ASSUREing Integration

The Comparative Studies of the Emerging Technologies

Larry Ratliff Jr

Strayer University

EDU 540

February 4, 2018

Dr. Lori Wijbrandus

Question 1: The overall merit of the selected technologies over the ones mentioned in the assignment 1

The integration of the instructional technologies within a classroom setup has the potency of transforming the current/ existing/ modern form of education and institutional learning for students (Kilgo et al., 2015). Nevertheless, the emerging technologies on classroom setup have a massive impact during the implementation. As such, it is predictable that future technologies will offer a considerable benefit to all the stakeholders in the learning system. Furthermore, certain varieties of resources can be instituted in the school curriculum to demonstrate the importance of technology to children’s education. Agreeing with Duque (2014), the technology will always have some significant impact on in student learning as it allows the educator to enhance their lesson. Besides, the developing technologies within the education system help learners advance their technology skills, i.e., digital media literacy. Hence, learners will deploy the theoretical frameworks needed for authentic learning, as well as use technology as a cognitive learning tool (Duque, 2014).

Question 2: The similarity and differences between the chosen emerging technologies and the none-chosen emerging technologies addressing:

a.) Addressing the needs and challenges inherent in the educational setting or relating to the scenario in the assignment 1

In the task one, some of the learning technologies mentioned include the digital booklets, the whiteboards, and use of Smart gadgets. These technologies vis-à-vis use of laptops, tablets, the PowerPoint are some of the other mentionable emerging technologies in the education sector. All these features consist of instructional learning tools for any classroom setup. Also, these technologies have a massive impact on the child classroom learning process as they can access different apps and resources. Also, teachers can make use of such technologies to include instructional learning and in improving the student digital media literacy (Pruet et al., 2016). Also, these technologies are flexible enabling students to adapt to new learning.

However, these technologies may not yield positive learning outcome where the educators lack proper skills in using such technologies in the classroom setup. Also, technical problem with setting up the technology may negatively impact its use (Pruet et al., 2016). As such, teachers must be well prepared and given enough time to incorporate such new technologies to appropriately support the learning environment. Such prospect of preparing and collaborating technologies may be time wasting and may involve a lot of technicalities and risks, e.g., software risks, outages, etc.

b.) Important ways in which the technologies support meaningful learning

According to Pangrazio (2016), technology can transform the manner of classroom teaching in a way that improves students learning and continuously challenge their learning outcomes. Therefore, the educators must continuously exercise different techniques of reaching out to every student. Such prospects help develop student interaction and communication with their teachers, as well as rendering the teaching process interesting, exiting, and meaningful (Pangrazio, 2016). Also, technology comprises of nearly all designs and the environment that involve the learners, along with sound techniques and method of learning, i.e., cognitive learning and critical thinking (Kilgo et al., 2015). The technology can be said to support meaningful learning where it fulfills certain learning needs such as the conceptual and intellectual needs of the students.

c.) Features inherent in the emerging technologies that teachers may deploy in addressing the characteristics of the 21st Century students as identified in Assignment 1

The latest advancement in technology can be used by teachers to collaborate, communicate, teach, explore and learn (Duque, 2014). The teaching and learning among the current generation student is very different from the previous. Currently, students’ learning are goal oriented, and with varying level of interest, as well as personalities. Hence, having an efficient structure and strategies of learning is paramount (Duque, 2014). Therefore, involving the learners in the decision process helps them build on their interest and gain motivation in particular learning. Such factors energize their efforts and dedication towards learning to improve their overall learning outcomes. Currently, teachers are dealing with a generation whose entire lives are enthralled in the 21st Century media culture. Different from the past, current generation of student are digital learners and tend to consume much of the contents from the digital platform/ devices such as the computers, laptops, smartphones, the PDA, etc. Thus, it is vital that teachers prepare student through the 21st Century world through enhancing 21st Century literacy. Such learning will include ecological learning, media learning, cyberliteracy, finance, emotional, and multicultural learning (Pruet et al., 2016). The learning recommendable in this case to achieve the 21st Century literacy should be collaborative and should involve real-life projects. A collaborative learning is ideal as it deters competition and instills a sense of togetherness while using different technologies to solve current global issues.

d.) The three aspects of the chosen technologies which respond to the two of NETS-S standards of using technology to guide the learning process

Some of the three aspects selected for emerging technology in assignment one included the educational games, the essential learning, and the understanding of the technology. These aspects will respond to the NETS-S standards of information fluency, and the communication and collaboration standards for developing the educational learning guide.

The technology is a tool for learning that can be used in several ways. Within the education sector, the teachers, the administration, and even the education officers continue to demonstrate the significance of technology in classroom learning process, as well as student communication. Thus, the education technology consists of the appropriate tools and techniques that trigger memory and cognition elements of the student to improve their learning outcomes (Vigdor et al., 2014). According to Vigdor and his colleagues (2014), teachers should expose learners to a variety of educational games as they will allow students’ to be more involved and actively participate in the classroom learning process. These educational games will provide better ways of student learning while having fun. As such, technology provides an effective learning process as it enables them to acquire information, as well as improve their learning ability when used as a learning resource. The educators should come up with appropriate learning mechanics to help learners understand how to use technology. The outcome of a successful process should demonstrate a student’ improved critical thinking skills, collaboration/ team processes, and excellent communication skills (Pangrazio, 2016). The teacher should also be able to come up with several learning goals, evaluate classroom feedback, and assess students’ activeness and participation status in the class.

Thus, the NETS-S standards will be beneficial as it will enhance students’ engagement during learning and ensure improved communication. Besides, NETS-S standards will ease connection for information retrieval and in improving teamwork (Vigdor et al., 2014). Also, research and information fluency will help with the planning and evaluation process, as well as enable the educator to design effective strategies for identifying, planning, and evaluating the learning resources and use of technology in the classroom.

References

Duque, L. C. (2014). A framework for analysing higher education performance: students' satisfaction, perceived learning outcomes, and dropout intentions. Total Quality Management & Business Excellence, 25(1-2), 1-21.

Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2015). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69(4), 509-525.

Pangrazio, L. (2016). Reconceptualising critical digital literacy. Discourse: Studies in the cultural politics of education, 37(2), 163-174.

Pruet, P., Ang, C. S., & Farzin, D. (2016). Understanding tablet computer usage among primary school students in underdeveloped areas: Students’ technology experience, learning styles and attitudes. Computers in Human Behavior, 55, 1131-1144.

Vigdor, J. L., Ladd, H. F., & Martinez, E. (2014). Scaling the digital divide: Home computer technology and student achievement. Economic Inquiry, 52(3), 1103-1119.