Technology’s Place in Education
Hanna Perry
Liberty University School of Education
EDLC 510: Instructional Strategies for Diverse Learners
Dr. Grania Holman
November 5, 2023
Technology’s Place in Education
Technology is an extremely fascinating and world changing invention. Fifty years ago,
the internet did not exist and now it is changing the way educators teach in classrooms across the
country! (Board of Regents of the University System of Georgia) Online teaching and learning is
a mode in which the internet or technological items are utilized to facilitate and enhance the
learning experience. Online learning may happen in a synchronous - or real time - fashion, or it
may take place in an asynchronous - or self-paced- fashion. Online learning can be done fully
online or it may be used in tandem with face-to-face learning. Online learning is a necessity in
today’s culture because it allows for education to continue in the event of emergent events (such
as the Coronavirus pandemic), allows educational accessibility to those who may live in rural
areas or be disabled; provides more affordable options for student as online learning eliminates
the need for a physical structure for students and it offers adaptability to secondary students who
may have other commitments which enables them to be educated on their terms. In order to
adequately teach, online instructors need to have familiarity with online learning management
systems, be proficient in digital communication skills and be adaptable with new technology as it
comes out. In this paper, we will explore how clear learning objectives, instructor feedback and
equity inclusion help shape the landscape of education along with the asynchronous discussion
forums and online quizzes or assessments in today’s world.
It is important for each educator to abide by a strict set of principles in his or her online
classroom. Without them, miscommunication, frustration or lack of motivation may all take root
and impact both the student and educator negatively. It is imperative for educators to be familiar
with their institution’s online learning management (OLS) system. In fact, some “novice
facilitators may need professional development and training in the use of certain aspects of the
digital environment, to avoid making fundamental mistakes.” (Terblanché, 2015 p 554). If the
instructor is not familiar with the system, then things like modules, due dates, or tests may get
input into the system incorrectly causing both a headache for teachers and students alike.
Additionally, instructors need to have proficient digital communication skills. Online learning is
a great instruction too! However, it does not allow for synchronous communication skills
between students and teachers. (Lowenthal et al., 2017). Instructors need to be able to
communicate with students effectively. Having some sort of office hours or clear online
communication policy communicates to students that instructors understand that online students
have needs like traditional students and are happy to help them succeed. This online
communication could also take form in how and when assignments are graded; by grading before
the next assignment is due, students are able to take the fresh feedback provided and apply it
towards their work currently due. The last principle is to be equitable and foster inclusivity. This
came to the center stage with the beginning of the Coronavirus pandemic in 2020. Instructors
were finding it hard to balance meeting goals, being equitable and being inclusive as they were
thrown into the online education environment as the world shut down (Qadir, 2020). Being
equitable and inclusive is extremely important in both asynchronous and synchronous
classrooms as instructors do not want to exclude a certain subgroup, gender or culture. It is
imperative that instructors “keep in view the unique constraints that apply in the environment as
well as a conscious effort to involve and empower students in the learning process.” (Qadir,
2020, pg 5). Online education is used in primary and secondary schools, but a fully online
education is used in higher education. It is important for educators to keep in mind that students
in higher education are coming from different walks of life, some are single parents, some are
retirees going back to school, some may be disabled and therefore online education is the only
form of education accessible to them. Keeping all of these factors in mind will help instructors
keep classes fair, equitable and understanding on how being up to date with the technology and
allow open communication helps limit the possibility of miscommunication or frustration for
everyone involved!
Given the principals mentioned above, it is important to foster a supportive, online
community. While in a traditional classroom, learning is facilitated in the classroom, but the
classroom also acts as a social community. A classroom that is run as a learning community and
not strictly for educational purposes is “associated with better learning, better behavior and better
social/moral choices.” (Watkins, 2005, pg 5). Ensuring that the learning environment is
productive in an educational aspect is a given, but ensuring it is also socially active takes practice
and intention. By having a supportive online community, students can feel supported and
validated as they would in a traditional education setting. In fact, student discussion boards seem
to be one of the most influential features of online courses! (Swan et al., n.d.) The online
discussion boards can often even be one of the first places that students go to potentially get help
from each other and share knowledge between themselves. This can also free up more of an
educator’s time to help students who need 1-on-1 help or meet with groups of students for
additional help making it a phenomenal tool for all involved.
With so many events happening and with consideration to how busy everyday life can be
for most, it is imperative that an educator set explicit expectations for not only their students but
themselves as well in regards to communication in an online classroom. Having these explicit
expectations can help to avoid any miscommunications, late assignments, or important details
that could otherwise be missed or forgotten about. Communication and collaboration within the
learning environment is intrinsic to interactivity, the core of which is a strong message and clear
presentation (Sims, 2003, pg. 89). This means that communication should not only be between
educator and student, but between students themselves as well so that the communication and
collaboration within the learning community is truly interactive. Having clear expectations for
communication for all parties involved, including the educator, can aid in having a learning
community that lacks conflict and confusion. In fact, frequent educator communication with
students has been shown to have a positive effect on student retention and performance in online
classrooms (Harris et al, 2011).
Overall, having strong principles, such as having open communication, a deep
understanding of technology and keeping classes fair and equitable, paired with the research
based instructional strategies of fostering an online learning community and fostering a clear
relationship built off of communication will help any instructor be successful in the online
classroom. While at first it may be difficult, practice makes perfect and implementing the
strategies above will help both the instructor and the student.
References
Harris, S., Larrier, Y., & Castano-Bishop, M. (2011, Winter). Development of the Student
Expectations of Online Learning Survey (SEOLS): A Pilot Study. Online Journal of
Distance Learning Administration,Vol. 14(No. 5).
Lowenthal, P. R., Dunlap, J. C., & Snelson, C. (2017, December). Live synchronous web
meetings in asynchronous online courses: Reconceptualizing virtual office hours. Online
Learning Journal,21(4), 177-194. 10.24059/olj.v21i4.1285
Qadir, J. (2020). The Triple Imperatives of Online Teaching: Equity, Inclusion, and
Effectiveness. 1-10.
Sims, R. (2003). Promises of Interactivity: Aligning Learner Perceptions and Expectations With
Strategies for Flexible and Online Learning. Distance Education,Vol. 24(No. 1), 87-102.
https://www.tandfonline.com/doi/epdf/10.1080/01587910303050?needAccess=true
Swan, K., Shea, P., Fredericksen, E., Pickett, A., Pelz, W., & Maher, G. (n.d.). Building
knowledge building communities: consistency, contact and communication in the virtual
classroom. Educational Computing Research,23, 389-413.
Terblanché, E. (2015, December 20). Deciding to teach online: Communication, opportunities
and challenges for educators in distance education. Communicatio,41(4), 543-563.
Taylor & Francis Online.
Watkins, C. (2005). Classrooms as Learning Communities: What's in it for Schools? (C.
Watkins, Ed.). Routledge.
