Reflecting on my Digital Presence and Building my Digital Plan

“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