I was excited when Weller’s (2020) book on the history of educational technology was the first reading we would do for LRNT 523. Early in the book, Weller (2020) mentions that people do not realize how far back educational technology goes; I am one of those people. I did not know that it dates back that far (actually, further than where he starts).
The topic that resonated with me the most was chapter six on e-learning. Weller (2020) discussed some criticisms of e-learning, including that people believe face-to-face learning is superior to online learning. As in face-to-face, you can get direct feedback and work directly with peers. I had that same approach before starting in the MALAT program. Due to COVID-19, I experienced what online education is like and found myself having difficulty (I couldn’t concentrate, got easily distracted, and missed the ease of working with others in person). Although I disagree with the criticism that “face-to-face education is the only valid form of education” (p.44). Every student is different in how they prefer to learn, and as Weller (2020) showed, many students enjoy the flexibility of online education when given the option. However, upon starting the MALAT program, I understand why some would choose an online program, as it offers more freedom.
Finally, Weller (2020) discussed e-learning and Ed Tech in terms of higher education, as do most articles/papers we read in the MALAT program. As I have more experience with early childhood and elementary education, I would like to know when EdTech was implemented in these areas of education. As elementary students primarily get their education in the traditional face-to-face sense, I understand that when discussing e-learning, it focuses on higher education. On the other hand, educational technology tools are used online, and I am sure many are being used in elementary schools (less so in early childhood). Thus, I will continue researching Ed Tech in the K-12 education sector to understand its uses for younger students.
References
Weller, M. (2020). Chapter 6: 1999 E-Learning. In 25 years of ed tech (pp. 43–47). essay, AU Press.
Hi Catherine. Thank you for posting around your areas of interest and your personal educational experience during COVID. It was such a difficult and disruptive event on so many levels. I am interested in your comments around the challenges you faced when face-to-face learning moved to online learning during COVID. No doubt the abrupt change to distance learning coupled with a pandemic was disorienting, with the stress itself resulting in difficulties concentrating and meeting assignment deadlines. I’m wondering beyond the benefit of freedom you feel in this MALAT program (and of course the fact that we are not in a pandemic) what else is different in this MALAT distance learning experience from the one you experienced last time. Are there specific strategies or learning environments that are contributing a more positive distance learning experience? I look forward to your thoughts.
In response to your comments around the application of ed tech in K-12, you may be interested in a Calgary organization called Fledge. They are developing a digital social emotional curriculum that is customizable to a child’s needs (I think that component leverages AI). They are piloting it with select elementary schools in Calgary starting this fall. HERE is a link to their website. They have a monthly newsletter you may want to consider connecting to as well. I find it refreshing and through provoking.
Hi Lara,
Thank you so much for your comment. Regarding the differences between the MALAT program and my experience during COVID, the cohort is smaller at RRU and offers opportunities for group work. Comparatively, during COVID, my classes had at least 40 or more students, and a lot of work was done individually. So, I guess I enjoy the MALAT program due to the more interactive aspect of the courses.
Fledge sounds quite interesting, and I will definitely check it out; thank you for telling me about it.
Great blog post Catherine! I find that like you I’m having to consider carefully how I can apply Weller’s insights on EdTech in Higher Ed to my world of Workplace Learning. I keep telling myself I will find ways to implement open concepts, even within our confidential and closed systems at work.
As you’ve been learning more, both through Weller’s book and the program, do you have any ideas yet on how you can implement more digital learning opportunities in pre-school and primary school settings? What do you think some of the benefits could be? I’d love to hear your perspective.
Andrea, great question!
I find it more difficult to implement tech in preschool due to the lack of availability. In the daycare I work at, I have attempted to include iPads and virtual reality when discussing countries worldwide. I was using an Orboot globe to look at monuments, national animals and more. The issue was I only had one tablet, and the children would argue over who gets a turn even if I put a timer to change the kids every 10-15 minutes. I would love to try to implement it again one day!
As for primary school, there’s an easier time to add technology aspects because in the schools I have worked at, they have access to tablets and laptops, and each class has a SmartBoard.
In terms of benefits, I think sometimes children learn more and retain information when having fun, so I attempt to help them learn by implementing games through technology.
I hope this answers your questions!
It does for sure, thank you! And thank you for the peek into what you’re experiencing. I hope some of these barriers can be reduced for you once you can show what the return on investment would be.
Hi Catherine,
Excellent post. I truly understand the feeling of face-to-face, getting direct feedback and working directly with peers. I was initially hesitant to consider the MALAT program. I also felt I couldn’t concentrate, got easily distracted, and missed work. I sometimes get time blindness. It is easier when in person to see the time as you are engaging with folks around you but when virtual it can be hard to realize all the time that has passed if there is no one to engage with you. I truly appreciate this MALAT program flexibility which has been great at finding that balance of work and life. If you had to go back and have the MALAT option in person would you prefer that or have liked the environment of online learning so far?
-Radhika
Hi Radhika,
Thanks for your comment. I sometimes still struggle with my time management because I also get distracted. I also enjoy the flexibility the MALAT program provides, but sometimes, with the time difference, it would be easier for me to be in person just because some of the sessions are late in the day. Overall, I like the online environment with how they have structured it.