{"id":131,"date":"2024-08-31T12:25:34","date_gmt":"2024-08-31T19:25:34","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru300\/?p=131"},"modified":"2024-11-23T12:28:21","modified_gmt":"2024-11-23T20:28:21","slug":"tech-as-the-catalyst-rethinking-pedagogy-from-radio-to-today","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru300\/tech-as-the-catalyst-rethinking-pedagogy-from-radio-to-today\/","title":{"rendered":"“Tech as the Catalyst: Rethinking Pedagogy from Radio to Today”"},"content":{"rendered":"
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Published by Weri Gadou on 31th <\/sup>of August 2024<\/em><\/p>\n\n\n\n

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Before diving into Martin Weller\u2019s 25 Years of Ed Tech, <\/em>I thought the development of educational technology was a smooth, linear process, with each new tool or method building gradually on the previous. I believed that the development of the field was mostly predictable and influenced by more general technology trends. But Weller’s work has changed my understanding of the voyage, showing it to be much more dynamic and occasionally chaotic.<\/p>\n\n\n\n

I find particularly surprising how the introduction of technology in education promoted deeper thought on teaching practices and pedagogy (Weller, 2020). Before the introduction of educational technology, \u201clecturers rarely undertook any formal education training at the time\u201d (Weller, 2020, p.32). In other words, educators entered the teaching profession with minimal professional training. By introducing innovative tools and methods that questioned established norms and assumptions, education technology compelled educators to critically reassess and rethink their traditional teaching models (Weller, 2020). Therefore, it brought a more intentional approach to pedagogy\u2014a fascinating and necessary evolution in the field.<\/p>\n\n\n\n

I also find disturbing how the adoption of student-centered approaches, particularly in constructivism, sometimes becomes \u201can excuse for poor design\u201d by educators (Weller, 2020, p.30). This describes a disengagement from essential pedagogical practices. The emphasis on students constructing their own knowledge might suggest that educators no longer need to actively guide or structure learning whereas educators still play a crucial role in guiding and scaffolding student learning (Merrill, 2002).<\/p>\n\n\n\n

If I were to write a similar book, I wouldn’t start in 1994. Rather, I would start far earlier, with the invention of television and radio as educational tools (Ayanwale et al., 2023). These technologies, with their innovative approaches and broader audience reach, were instrumental in establishing the foundation for educational technology. By beginning the narrative here, we can examine how these early breakthroughs paved the way for more significant advancements and demonstrate how the development of educational technology is a part of a larger, more complex story.<\/p>\n\n\n\n

References<\/p>\n\n\n\n

Ayanwale, M. A., Adewuyi, H. O., & Afolabi, O. W. (2023). Learning through radio and television during COVID-19: perspectives of K-12 stakeholders. EUREKA: Social and Humanities<\/em>, (2), 61-72.<\/p>\n\n\n\n

Merrill, M. D. (2002). First principles of instruction. Educational technology research and development<\/em>, 50<\/em>, 43-59.<\/p>\n\n\n\n

Weller, M. (2020). 25 years of ed tech<\/em>. Athabasca University Press.<\/p>\n","protected":false},"excerpt":{"rendered":"

Published by Weri Gadou on 31th of August 2024 Before diving into Martin Weller\u2019s 25 Years of Ed Tech, I thought the development of educational technology was a smooth, linear process, with each new tool or method building gradually on the previous. I believed that the development of the field was mostly predictable and influenced by […]<\/p>\n","protected":false},"author":319,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-131","post","type-post","status-publish","format-standard","hentry","category-lrnt523","has-post-thumbnail"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru300\/wp-json\/wp\/v2\/posts\/131","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru300\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru300\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru300\/wp-json\/wp\/v2\/users\/319"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru300\/wp-json\/wp\/v2\/comments?post=131"}],"version-history":[{"count":5,"href":"https:\/\/malat-webspace.royalroads.ca\/rru300\/wp-json\/wp\/v2\/posts\/131\/revisions"}],"predecessor-version":[{"id":189,"href":"https:\/\/malat-webspace.royalroads.ca\/rru300\/wp-json\/wp\/v2\/posts\/131\/revisions\/189"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru300\/wp-json\/wp\/v2\/media?parent=131"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru300\/wp-json\/wp\/v2\/categories?post=131"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru300\/wp-json\/wp\/v2\/tags?post=131"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}