeds.2019.12.002
Great post, Wendy! I can definitely see the K-12 perspective coming through on your thoughtful questions. Safety is really the first consideration educators need to make when implimenting any new technology. First, we need to make sure to do no harm. Second, we need to find learning opportunities that are effective and engaging. I’m asking similar questions around potential social consequences videos and I look forward to following your journey. I love H5P and I think you’ll enjoy it too!
Wendy
H5P offers much in the way of widgets. Glad to see that you can locate many of these options to provide wide coverage. The student level controls mentioned here, will guarantee a safe place to learn. The best point that I glean from your topic of choice, is that you care deeply for the student population while aggressively pursuing new and safe techniques within teaching.
Thanks for your comment, Rod.
I remember how I felt as a parent of teenagers. My goal was to offer alternatives to all the screen time and get them moving outside. They were always in tons of extracurricular activities. The extra screen time in school probably served them well. But the reality is not all parents have the time or resources to get the kids off the screens. Perhaps this is the new digital divide we are now facing.
It’s good to see the enthusiasm around the potential of a technology in a learning space to be tempered by concerns. It’s also interesting as well how concerns of an educator overlap with those of a parent. These things raise questions about practices and policy that allow for the benefits while mitigating risk.
Hi Wendy, your questions really resonated with me and they actually made me question my own teaching and question whether or not technology is contributing to anxiety. I have seen not only a difference this year with my students, I have also experienced this with my own daughter. She has suffered from anxiety this year and most recently been diagnosed with an eye condition, the specialist said he’s seen it a lot this past year with teenagers. He said research has shown it’s due to the increase of screen time with online learning. So then it has made me question are we causing harm and contributing to students’ conditions. I also wonder if we will all be faced with a post-pandemic digital detox or if our previous face-to-face learning will be a thing of the past.