All posts by Joan

Balancing Educational Technology in Special Needs and Mainstream Classrooms: Reflections on Blogs and E-Portfolios.

LRNT 523

Published by Joan Oladunjoye on the 6th of September 2024

I have experience teaching computer science in both public high schools and private schools, including special needs schools that cater to students on the autism spectrum. One key lesson I learned from reading “The Use of Blogs in Education (2003)” is the value of blogs as an educational tool.

Blogs provide students with a platform to express their thoughts, reflect on their learning, and take ownership of their academic journey. This is especially beneficial in special needs environments, where students have diverse learning styles and needs. Blogs enable differentiated instruction, allowing students to engage with content at their own pace and focus on topics that interest them.

In my experience teaching students with autism, I’ve seen how critical it is to accommodate different learning styles. Blogs offer students who may be less comfortable with traditional classroom discussions a space to explore and analyse subjects on their own terms. For students on the autism spectrum, blogs provide a structured yet flexible medium for communication and self-expression, helping build digital literacy and social skills in a supportive environment. Blogs effectively bridge formal and informal learning, enabling students to explore computer science concepts creatively while improving their writing and critical thinking skills.

On the other hand, a conflicting lesson arises from Weller’s 2008 work on “The Adoption of E-Portfolios“. While e-portfolios offer a comprehensive way to assess student skills, they can be challenging to implement and maintain. In a special needs school for example, the technical complexity and time required to manage e-portfolios may be overwhelming for both students and teachers, particularly when students already struggle with organisation and time management.

Moreover, the focus on digital portfolios may conflict with the need for more traditional, manageable forms of assessment that are easier to use in a busy classroom. This tension highlights the challenge of balancing innovative educational technologies with the practical realities of teaching, especially when working with diverse student populations who may not benefit equally from such tools.

References: Weller, M. (2020). 25 years of ed tech. Athabasca University Press.

Reflection on the ‘Historical Amnesia of Ed-Tech’

LRNT 523, ,

Published by Joan Oladunjoye on the 30th of August 2024

Weller’s concepts of “historical amnesia” and the “year-zero mentality” resonate with the shift from analog to digital technologies, such as Bulletin Board Systems (BBS) in the early 1990s. Despite their revolutionary potential, BBS faced technical barriers and user resistance, illustrating Weller’s critique that new technologies often ignore past lessons (Weller, 2020, Chapter 1). The struggles with BBS, including student frustration (Mason & Kaye, 1989, as cited in Weller, 2020), highlight the importance of building on past successes and failures rather than dismissing them.

One argument I find compelling yet challenging is Weller’s support for the slow adoption of educational technologies. His emphasis on a measured, evidence-based approach is vital for stability, but it may overlook contexts where rapid adaptation is crucial, such as during global crises like the COVID-19 pandemic (Weller, 2020, Chapter 6). This tension between innovation and stability underscores the complexity of integrating technology in education. Weller’s caution against rushing toward disruption is necessary but could benefit from acknowledging situations where speed is essential.

If I were to write a similar book, I would start the history of educational technology earlier than 1994, recognising the foundational impact of earlier media like radio and television. These technologies laid the groundwork for the digital tools we use today, and acknowledging this broader historical context enriches our understanding of the field. Weller (2020, Chapter 1) rightly warns that focusing solely on recent developments risks losing valuable lessons from the past.

Conclusively, Weller’s work offers a critical lens on educational technology, urging professionals to balance innovation with tradition. While his arguments are compelling, they challenge us to think critically about when to prioritise stability over rapid innovation.

References:

Alrazni, A. (2024, April 8). The Journey of Educational Technology: A brief history. Medium. https://medium.com/@ahmad_alrazni/the-journey-of-educational-technology-a-brief-history 9d9a2d5e5714#:~:text=The%2020th%20century%20witnessed%20the,avenues%20for%20teaching%20and%20learning. 

Weller, M. (2020). 25 years of ed tech. Athabasca University Press.