Welcome to my journey through the dynamic landscape of educational technology. This is my third course with Dr. Katia, I’m filled with gratitude towards her and my classmates. Under her guidance, I’ve delved into the realm of educational technology, acquiring invaluable knowledge and skills. Unlike my prior studies and teaching experiences, where technology played a minimal role, I now find myself well-versed in various educational software and applications. Thanks to Dr. Katia’s courses, I’ve gained confidence in integrating technology seamlessly into both my current studies and future classroom as an educator. I owe a debt of gratitude to Dr. Katia and my peers for this transformative learning journey.
In the video, I’ve shared my thoughts about the transformative impact of technology on teaching and learning, from the integration of audio-visual tools and online learning platforms to the evolution of the internet and the rise of artificial intelligence. Join me as I post the link for the Cospaces Edu the platform where I’ve made my summary of learning and I delve into key themes such as digital citizenship, inclusive education, and the future of learning. Get ready to discover how innovative technologies are shaping the way we educate and empower learners in the digital age.
This has been one of my favourite videos to create – and the first class to many in my certificate program that will fill me with joy. Enjoy – and thank you to everyone for learning along side me this semester!
This was a very reflective process and I enjoyed going back to the beginning and thinking through the material. This was another chance to read other students’ blogs as well as my own. I enjoy the blogging process each week as a way to review and think about the material.
Now that we have established that A.I. is inevitably part of our future… how can it be incorporated into education?
I think most educators can agree that when ChatGPT arrived on the scene, it seemed to be terrifying how easy it was for students to have a computer do their work for them. I know the feelings I had can be related back to a, 1858 quote about the telegraph from earlier this semester..
There can be no rational doubt that the telegraph has caused vast injury. Superficial, unsifted, too fast for the truth…
There was fear that it was too fast and too smart. That students would use it to write essays for them and that the world of education would forever be changed (not necessarily for the better). I will admit that I was also very fearful of how Artificial Intelligence would change everything; however after learning more about technology this term I am realizing that humans just have a natural fear of things that they don’t understand.
In the video Evolution of Artificial Intelligence, it is mentioned that in June of 2023, ChatGPT generated 1.6 billion visits. These numbers tell us that we can’t just stick our heads in the sand and ignore that AI is here to stay. It’s now time to ask ourselves some essential questions when it comes to the use of new tech in education:
What are the good/bad things that this can bring about?
How does it change the student experience?
How does it change the way we think about learning?
What might it solve?
What new problems might it bring?
Is it going to help us potentially do better things?
What ways can we use this technology?
What are the good and bad things that this can bring about?
In the context of education, there are many different answers that I see here. It gives educators and students easier access to an seemingly endless information. AI can be used to help with research and lesson planning, which in turn makes sure that students are receiving top-notch information. However, this could also lead to students and teachers relying too heavily on AI, using it to do tasks that require human thought and communication. As stated in AI Ethics and Governance in Practice, “In order to manage these impacts responsibly and to direct the development of AI systems toward optimal public benefit, considerations of AI ethics … must be a first priority.”
How does it change the student experience?
After sitting with this question, I’m realizing that AI can have a positive change on the student experience. It calls educators to question WHY we teach the things that we teach. What facts and statistics do we require students to memorize in a world where they have quick and easy access to everything they could ever need? Should we be thinking about shifting to a different type of teaching, that is thought-provoking and allows students to form their own thoughts and opinions? The funny thing here is that I find myself using MagicSchool to help lead me down the right path when it comes to AI-resistant assignments. Key word there being “lead.”
How does it change the way we think about learning?
Learning is “the relatively permanent change in a person’s knowledge or behaviour due to experience.” (Mayer, 1982, p.1040) I look at this quote from earlier this term and see that the idea of a change in behaviour stands out to me more than a change in knowledge. Perhaps having access to Artificial Intelligence really calls on us to focus on WHAT and HOW we learn in this new world. We want students to interpret, evaluate, analyze, connect… things that we can’t ask a computer to do for us. Through writing each of these blog posts, I myself am learning to form my own connections and access a deeper level of understanding.
What might it solve?
Oh, so many things! I have started using AI to tackle mundane tasks to free myself up to focus more on my content and providing the best learning experiences possible for my students. I am also hoping to try AI to correct grammar and spelling errors in student essays so that I can better use my time to focus on content.
What new problems might it bring?
There is definitely the possibility of many problems arising from the use of AI in the classroom. The simplest problem would be students using it to complete assignments. As I stated earlier, however, it is up to us to teach students how to responsibly use Artificial Intelligence, and to create assignments that require deeper thought. I always try to stress to my students that the point of coming to school isn’t’ just to get good grades; it is to learn life skills that will make them successful and happy in their futures.
Is it going to help us potentially do better things?
100% yes. There are so many ways that Artificial Intelligence can help us. I used an AI Chatbot to help plan a 3 week trip to Europe this past summer. It gave me some great destinations and travel advice, saving me a ton of time and stress while planning an itinerary. I have also used Artificial Intelligence to allow my students to ask questions of great historical and fictional characters – a few weeks ago they were asking a chatbot Luigi Galvani insightful and thoughtful questions about his findings in the field of bioelectricity. There are so many amazing possibilities with AI!
What ways can we use this technology?
In this week’s presentation, Christina gave us an amazing list summing up where we can use Generative AI in Education. I personally use AI to help me expand my vocabulary when it comes to report card comments, creating basic slideshows that I can build from, locating resources, and finding new ways to support my diverse group of students.
In the future I want to teach my students to use AI to help them with their essays. What if I had them print their peer-edited drafts, THEN plug it into AI to get corrections? They would be able to then write these corrections on their original drafts to show what they are taking from it. I genuinely wonder if this would help them learn from errors, and over time prevent them from making the same mistakes.
As far as the future goes, Max Roser puts it best by saying that “A technological development as powerful as this should be at the center of our attention.” Artificial Intelligence isn’t going anywhere, and we need to continue to ask ourselves questions to ensure that we are giving our students the best education possible with AI in their world.
In my current working context (Grade 9-10 teacher) I’d say I rarely use any kind of generative AI. I teach Phys Ed 9, Math 9, Wellness 10, and Social 10. I could definitely use it in Wellness and in Social 10 for a variety of different things, but so far, I just haven’t. I have taught students how to utilize some of the different AI system’s though. Mainly just in the sense that I’ve given them an article or reading and then showed them how they can use AI to make a synopsis or gather key points that they can utilize. Of course I have taught them (in conjunction with their ELA teachers) how if you’re going to use this type of info, you still have to cite the original piece. We’ve mainly just used it to either tone down something that sounded to complicated or used it to explain something in a different way.
For my own personal use I have used it just a few times for a quick lesson plan when something hasn’t gone to plan and I need something quick and I’ve also used it a couple times to help generate a general rubric for assignments. I’ve tried to use Chatgpt to make some more in-depth lesson plans, but I find it only works well for a generalized plan. It gives great outlines, but I’m either to lazy to write in more info to get what I want or I’m just not using it correctly. With the general nature of it I’ve used it once or twice to create a general unit plan, and it does a decent job of making a timeline for different topics to cover, without going into too much depth. For long term planning, again, its solid. For something extremely detailed, to me, it’s not the best option.
From what I can tell, I’ve only ever had one student blatantly use it. I taught Social 30 last year and over the course of about a month to a month and a half we did a dialectic essay. Students need to pick a controversial topic in Canadian society, argue for both sides, give their opinion, and then a possible solution (Silvius if you’re reading this you probably know the exact one as I’ve stolen.. erm was gifted it by Tammy). We went over the writing process multiple times, had an outline that they had to fill out, and then they had to create a draft, edit it, and then hand in a good copy. It was a whole process that we took a bunch of time on. The average one was about 7 pages long and had 7-8 sources. One student handed in a single paragraph, zero sources, zero grammatical errors, and to boot, it was about how AI will be making teachers useless in the near future.
So obviously it didn’t pass because it was missing so many components (which were in the rubric) and just for fun I ran it through a couple different AI checkers like gptzero and Winston AI. I was able to utilize the free versions because of how short the writing piece actually was. I ran it through and sure enough it said that it was most likely almost 100% AI generated. These systems are not full proof or standard in our division. I had to take the evidence to our VP. He agreed with me that it was just a fail to begin with based on the criteria, but the tricky thing was if he failed this, he failed the whole class. It took about 30 seconds of grilling from the VP to get the answer out of him as to whether he cheated or not. He said he didn’t do any of the “extra” stuff (the research portion, outline, draft, etc.) because he thought this would be good enough. Every time I checked on him in class he said he was working on it and even had stuff in the proper format. That went out the window quick. Spoilers: he did cheat. He was like, “how did you know?” and then we showed him what one is supposed to look like. It’s pretty obvious in comparison. Super long story short, because we’ve talked about how we need to consider our assignments so that kids can’t just cheat, this is one of those examples. He ended up doing credit completion.
The benefits of AI are that it can help you in a bind, but the drawbacks are certainly when factually, peer-reviewed proof is needed, or when assignments are designed to a level where students can simply just input the info into a generative AI program and get a base level answer that might not need checking.
As things develop I do have a feeling that things are going to get extremely intricate. As a fan of the video game series Halo I cannot wait to see Cortana (an AI) become real, but it also scares the absolute crap out of me. I think for the most part AI will eventually evolve to take care of “quality of life tasks” by automating tasks that are usually a nuisance for humans so we can focus on other things, but what that could lead to is just some space-age, Sci-Fi stuff that could potentially be terrifying (insert Terminator scenes). How great would it be though if I just had AI that could do my attendance for me and keep updating it so that I don’t have to take time at the beginning of class or remember to fix it if someone walks in late. Or if it could just pull up what I want on the screen instead of having to fight with our projectors that all operate differently at our school. Sounds like a dream. If me still doing my attendance manually keeps us from a robot apocalypse, then so be it.
Foundations of Educational Technology: A Summary of Learning
https://www.youtube.com/watch?v=UFwWWsz_X9s
First of all,
Technology is a revolutionary force in education, transforming the ways in which we teach, learn, and interact with information in an ever-changing field. The desire for inclusivity, creativity, and empowerment has been at the core of education technology from the earliest audio-visual tools to the most recent developments in generative AI. Every aspect of educational technology, such as generative AI enhancing human creativity, makerspaces and coding promoting experiential learning, or assistive technologies guaranteeing equal participation, helps to transform the educational environment. We examine the history, ideologies, effects, and difficulties of major technical advancements in this examination of the principles of education technology, revealing their significant ramifications for instruction, learning, and the search for knowledge in the digital era. While negotiating the ethical issues and difficulties that arise in their integration into educational contexts, our goal is to acquire insights into how these technologies have transformed educational practices, empowered learners, and addressed inequities.
Audiovisual tools: The change from analogue to digital audiovisual tools has completely changed the way we learn, and it fits perfectly with theories of both visual and verbal learning as well as constructivism. These tools use theories like cognitivism and multimedia learning to support active learning and sensory involvement. They make it possible for dynamic presentations, personalized learning experiences, and global connections. Even though it makes things more accessible and engages people, distractions are still a worry, which shows how important it is to integrate well. Even though the entertainment industry is pushing for its commodification, there are still differences in access, which highlights the traits of a “good student” who uses it well and shows creativity and critical thought.
Productivity suites and presentation tools: Beginning as simple office programs, these tools have changed over time to focus on productivity, organization, and teamwork, which is in line with cognitive load theory and social constructivism. These tools focus on clear order and communication, which improves skills like making things, working with others, and knowing how to use technology. While technology can help with planning and communication, it can also lead to over-reliance. This shows how important it is for students to learn how to use technology properly and be digitally literate. Although the commercialization of these tools has opened up new options, there are still differences in access and skills between teachers and students who are better off and those who are worse off.
Tools for Online and Distance Learning: From old-fashioned correspondence classes to newer Learning Management Systems (LMS), tools for online and distance learning put accessibility, inclusion, and personalized learning at the top of their lists. Based on constructivism and connectivism, these tools offer a variety of ways to teach and get around problems, making education more accessible and changing the way schools work. Even though a lot of people use it, there are still worries about differences in access and powers. This highlights the traits of a “good student” who is self-motivated, knows how to use technology well, and works well with others.
Web 1.0 and Web 2.0 technologies: The change from static to dynamic web material means that learners are taking more control over their learning, moving education from a supporting role to a transformative one. Early users are excited about the chance to work together, but traditionalists may not want to. Commercialization is the process of making money off of material and services, but students and teachers still don’t have the same access or skills. This means that a “good student” needs to know how to use technology and work with others.
Assessment Technologies: From paper tests to digital tests, technology has made it easier to get feedback right away and make learning more specific. Assessment technologies are based on behaviourism, cognitivism, and constructivism. They stress differentiation and better results, but there are still worries about their validity. Adoption changes between supporters and skeptics, which shows that the users are diverse. Differences in access and implementation show how important traits like mastery and metacognition are in a “good student.”
Assistive technologies: These technologies came about because of efforts to make schooling more accessible so that everyone can take part. Universal Design for Learning (UDL) and sociocultural views help shape these tools, which are based on humanistic values and the idea of universal design. Some of the most important ideas are about fairness and removing obstacles to give people power and encourage inclusion. Even though they help make things more inclusive, there are still problems, such as unequal access and support. Advocates talk about how great they are, but some users are worried, which shows how diverse the user group is. Market growth shows that more things are becoming commodities, but concerns about fair access still exist. As these tools make learning easier for everyone, a “good student” in this case shows resilience and self-advocacy.
Coding and Makerspaces: Both coding and makerspaces encourage hands-on, real-life learning. They both come from the DIY culture and the accessibility of technology. These tools encourage learning across disciplines and a growth attitude. They are based on constructionism and sociocultural perspectives. They promote computational thought and new ideas, which makes education more focused on the needs of all students and more fair. While supporters say they’re helpful, some people are worried, which shows that they have a wide range of users. Even though market growth and other factors show that they are becoming more like goods, there are still differences in access and support between students and teachers who are better off and those who are worse off. In this area, a “good student” is someone who is curious, resilient, and works well with others. They use these traits to explore and create in a variety of educational settings.
Generative AI: As AI technology has improved, generative AI has emerged. It is based on computer imagination. This technology makes people more artistic and opens the door to creative new ideas and personalized learning in the classroom. Fans talk about how great it might be, while skeptics voice their worries. This shows that users have different points of view. The way the market works shows how it’s becoming more like a commodity. But ethical responsibility is the most important thing when putting it into schools to make sure it follows fairness and inclusion ideals. In this field, a “good student” knows about the social issues and uses generative AI to create unique and personalized learning
Conclusion:
As we end our investigation into the foundations of education technology, it is clear that these technologies have transformed educational practices, providing unparalleled potential for involvement, diversity, and personalized learning experiences. From the early days of audio-visual tools to the revolutionary possibilities of generative AI, every facet of educational technology reflects a dedication to justice, empowerment, and creativity. However, in addition to the various benefits, there are problems and complications, such as discrepancies in access, worries about over-reliance, and ethical questions. Despite these problems, the dominant narrative remains one of development and opportunity. By adopting the values of inclusivity, collaboration, and ethical responsibility, educators and stakeholders may use technology to build dynamic, student-centered learning environments that prepare students for success in an ever-changing digital world. As we look ahead, it is obvious that education technology will continue to play a critical role in creating the future of education, fostering innovation, and allowing learners to flourish in a fast changing global environment.experiences.
Throughout the duration of this semester in EC&I 833 – Foundations of Educational Technology: History, Theory, and Practice, the collaborative impact of our class community has played a pivotal role in molding and enhancing my understanding of the various topics examined within the course curriculum.As I gear up to present my “Summary of Learning” on my blog, a surge of anticipation courses through me, igniting my curiosity about the myriad paths my tech journey could traverse in the days that lie ahead. The prospect of exploring new horizons and embracing fresh challenges fills me with a sense of exhilaration and wonder.I still have lots to learn when it comes to this technology.I learned a great deal of insightful information about educational technology from this program! The origins of educational technology, it turns out, go well beyond my wistful recollections of my favorite elementary school days spent with the TV Cart. I thought it was really insightful that we discussed the development of educational technology throughout history as well as current trends.
For my Summary of Learning, I’ve opted to craft a narrative that illustrates several pivotal insights and viewpoints I’ve acquired during this course.
I am filled with gratitude as I reflect on this remarkable semester. It marks my second course with “Katia” and my second venture into the realm of educational technology. In this video, I aim to present my Summary of Learning. Throughout this semester, the everyone have contributed numerous insightful points, and each presentation has been executed with brilliance. Engaging in classroom discussions has been immensely beneficial, allowing me to glean valuable knowledge that I’ve been able to apply in my daily life. Over the course, I’ve delved into learning theories, online education, the integration of audiovisual aids in teaching and learning, assistive technology, and coding in the classroom. I extend my heartfelt thanks to all who have participated this semester; it has truly been a joyous and fulfilling experience.here is the link for my summary of Leaning.I’m genuinely enthusiastic about hearing your thoughts and perspectives on this matter. Your input is invaluable to me. I want to express my heartfelt gratitude to each of you for being an integral part of my learning journey. Your contributions have enriched my understanding and expanded my horizons. I eagerly anticipate the opportunity to continue learning and growing together in future classes.
In today’s educational domain, technology integration is restructuring traditional learning methods, with Generative AI emerging as a transformative influence. Despite concerns about AI risks, Generative AI presents unique opportunities to revolutionize educational engagement. This subset of artificial intelligence holds a promise for personalized learning, immersive simulations, and adaptive teaching methods. By tailoring instruction to individual student needs, Generative AI enhances comprehension and engagement. Through exploration of its applications, we uncover how Generative AI redefines classrooms, empowering educators as facilitators of adaptive learning experiences. As we embrace this evolving landscape, Generative AI proves itself not as a fleeting trend, but as a powerful tool composed to redefine education. Yet, ethical considerations remain paramount, ensuring Generative AI fosters holistic student development and cultivates curiosity and critical thinking.
Few types of Generative AI that aid in education are: Join in and uncover the transformative potential of Generative AI in shaping education’s future.
AI in education offers significant benefits, including custom-made learning experiences, adaptable curriculum delivery, and increased student engagement, ultimately enhancing learning effectiveness. However, its integration necessitates careful consideration of ethical concerns like data privacy and algorithmic biases, ensuring equity and student well-being. AI facilitates personalized learning by catering to individual student needs, fostering resonance and engagement through customized assignments. Recognizing the importance of preparing students for the future, there is a growing imperative to integrate AI education into the curriculum, acknowledging its transformative impact on teaching methods and learning outcomes.
Artificial Intelligence is no longer confined to futuristic fantasies; it’s a reality that permeates our daily lives, from predictive text to virtual assistants like Siri and Google Home. Generative AI, a subset of AI, creates products based on given prompts, revolutionizing industries like customer service. While AI tools offer convenience and efficiency, they raise ethical concerns, including biases and lack of human-like qualities. Despite potential drawbacks, AI enhances teaching by saving time and providing assistive technologies for students, like translation tools. However, over reliance on AI may diminish critical thinking skills and human connection. While embracing AI’s potential, it’s crucial to remain cautious and nurture essential human skills to stay ahead of machines. As AI continues to shape our future, adapting education to incorporate its advancements is imperative. Ultimately, striking a balance between leveraging AI’s benefits and preserving human capabilities is key to navigating the evolving technological landscape.
Generative AI isn’t just a distant dream; it’s our stark reality, urging us to embrace it. It represents the future of evolution, a revolution unfolding before our very eyes. No longer a far-off vision, it’s a profound force captivating us to seize its transformative potential.
A glimpse into this futuristic museum in Dubai reveals that the future has already arrived!
Hello everyone, what a whirlwind of a class! I felt that I came into this class knowing a lot about educational technology and using it in my classroom, but through the presentations and conversations that we have had throughout this winter semester my perspectives and approaches to using these tools has definitely shifted. At this point in my career, I still cannot say I have all of the answers, however, after this class am optimistic that I have gained the tools and perspectives to support my middle school students through navigating this online world we are living. I do still fear how teaching will evolve as different technological advancements come into play, but I do know many teachers are adaptable and we will make it work together.
For my Summary of Learning I have decided to create a narrative to showcase some of my key takeaways and perspectives gained throughout this course. From our conversation last week this story is set in the future and my main character Sandy goes through a personal journey of what educational technology can be or was… I will not uncover all details here, but invite you to listen to my story while being guided by a combination of pictures that resonated with me throughout our time in EC&I 833. (Pre-warning, my video is a little longer as I could not tell the story fast enough!)
If you have any trouble accessing and watching the video, please let me know! Screencastify changed their settings on me so this is a new way of posting the video.
I am excited to hear some thoughts and perspectives on this. Thank you all for being a part of my learning journey and I look forward to being in future classes together.
Join in and uncover the transformative potential of Generative AI in shaping education’s future.
