Educational Technologies – the good, the bad and the potentially ugly

Digital competence is recognized as one of the eight key competences for lifelong learning needed by all citizens (Vekić-Kljaić & Mlinarević 2022) and according to an article by Chua & Jamil (2012) the educator must  be fluent in all seven dimensions of knowledge outlined in the TPACK model to enable the successful integration of technology in education. The educator must also consider the diversity of the learners (Starkey, 2012, p.98), their learning needs (Starkey, 2012, p.77), their existing knowledge and experiences (Starkey, 2012, p.70) and well as technological accessibility and inclusivity.

The educator must consider the following when using technology for learning?

• Background and diversity of learners (Starkey, 2012, p.98). Learners come from different cultural and language backgrounds, different generations (Australian Institute of welfare and health, 2023), may require learning support.
• Accessibility – access to internet/computers/resources (Australian Institute of welfare and health, 2023).
• Inclusivity – available for a range of learning needs including those that are sight/hearing impaired/dyslexic (Beetham & Sharpe, 2013).

The good, the bad and the ugly-  Learners:

The Good!

• Flexible delivery for increased autonomy-  improves learner outcomes (Vekić-Kljaić & Mlinarević 2022)
• Engaging  (supported by Constructive, Cognitive and Socio- Constructive learning theories (Mayes, 2020)).
• Improved digital literacy for global citizenship (Vekić-Kljaić & Mlinarević 2022)
• Increased accessibility to education and opportunities for employment (Beetham & Sharpe, 2013).

The Bad!

• Learning activity level may not align with learners needs or scaffolded effectively according to Bloom’s Taxonomy (Starkey, 2012).
• Accessibility issues: poor/no internet or technological resources (Australian Institute of welfare and health, 2023).
• May be isolating if activities are not designed for collaboration (Starkey, 2012).

The Ugly!

• A combination of some or all of the bad! – This represents a failure for the integration of technology

Anita Meister: An educator and student trialling Flipgrid technology

The good, the bad and the ugly-  Educators:

The good:

• Improves digital literacy, creativity, innovation, work satisfaction, self- efficacy (Vekić-Kljaić & Mlinarević 2022)

The Bad:

• Poor training/knowledge and skills in digital tools/pedagogy (Chua & Jamil, 2012).
• Lack of time (Australian Institute of welfare and health, 2023)
• Surplus of technological tools make it difficult to navigate
• Potential diminishing agency in design (Beetham & Sharpe, 2013).

 

References

Australian Institute of welfare and health, Australian Government, Reports on data -Children and youth – Covid 19 and the impact on young people. Retrieved on March 20, 2023 from https://www.aihw.gov.au/reports/children-youth/covid-19-and-young-people

Beetham, H., & Sharpe, R. (Eds.). (2013). Rethinking pedagogy for a digital age : Designing for 21st century learning. Taylor & Francis Group.

Chua, J. H., & Jamil, H. (2012). Factors Influencing the Technological Pedagogical Content Knowledge (TPACK) among TVET instructors in Malaysian TVET Institution. Procedia, Social and Behavioral Sciences, 69, 1539–1547. https://doi.org/10.1016/j.sbspro.2012.12.096

Mayes, T. (2020). Learning Theory and the New Science of Learning. In Rethinking Pedagogy for a Digital Age (3rd ed., pp. 17–31). Routledge. https://doi.org/10.4324/9781351252805-2

Starkey, L. (2012). Teaching and learning in the digital age. Routledge. https://doi.org/10.4324/9780203117422

Vekić-Kljaić, V., Mlinarević, V. Professional development of educators’ online learning during the COVID-19 pandemic in the Republic of Croatia. SN Soc Sci 2, 223 (2022). https://doi.org/10.1007/s43545-022-00527-0