“Technology will never replace great teachers, but in the hands of great teachers, it’s transformational.” – George Couros

MY DIGITAL REFLECTION AND PLAN

Digital Reflections

For many years I have been fascinated with online technology and have commonly used it for entertainment, education and work. I would not consider myself particularly adapt or savvy when it comes to using online technology, and many aspects of it are unfamiliar to me, although I do feel I established a basic understanding of the most common technological online platforms. I would say I am and reasonably good at using searching engines for finding the real truth behind something, connecting with friends on Facebook or even finding out some modding techniques for games using a Youtube help video. However, my ideas of modern technology, specifically those using online technological platforms, are for the most part limited in scope and biased in nature. This is to say that I mostly viewed technology through concepts somewhat rooted in science fiction which are clearly not practical in nature. I would read about a new company that has integrated AI software into its online program, and would find myself wondering if it might become self aware and begin attacking America. This is called ‘technology fiction’ by Rasa, T., Laherto who states in Young people’s technological images of the future that “the notion that technology is strongly associated with imagined future worlds—a connection embodied in science fiction, … could also be called ‘technology fiction’ or ‘future fiction’”. (Rasa, T 2022) By thinking in terms of technology fiction, it is evident just how little real understanding I have had regarding the facts behind technologies and online digital platforms.

Current Online Behavior

As I reflected on the digital map assignment and my current use of online technology, there are two main observations that I have made regarding my online personality and usage. My first observation shows that in some ways, I am somewhat cautious (perhaps even hesitant) of the digital spaces that I encounter as I have largely limited my presence in many areas online. The digital diagram I created shows that my online use is very limited to personal connections and casually visiting various websites, more often than not for entertainment purposes. There are a few reasons that think may have created this behavior (which I will investigate further in this blog) however it leads me to my second observation, namely that I have noted that my current use of online technology is not consistent with the integration I am seeking within professionally oriented online communities.

I recognize that am currently in a neutral, if somewhat conflicted, position regarding the use and benefits of technology and online interactions. This is to say that while I enjoy my personal use of technology, get excited over new technological advancements and happily connect digitally with friends and family, I am somewhat skeptical of the education benefits of technology and how it can be effectively used to further student learning. Moreover, I recognize that I significantly limit my use of social media websites, save for my personal use of Facebook and virtual fraternizations on Steam. My preference is the private social media within a personal realm. This does not come as a surprise to me. I have for some time now harbored a mistrust of social media and questioned the conventional ideas surrounding it. I find that research for social media as being an overall positive experience is somewhat inconclusive in nature. As “some research has identified a range of social, developmental, and emotional benefits associated with social media use”, (Keum BT, Wang YW, Callaway J, Abebe I, Cruz T 2022) other “research has identified a pattern of small to medium positive associations between higher levels of social media use and harmful psychological outcomes (i.e., anxiety, depression, and distorted body image), and negative relationships between levels of social media use and subjective well-being.” (Keum BT, Wang YW, Callaway J, Abebe I, Cruz T 2022)

My teaching practice has also reflected this conflicted ideology. I have been very excited in some cases to introduce students to new immersive virtual reality technologies, even bringing a class on a ‘VR field trip’ where the students used rented VR machines to interact with English curriculum lessons. However I have been more technologically regressive in other areas. I have limited, or disallowed social media websites within my lessons and struggle to see the real value they provide over face to face interactions. In addition I have not found a successful way to integrate the use of AI in assignments and continually see the machines as doing the ‘heavy lifting’ during the student learning process when using them.

Growing my Online Understanding

Having made the careful introspection concerning my digital developmental trajectory, I can now consider the directional course I aspire to undertake; specifically here in the MALAT program. My online learning goals in the MALAT program are centered on organizing my digital presence to be in line with my higher aims, which can be described in the following way: Firstly, I would like to understand on a deeper level how technology can or will benefit student learning. Secondly, I would like to learn about which of these technologies are most beneficial in the classroom (as I am sure not all of them are) and how those can be best utilized to make learning engaging. Thirdly I would like to be able to understand the viability of bringing in some of my favorite technologies into the classroom, such as VR or AR. Lastly I would like to establish a stronger professional presence online and understand how to best utilize this process to build a better educational career.

Building a Digital Plan

There are several ways that I can create a digital success plan to achieve growth regarding the aforementioned goals and determine any measures of success:

Conduct comprehensive research on the new educational technologies in order to amass sufficient knowledge of their influence on student learning. Determine which online technology seems to best fit the educational goals I have and then explore the best ways to use this technology within the classroom. Such methods to achieve this would involve reading relevant academic literature, attending further webinars and consulting with fellow MALAT colleagues regarding areas they are finding meaningful online educational engagement.

Develop skills within the virtual world of digital instruments and platforms. This can mean taking part in various online opportunities available to me throughout the program. I can try out available various online educational tools, and ask for feedback from fellow MALAT colleagues regarding their opinions on effectiveness to develop my experience.

Become involved in some virtual communities and be active in the associations, even if I feel somewhat uncomfortable. This can broaden my knowledge of online technologies and will also provide me with opportunities to meet other educational professionals who may share similar ideas and concerns.

Keeping a ‘digital diary’ to further explore my online strengths and address ongoing areas needing improvement. This activity can serve to address a number of learning outcomes and is most effective when I have decided on narrowing down technological areas I want to focus on. I can evaluate which strategies and practices are working best for me and evaluate my understanding of knowledge in educational technologies, including, for example, the role of AI and the effects of social media on student well being. The diary can meet the precision observed in the learning objectives of the SMART criterion.

Create a personal development plan within the digital diary with a series of tasks and achievements that serve as stepping stones to pass through. These can take the form of questions that I create and answer to help me build ongoing critical thinking; such as evaluating professional growth by monitoring my personal observations including my continued understanding of online technologies, specifically as it pertains to my previous concerns and ideas. Other questions can be similar to: How well was this new technology working and what potential problems could I note with it? What did the other MALAT students think and what were any strategies they used when interacting with the technology?

Moreover I can use this method to measure any gaps in my understanding as I am reflecting on my journey and examining the avenues that have worked best, and those which have been difficult. A continued defining of new targets will also allow for the sustained improvement of my technological goals.

Sources

Couros, G. (2015). The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity. San Diego: Dave Burgess Consulting, Inc.

Keum BT, Wang YW, Callaway J, Abebe I, Cruz T, O’Connor S. Benefits and harms of social media use: A latent profile analysis of emerging adults. Curr Psychol. 2022 Jul 21:1-13. doi: 10.1007/s12144-022-03473-5. Epub ahead of print. PMID: 35891891; PMCID: PMC9302950.

Rasa, T., Laherto, A. Young people’s technological images of the future: implications for science and technology education. Eur J Futures Res 10, 4 (2022). https://doi.org/10.1186/s40309-022-00190-x

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The following digital landscape map demonstrates not only my use of technology but how these digital habits have evolved over time. While completing my map I tried to create it depicting the online sites with varying sizes and images which depict the importance of these online domains. My map shows evidently that my main online connection is through the gaming website called Steam, where I indeed spend my free time socializing with family and friends, while also relaxing with the newest online game world. This sits in the middle of the map as it denotes a personal connection for me as well as an online residential presence that is ongoing.

As I mapped my use of technology (something I have not considered or completed before) I found some interesting patterns have arisen, namely the majority of online activities that I have engaged in seem to be predominantly personal and the sites that I most frequently use are based in the visitor quadrant. This seems to reflect the truth that when online, I tend to keep to similar websites utilizing personal activities and connections. Moreover while navigating the internet and visiting less frequented websites; I tend to surf around reading and listening, not unlike like a visitor wandering around in a zoo.

Overall my online residential presence is minimal and I am certainly aware that over the years I have actively decreased my overall residential digital footprint. I initially felt that having a solid online residential presence would prove beneficial to my social and work life, although over time I have felt that this is not the case. I have made active choices to remove my digital footprint and it is noteworthy that many social media sites (like twitter or instagram) are not depicted as I do not use these sites at all. However, it is also notable that my use of WeChat has been considerable. During my tenure in China I used it daily as it is the main app used in the country for almost all modes of communication and financial transactions.   

Sources

Cormier, D. (2018, March 31). Digital Practices Mapping – Intro activity for digital literacies course. Dave’s Educational Blog.

https://davecormier.com/edblog/2018/03/31/digital-practices-mapping-intro-activity-for-digital-literacies-course/

Discord logo retrieved from Discord.com (2024)

https://discord.com

Facebook logo retrieved from Meta (2024)

https://about.meta.com/technologies/facebook-app

Steam logo retrieved from Steam (2024)

https://store.steampowered.com

WeChat logo retrieved from wechat.com (2024)

https://apps.microsoft.com/detail/xpfckbrnfzq62g?hl=en-us&gl=CA

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Here are some of the sources that have helped me in my MALAT journey.

Inspiring Innovation in Teaching, Learning and Leading: George Couros designs dynamic programs to infuse innovation into teaching and leadership, equipping educators with strategies for immediate impact and sustained evolution. Links are below:

The Innovator’s Mindset

Homepage

Bill Gates writes about how artificial intelligence is as revolutionary as mobile phones and the Internet.

Gates, Bill. (March 21, 2023) The Age of AI has begun: Artificial intelligence is as revolutionary as mobile phones and the Internet. Taken from Gates Notes.

https://www.gatesnotes.com/The-Age-of-AI-Has-Begun

https://www.gatesnotes.com/

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Over the past week I have had the opportunity to have been part of the MALAT Virtual Symposium and I have found the experience to be packed with interesting ideas that are crucial in understanding how technology and education connect in our rapidly paced world. This is the initial activity of LRNT521 course and it was a great way for me to become familiar with the ideas, methodology and resources that are part of this exciting program. Since my background coming into this program has been primarily focused on the education side of things, it was very interesting to see how these discussions would connect with my own educational understanding and pedagogy.

Regarding the Virtual Symposium sessions that I attended, I noticed a trend in a couple of areas that I found intriguing. Firstly, it was apparent that the idea of adopting technology into educational settings was generally met with optimism (and in my opinion a curious sense of trust) by most educators and students. (Johnson, N. 2024) While I do also feel a certain level of optimism regarding the implementation of technology into learning environments, as an educator I have seen many examples over the years of technology causing hurdles for students; such as in critical thinking and creativity. Secondly, the main technology that was considered to have the most impact on educational experiences was generative artificial intelligence. While I agree with the general sentiment that this technology is very impactful and will create a paradigm shift in education; the extent of how positive that impact will be essentially remains to be seen. In the research paper “Generative AI and the future of education”  Lim, Gunasekara, Pallant, and Pechenkina comment on the topic by saying “the diffusion of Generative AI at scale could potentially spell the end of some assessment types such as essays. After all, if a Generative AI tool like ChatGPT can offer detailed and human-like responses to advanced essay questions, then what is the role of human learning and insight in responding to these types of assessments?” (Lim, Gunasekara, Pallant, Pallant and Pechenkina 2023) Considering that GAI is in its infancy its impact on the educational arena is currently difficult to gage and it could be years before either the true value of this technology can be understood or the proper training involved in implementing it will be available.  

Dr. Nicole Johnson’s presentation of “Digital learning trends in Canadian post-secondary education: A time of digital transformation” was the first Virtual Symposium that I attended. Dr. Johnson explained to her audience the results of the Pan-Canadian digital learning surveys and brought up some interesting questions regarding digital learning trends.  I was particularly interested when she asked the question “is there a demand for technology use in teaching and learning?” (Johnson, N. 2024)and then watched as she proceeded to point out evidence that indeed demonstrated that there was an enthusiasm for technological integration among the educators that were surveyed. Beyond this observation she pointed out that students were even more interested in the adoption of technology use in the classroom saying that “students at their institution(s) are feeling positive toward technology use” (Johnson, N. 2024).

This topic deliberation however led me to ask the following inquiry; “when we consider implementing technology into educational situations is the technology designed to be educational in nature, or are we just trying to use existing technology in a way that creates an educational experience out of it?” Dr. Nicole Johnson responded by saying “Generally speaking, your learning management system providers are designing that with an educational experience in mind. Now, the level of training that happens for faculty and how to effectively use the learning management system. That varies from institution.” (Johnson, N. 2024).

I felt that this was a fair response considering the wide and general extent of the topic. Dr Johnson correctly points out factors like ‘staff training’ can indeed create large discrepancies within institutions, although this logic does create further questions regarding the implementation and learning effectiveness. How are these training challenges resolved or to what extent are they changing the educational experience?  Moreover, this response leads me to consider what ways are the given “educational experiences” (Johnson, N. 2024) meant to be delivered? When we consider implementing technologies like the famous ChatGPT, the educational experiences for students can vary wildly. Such is found to be the case in paper conducted on the topic called the Impact of the Implementation of ChatGPT in Education: A Systematic Review”. (Rueda, Cerero,and López-Meneses. 2023)

Sources

Brewer, M. & Heyman, J. (2024, April 11) “Using Generative AI in Centers for Teaching and Learning – Approaches, Challenges, and Opportunities.”

Johnson, N. (2024, April 8)“Digital learning trends in Canadian post-secondary education: A time of digital transformation.” https://bit.ly/NJohnstonMALATVS2024

Montenegro-Rueda, Marta, José Fernández-Cerero, José María Fernández-Batanero, and Eloy López-Meneses. 2023. “Impact of the Implementation of ChatGPT in Education: A Systematic Review” Computers 12, no. 8: 153. https://doi.org/10.3390/computers12080153

Weng Marc Lim, Asanka Gunasekara, Jessica Leigh Pallant, Jason Ian Pallant, Ekaterina Pechenkina, “Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators.” The International Journal of Management Education, Volume 21, Issue 2, 2023

AI images were created using https://midjourney.co/

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