As an online educator, the use of technology such as Zoom, shared

document programs, “flipped classroom” assignments, and online

Learning Management Systems is easy to take for granted. However,

there are so many other aspects of integrating technology that must be

considered; “it is evident that solely providing technology is not sufficient

—that students’ context matters on whether a tool is used and effectively

integrated in their learning process”  (San Pedro et al., 2023). The context

of students’ personal lives, learning styles, multicultural viewpoints, individual

technology use, and confidence levels regarding technology use all play a

part in how they choose and are able to use it. On the other hand, the

teacher’s context of the same also plays a part in the classroom integration of technology. We are immersed in the development of advanced machine learning, artificial intelligence, and strategic educational technology use, and it is not enough to acknowledge these developments - the active application of evolving technology needs to be integrated as well. Throughout the past several weeks, I have come to not only take into account the various student contexts in relation to the technology used in our classes, but the educators’ as well. 

 

                                                      I have written about how technology integration in the classroom has further supported personalized                                                                     learning in the paper “Analysis of a Current Edtech Trend” below, highlighting technology’s ability to                                                                    “translate research to support learner variability for personalized learning practices by providing                                                                             structures, strategies, and scale”, particularly in relation to the developed “Why Use Fake News”                                                                           course found elsewhere on this site (Digital Promise, 2022). Along with the intention of increasing

                                                                 technology use, educators benefit from having a framework to help plan its optimal integration. I                                                                           explain how frameworks guide educators and how the TPACK framework applies to the same course                                                                     in the “Classroom Tech Enhancement Analysis” document. Ensuring safe spaces for all students to                                                                         learn is a primary responsibility of educators, and the use of adaptive technology (AT) and supportive                                                                     digital technologies (DT) is still evolving. While many educators are still using AT & DT to increase                                                                           participation in classes, it should and will be possible to integrate technologies to provide a                                                                                     transformative learning experience for all students, regardless of limitations (De Las Nieves Sanchez                                                                       Diaz et al., 2024b). I have explained how the same lesson plan used can be adapted specifically with

                                                                 the lens of inclusion in the “Inclusive Lesson Plan” document below. Finally, I have provided a reflection on the evolution of my personal role as an online educator and how the greater use of a variety of technologies is bolstering my abilities to further support other educators through reflecting on the International Society for Technology Education’s standards for

educators. 

 

Inclusion, gamification, project-based learning, computational thinking, innovative learning,

technology coaching, artificial intelligence, and augmented and virtual reality are all becoming

increasingly more valued in educational institutions (Edtech’s Hottest Topics for 2023 | ISTE, 2023).

Taken together, the threads of increased engagement and increased skill application can be seen,

highlighting the goals of transformative learning and effective use of technology beyond education.

Each student needs to feel supported in their use of technology, which means the educator needs to

be confident in the technology they choose to integrate. Providing more professional development

for the tutors on my team in direct relation to alternative and increased technology use during class

along with student ability considerations has now been added to my calendar. We have access to

almost limitless possibilities of adaptive, interactive, gamified, and augmented lessons that can

support students of all abilities and access, and by taking into consideration the students’ needs and

desires, the tutors can better access the motivation and key material necessary for the greatest

student support. 

 

There are many directions that technology can develop while still continuing to support personalized learning, and it is important that this development come from the educators’ frames of reference. There is a difference between working on utilizing existing technologies in a novel way in the classroom and the creation of technologies that fill a need in the classroom (Baydar, 2022). David Middelback’s TedX talk on this page goes into detail about how the evolution of EdTech is taking place (TEDx Talks, 2019). Perhaps as more students work through a system that supports their understanding of how technology works to support learning, they will become technology innovators, continuing the cycle to create more opportunities for even more students.