Author Archives: Ayodele Ogegbo

Understanding Assistive Technologies: Uses and challenges in Education

Posted on by
3

This week was another great presentation on a different type of technology. Even though I use some of them, I have never thought of them in the way it was discussed in this class. Thanks to Katryna, Ayesha and Kelvin for the wonderful presentation. In the video “History of Assistive Technology-Part 1” by Wendy Torress, the author describes the three periods associated with the development of Assistive Technologies (AT) and explains how various laws and policies have been put in place to support people born with disabilities to be able to integrate into the community using assistive technologies. Assistive technology (AT) encompasses a range of devices, systems, or services designed to help individuals with disabilities perform functions they might otherwise find difficult, thereby promoting independence and societal inclusion. The article by Lamond and Cunnigham (2020) states that any technology that is necessary to aid a student in meeting their individual education plan (IEP) or curriculum goals is an AT. According to Young and MacCormack (2020), these technologies can range from simple tools like pencil grips to advanced software such as screen readers and braille displays, computer programs, and tablet applications that provide text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction capabilities (e.g., WordQ), and graphic organizers (e.g., Inspiration).

Examples of Assistive tech

Image from https://enablingdevices.com

“Assistive technology helps in two ways: it can help the student learn how to complete the task, and it can help to bypass an area of difficulty. For example, when a student decides to listen to a digital version of a book, they are bypassing an area of difficulty. However, if the student focuses on the computer screen as highlighted words are read aloud, they can learn unfamiliar words” (Young & MacCormack, 2020:p1).

I think a common assistive technology that I have used as a person is audio players and recorders, which are often built into our laptops, smartphones, and tablets. I have used these tools to help me with reading comprehension, as I sometimes prefer to listen to texts while reading an article. I remember back in my undergraduate period that whenever I went to lectures, I usually activated the voice recorder on my phone to take notes and capture lectures, which I later listened to again when doing my personal learning. Looking at the conferencing tools like Zoom and Teams, which I regularly use, these platforms have accessibility features like built-in recording, which I think can be regarded as an assistive technology for students learning online. As we can see in this class, we do have access to recordings of the class even after the discussion is over. And this gives students the opportunity to go back and listen to the discussions again, especially those  with learning differences.

Recording school lecture with voice recording pen

Image by spycentre.com/blogs

My 4-year-old son recently activated a voice-screen reader on our TV by mistake. So, every time he tries navigating various channels on the TV, he keeps hearing this voice reading whatever he pressed on the TV to his hearing. I think the scenario became very annoying for him, and he had to speak out, ‘What is this?” as he started crying. It took me a while to understand what happened, and I had to turn to Google for assistance on how to disable it. Based on the discussion we had had in this class, I realized that the software can be used to help users with disabilities, especially those with visual impairments. They can easily access programs on their TV by listening to whatever information is being displayed on their TV screen.

Speech Therapy Ideas TV

Image from speechtherapytalk.com

Though AT provide flexible learning experiences and support for students, for instance, to support learning and to bypass a challenging task such as handwriting; studies have shown that many teachers lack the necessary knowledge and technical proficiency to integrate AT into their classrooms (Lamond & Cunnigham, 2020). The integration of AT in classrooms might also be limited or hindered due to limited accessibility as a result of funding and a lack of awareness and support among teachers and school administrators (Ansari, 2023).

In today’s remote and hybrid learning environments, creative solutions are essential, and I think schools need to start collaborating with parents and service providers to meet the unique needs of each student. In light of this, Zuger (2020) outlined guidelines that teachers can consider for best practices when trying to use AT in their classrooms, which he tagged SETT for Success Framework:

  • Student—What is the functional area of concern, special needs related to the concern, and the student’s strengths, abilities, and expectations?
  • Environment—Where educators were once looking at the environment of the classroom and school building, they now need to consider the home environment. What are the arrangements and supports available there?
  • Task—What specific thing does the student need to be able to do, and what are the functional things actively involved in remote learning?
  • Toolkit—What can we use to help the student access their curriculum?

Integrating Technology in Education: Ethical and Legal Issues

Posted on by
3

This week’s class was a discussion on issues around the use of technology, particularly generative AI in classrooms. The class started with a talk on “Digital Leadership: A Guide for Teachers” by Jennifer CASA-Todd. Zhong (2017) defined digital leadership as “using instructional technology, including digital devices, services, and resources, to inspire and lead school digital transformation, create and sustain digital learning culture, and support and enhance technology-based professional development, provide and maintain digital organization management, and facilitate and manage digital citizenship” (p. 28). Jennifer’s presentation focused on how teachers can portray and teach students positive use of technologies and social media platforms by taking leadership of those tools and using them for learning, sharing positive content, networking, etc. She gave examples of how various social media platforms can be used to facilitate collaboration and engagement, enriching the educational experience for teachers and students. However, it is important to understand that the integration of socail media also presents challenges, such as the risk of distraction and the potential for misuse of platforms. When looking at the ethical use of technology in the classroom, I think it is important that schools create clear guidelines that emphasize the importance of displaying respect and integrity in digital interactions.

Image by SylviDuckworth and JCASA-Todd

In the TEDex video “Cheating or Learning? Walking the AI Tightrope in Education,” Erik Winerö indicated that the ability to use Generative AI to produce various forms of content like images, videos, sounds, and texts has raised concerns among educators about potential academic dishonesty. Thus, altering how teachers evaluate student understanding and learning. In addition to sustainability and privacy concerns raised by Taylor, Coltri (2024) questioned the ability of generative AI to give students and researchers significant resources to help them develop their knowledge, critical thinking skills, and understanding in various fields. As with any AI-powered tool, the use of chatbots raises several ethical issues such as data privacy, algorithmic bias, and the potential for reduced human interaction. However, Winerö suggests that instead of viewing generative AI as a tool for cheating, teachers should teach students how to use it appropriately. He likens generative AI to a flexible pole that can help students reach greater heights in their learning. Nevertheless, he emphasised the importance of reading through whatever content has been generated so they can engage with it critically and think through if that is aligned with what they are trying to achieve.

Imaged copied from Linkdeln

The appropriate use of ChatGPT centers on its alignment with specific educational contexts and purposes, as the impact of technology can vary among users. Taylor suggests that the key to using AI responsibly lies in its intended purpose, advocating for its use as a learning tool rather than a substitute for human engagement.  To maintain the relational and emotional core of teaching and learning, generative AI tools like ChatGPT should be used in a way that complements the learning process without overshadowing or substituting human interaction. By providing educators with the necessary training and resources, we can empower them to effectively integrate AI technology into their teaching practices. While the integration of technology and social media in education offers numerous benefits, it is essential to remain vigilant about the associated moral, ethical, and legal challenges. Balancing these aspects is crucial for fostering a positive educational environment.

References

Casa-Todd, J. (2024). Rethinking Student (Digital) Leadership and Digital Citizenship. Available at Rethinking Student (Digital) Leadership and Digital Citizenship – Jennifer Casa-Todd

Coltri, M. A. (2024). The Ethical Dilemma with Open AI ChatGPT: Is it Right or Wrong to prohibit it?. Athens Journal of Law, 10 (1), 119 – 130.

Zhong, L. (2017). Indicators of Digital Leadership in the Context of K-12 Education. Journal of Educational Technology Development and Exchange (JETDE), 10(1). https://doi.org/10.18785/jetde.1001.03

Using digital technologies and platforms for assessment purposes

Posted on by
3

In week 8, we had a valuable discussion on the intersection of technology and assessment. Thanks to Eddy, Latoya, and Nysa for their insightful presentation and helpful resources. Assessment is a crucial part of learning as it serves multiple roles that enhance educational outcomes. It not only measures student performance but also supports continuous improvement and informs educational decision-making. It is believed that effective assessment practices can bridge the gap between theoretical understanding and practical application, thereby fostering a more engaging learning environment.  However, assessment often feels a lot less like a conversation than like a series of “objective” numbers and scores.

Technology has become very pervasive and involved in our everyday lives, and its introduction into education is transforming classroom practices and students’ learning. Thus leading to the development of more advanced educational technology tools to support human interaction as well as enhance teachers’ technical and pedagogical skills ( Global Education Monitoring Report, 2023).  The use of technologies for assessment makes assessment authentic and can be used as a fun way to introduce students to newer information, make them feel comfortable with getting and answering a question right or wrong without necessarily having to stop the lesson and provide them with immediate feedback.

As assessment technologies become increasingly integrated into education, it’s essential to use them effectively to enhance student learning while avoiding negative cultural and social consequences. This requires careful implementation and ongoing evaluation. For example, In the video “Supporting Role of Technology in Learning-oriented Assessment”, Dr Erik Voss explains how digital technology can support teachers’ pedagogical and assessment practices. He used a similar framework to the TPACK framework to narrate how pedagogical knowledge and assessment knowledge (learning-oriented Assessment knowledge), as well as content knowledge and technological knowledge, can be integrated to develop learning-oriented tasks within a specific project or classroom context. However, he emphasized that pedagogy must always drive technology, regardless of the context. In explaining how technology can be used to support content and assessment, he provided five steps that include:

  • STEP 1: Start with your learning objectives/purpose for the assessment (CK)
  • STEP 2: Select the content for the lesson (CK)
  • STEP 3: Decide how the content will be taught and assessed (PA/K)
  • STEP 4: Select appropriate technology to support pedagogy and assessment (TK)
  • STEP 5: Implement and evaluate your plan (T{PA}CK)

Framework for using technoloy to support assessment (Dr Erick)

When choosing the specific technology that can help fulfil learning objectives and assessment intended to be used in the classroom, the article “10 Informative Facts About Online Assessment Tools” by Matthew Cullen provides information on the benefits of using technology assessment tools and why teachers should consider their basic features before choosing them. For instance, the author explains how using technology for assessment can support cost reduction, flexibility, and accessibility, providing features like remote proctoring, practice tests, streamlined question authoring, and data-driven analysis to improve testing accuracy.  According to Cullen, using online assessments also allows personalized options for students with disabilities and facilitates trial runs to ensure suitability for institutions. The use of technology for assessment can help teachers track and assess student performance in the classroom. It allows for continual evaluation of lessons and identification of knowledge gaps to support learning.

Evaluation with woman using her smartphone on a couch

There are various educational technology tools out there that can be used to support both formative and summative assessment. For instance, there are formative tools like Socrative and Kahoot that offer immediate feedback to enhance student learning, while summative assessments, often conducted through LMS and e-portfolios, can provide insights into overall student achievement. While exploring the effective use of technology for assessment, Sembiring and Sembiring (2024) indicated that dynamic assessment tools like Kahoot and Quizizz can enhance student engagement and provide real-time feedback, enabling teachers to make immediate instructional adjustments. However, the authors emphasized the need to ensure equitable access to technology for all students in order to prevent learning disparities. In addition, Voss (2023) indicated that the use of generative AI and other assistive tools can support diverse learners, but the author argued that their implementation must consider fairness and validity in assessments.

A diverse group of laptops and tablets with various accessibility icons and tools open on their screens, promoting inclusivity on digital platforms.

While technology can enhance assessment practices, it’s crucial to use it judiciously to avoid exacerbating inequalities or compromising traditional learning methods. A balanced approach that integrates technology with sound pedagogical principles is essential to creating inclusive learning environments. To achieve this, teachers need to be adequately trained on technology-based assessments in order to effectively integrate these tools into their teaching practices (Onasanya et al., 2024). In addition, teachers can implement strategies that focus on aligning technology with learning goals and objectives, effective assessment practices, promoting authentic assessment, and effectively utilizing learning management systems (LMS). However, the rapid evolution of technologies like AI seems to be complicating traditional assessment methods, necessitating ongoing adaptation and reflection by educators (Soale & Collins, 2023).

The need to develop digital / Media literacy in an Era of Fake News and Deepfakes

Image

1

Simulated newspaper clipping about data scientists warning of the threat of deepfakes. Text was … [+]getty

We live in a world where (deep learning) artificial intelligence-generated fake images, videos, audio, events, and posters are becoming prevalent and convincing. These artefacts are known as deepfakes and are used to fabricate stories that are not real about people, thus presenting misinformation to portray people saying or doing things they never did or said in real life.  This fabricated information is then distributed as legitimate news (University of Oregon, 2024). The prevalence of fake events makes it difficult for people to discern the truth about the information they see, especially if the information is something that interests an individual; they fail to check the source of such information and tend to believe it.

Image copied from Linkdeln

Fake information and deepfakes have been more popularized on social media forums, and they are increasingly used in both entertainment and malicious contexts like online scams, propaganda, and threats to national security. People are susceptible to fake news because they often prefer information that confirms their existing beliefs (confirmation bias) and tend to believe repeated information, even if it’s false (illusory truth effect) (Anna, 2024). Moreso, I think factors associated with emotional vulnerability, impatience, limited attention spans, and social pressure tend to make it difficult for people to discern fake news. Unfortunately, much of this fake information tends to have a significant impact on how people engage publicly, especially in relation to politics, health, and climate issues. According to Lord and Vogt (2021), social media platforms tend to prioritize engagement over accuracy, often leading to the spread of misinformation. Tech companies are hesitant to take strong action against misinformation due to concerns about free speech and the potential for backlash. Moreover, the sheer volume of misinformation on various social media platforms makes it difficult to combat. A 2018 YouGov study found that many US adults initially believed online information that later turned out to be false. Articles around deepfakes and fake news can be used to sow division among vulnerable students, which can lead to young people taking radical stances on certain issues.

Copied from https://newslit.org/tips-tools/did-you-know-oldest-youngest-fake-news/

In light of the above discussions, media literacy and digital literacy have become essential in combating the proliferation of fake news and deepfakes, which pose significant threats to informed decision-making and societal trust. As misinformation spreads rapidly in the digital age, equipping individuals with the skills to critically evaluate information is crucial. The article titled Strengthen Media Literacy to Win the Fight Against Misinformation by Lord and Vogt (2021) advocates for expanding media literacy as a key solution to combating misinformation. The authors argue that while tech-centred fixes like content filtering and fact-checking are useful, they are insufficient on their own. Instead, a balanced approach emphasizing education on media literacy would empower individuals to discern credible sources, reduce susceptibility to misinformation, and create more resilient societies.Media literacy helps students evaluate online information, spot fake content like deepfakes, and think critically about what they see online. By integrating media literacy in educational systems and community programs and rallying support from various sectors, society can make significant strides against misinformation. Hence, it is important for schools to teach students to think critically about online information. Both students and teachers also need to understand how misinformation spreads and why people create it. In addition, to effectively navigate the digital landscape, I think people need to cultivate a balanced approach of open-mindedness and skepticism. This would involve considering multiple viewpoints, recognizing potential biases, and closely examining visual and audio cues for signs of manipulation. I also think there is a need for schools, teachers and parents to continuously promote awareness and ongoing education about misinformation techniques and how childreen, teens and youths can protect themselves against this online deception called fake news and deepfakes.

Image copied from https://peoriapubliclibrary.org/information-literacy/

 

The relevance of media literacy in today’s age

Posted on by
2

This week’s guest speaker was Wes Fryer, and he spoke to us about the pedagogy of digital/media literacy through coding, computational thinking, the use of artificial intelligence, using Google sites to create websites, and using Padlets to create info pics. Kathleen, referencing Future Learn (2021), defines media literacy as the ability to understand information that is presented to us and represented appropriately. It encompasses a range of skills and competencies that empower individuals to critically engage with media content by discerning biases, evaluating the credibility of sources, recognizing propaganda, and understanding the context and purpose behind media messages (McNulty, 2023). Media literacy is viewed as fundamental literacy skills just like English and Mathematics. In Fryer’s presentation, he shared how engaging students in media literacy lessons can trigger students’ creativity and interests and develop their critical thinking.  In synthesizing the core ideas of media literacy, Hobb (2006) frames five interrelated competencies that are needed to participate in a digital world, including the ability to access, analyse, evaluate, create, and collaborate, as well as reflect on and act on all forms of communication.

  • Access involves identifying, finding and sharing appropriate and relevant information to a task or issue using media texts and technology tools. Students need to be able to
  • Analyse involves an Individual’s ability to critically analyse media messages and possibly understand the influences of these messages and their potential impact on public opinion.
  • Evaluate involves the ability to assess the truthfulness and completeness of information, particularly in the context of online media where misinformation is rampant.
  • Create and Collaborate has to do with the ability to responsibly and ethically create media messages and content, fostering social collaboration and participation.
  • Reflect and act involves examining how media and technology influence our thoughts and behaviors. It also involves applying ethical principles to our online and offline actions and participating in local and global communities.

During the content presentation, Kathleen explained how media literacy can be taught using the currency, relevance, authority, accuracy, and purpose (CRAAP) test.

The widespread use of technology necessitates the integration of media literacy education into the curriculum, particularly at an early age. This will equip students with the skills to critically analyze media content and distinguish between real and fake information. I think this will also empower youth to express themselves creatively and confidently in media spaces, which can enhance their ability to navigate the digital landscape and become informed, responsible digital citizens. Reflecting on Wes Fryer’s presentation and resources, media literacy appears to be a cross-disciplinary concept and can be integrated into various subjects through projects like news debates, fact-checking, and school media projects. Students can also actively engage in media creation and develop their critical thinking skills as they engage in discussions that can help them understand the impact of media on society. Additionally, involving students in media creation, teaching them to question media content, and incorporating diverse media formats into lessons can also enhance their analytical abilities.

 

Web 1.0 to 3.0 and its relation in transitioning Education 1.0 to 3.0

Posted on by
3

This week’s presentation was eye-opening on the emergence of Web 1.0 and Web 2.0 and how these World Wide Web versions have significantly transformed our virtual interaction process.  In the presentation, Raul described Web 1.0 as a “static web or read-only web characterized by its simplicity,  limited interactivity, tendency of static content and one mode of transmission ”.  In Web 1.0, teachers could transfer educational content to the learner by using easy-to-access, visualized techniques where learners are passive recipients of knowledge, and all they do is listen to the teacher, take notes and respond to assessments verbatim as the teacher taught them (Gerstein, 2014). Learning was teacher-centred, and dissemination of knowledge was one-directional.

Further in the presentation, Stacey explained the transformation of Web 1.0 to 2.0 as introducing more collaborative websites and applications and generating content-sharing platforms like Wikipedia, blogs, and social media, which have become a part of most people’s lives. This technology was characterized by its increased bandwidth, better online browsers, online data storage, cloud computing, etc. The transformation of the interactive nature of Web 2.0 tools can also be likened to how relationships between students and teachers are being established in Education 2.0. According to Gerstein, this transformation has brought about the use of innovative pedagogical strategies like project-based learning, inquiry-based learning, and cooperative learning with the use of collaborative and interactive platforms. Teachers are considered facilitators of knowledge in this context, even if they still remain the custodians of knowledge. Unfortunately, some teachers are still struggling to implement these innovative pedagogies in their classroom practices. The use of Web 2.0 tools gives learners the opportunity to become contributors of knowledge, have opinions on educational dialogues, be active in their learning, and get the opportunity to collaborate and share ideas.

Differences Between Web 1.0, 2.0 and 3.0 Image via geeksforgeeks

Looking at the emergence of advanced learning technologies and their features, one can say that there is an ongoing transition from Web 2.0 to 3.0. This is characterized by the ability to combine and integrate web content and services into existing Web 2.0 platforms with the aim of improving the end-user experience.  This transition can be seen in how open resources are being used in online learning platforms. According to Gerstein (2014), Education 3.0 reimagines learning as a participatory and networked process, emphasizing the integration of technology and student-driven learning with the aim of promoting inclusive learning and cultivating a culture of lifelong and learner-centric knowledge production, which can help foster human-capital development. The transformative impact of Web 3.0 on education, as indicated by Garstein (2014), is characterized by its personalized, participatory, and interactive nature. With Web 3.0, education becomes highly adaptive, as technologies such as artificial intelligence and the Semantic Web enable tailored learning experiences that meet individual student needs.

http://www.gillysalmon.com/blog/higher-education-3-0-and-beyond

According to Gerstein, this environment privileges students who are digitally literate, self-directed, and comfortable with autonomous learning processes, as Web 3.0 emphasizes student agency and resourcefulness. However, this shift also raises concerns about accessibility and equity. Students and teachers who lack technological fluency or reliable access to digital resources may find themselves at a disadvantage, potentially widening the digital divide.Several studies have shown that Web 3.0’s tools can serve as personal learning assistants, which is beneficial for learners who can actively navigate and leverage these technologies. However, those that are less familiar with digital platforms may struggle.  I think it is crucial to approach Web 3.0 resources with discernment and critical engagement, especially for students and teachers that lack media literacy skills, to mitigate potential drawbacks. As Stacey indicated, because of Web 2.0 and 3.0, developing the digital literacy skills of students is very crucial .

The seamless integration of digital citizenship into existing curriculum

Posted on by
3

The content analysis for this week was on how schools can integrate digital citizenship into existing curricula without it feeling like an ‘add-on. The group that presented this topic did an amazing job of exploring the Saskatchewan curriculum and identifying elements of digital citizenship that could be integrated into some of the themes across the subjects. I think it would be nice to remind ourselves again about the elements of digital citizenship, which include digital access, digital etiquette, digital law, digital commerce, digital communication, digital literacies, digital rights and responsibilities, digital health and wellness, and digital security (self-protection).

This Photo by Unknown Author is licensed under CC BY

Reflecting on how digital citizenship can be integrated into everyday lessons, Merve and Paul (2018) described five easy ways to do this, and it includes the following:

  • Modelling balance and distraction-free time: Educators need to demonstrate healthy technology habits and create a classroom framework that allocates time for maintaining attention and focusing while also encouraging students to reflect on their own technology use and its alignment with their values and goals.
  • Using media to start discussions: This requires incorporating popular media such as movies, books, and podcasts to initiate conversations about digital citizenship. This can include using discussion questions or pairing media with relevant lessons to deepen understanding.
  • Integrating quick activities: This has to do with utilizing short, video-based lessons that can be easily incorporated into various class periods. These activities can facilitate engaging discussions on digital citizenship and can be adapted for different grade levels.
  • Making core subject connections: This involves finding creative ways to connect digital citizenship to core subjects. For example, using data on cellphone use in math lessons or discussing brain chemistry in biology classes can help students understand the implications of technology on their lives.
  • Stay updated on trends: This could include signing up for newsletters or resources that provide current information on online trends, which can then be discussed in class. This  can help keep the conversation relevant and timely.

Relating the lesson presentation to my class experience, one way that I have integrated digital citizenship into my lesson is through engaging my students in science investigations using the PhET simulation and interactive simulation app. After which they were requested to communicate their findings using graphs. I can also remember giving students project-based activities where they were required to collaboratively research a concept and communicate their findings with one another in preparation for classroom presentations. So, I think there are different ways that elements of digital citizenship can be integrated into existing curriculum or subject without teaching it separately. Reflecting on one of the discussions during the breakout session, I think I can also integrate elements of digital citizenship into the FL10.3 outcome for Financial Literacy 10, which states “Research products and services provided by various financial institutions.”. In meeting this outcome, elements of digital access could be integrated into the activity where students will be allowed to participate in online searches about specific banks to gather information on the services they provide, after which students could communicate this information to people in their community.   In the words of Miranda, “digital citizenship can be taught in schools in simple ways without feeling like an add-on”

Using online learning technology and tools for distance education.

Posted on by
4

This week’s lesson was on tools for online and distance learning. Just as the presenters indicated during the section, distance or online education encompasses various methods of delivering educational content remotely, primarily through digital technologies and the Internet. The presenters also talked about how the use of online learning in distance education reflects the social constructivist principles of learning through social interaction and discussion.

Image from https://blog.simplitaught.com/online-learning-tools/

This approach has gained prominence, especially during the COVID-19 pandemic, as it allows for flexible learning opportunities while overcoming geographical barriers. Reflecting on my own context as a teacher educator, I have had the opportunity of using Blackboard Collaborate as a Learning Management System (LMS) and Microsoft Teams for blended and online learning. These two tools were recommended for use by the institution, and I find them very useful. Just as indicated in one of the provided resources, using Microsoft Teams for education offers a user-friendly interface and collaborative features that facilitate lively interaction among students and teachers. This fosters effective communication and enhances learning outcomes. The Microsoft Teams application also provides seamless access to cloud storage folders like OneDrive and tools like Word and Excel. The application also provides the opportunity to create and manage team sessions and assignments and integrate additional productivity tools like forms, polls, Kahoot, and YouTube videos to enhance learning. Another reason I like this Microsoft Teams tool is that I find it very easy to share and work together on documents with colleagues in real life, and it also has chat features that can be used as a discussion board.

This Photo by Unknown Author is licensed under CC BY-SA 

Reflecting on how Black Collaborate was used, I remembered that the platform allows lecturers to upload content, and students could download, watch, or playback these contents at their own convenience. So students are able to control the space at which they learn; even after the lecture has been completed, they can go back to access the lesson recordings and additional reading materials provided for the course. I think this also helps students to sometimes have the autonomy of pausing and reflecting on their learning before moving into the next phase of their self study. In addition, the collaborate platform also allows students to do online formative and summative assessments. Reflecting on the lesson presentation, issues related to access to these tools and how they could impact learning were discussed. I think everything in life comes with benefits and challenges, and as individuals, we are to choose what we desire. Based on the context of where I have used these tools, the institution provides free access to the tools provided students are using the registered institution’s ID. Nevertheless, the issue of broadband and sometimes the cost of getting network connectivity has always played out just as discussed during the presentation, and I think that cannot be changed. However, I think these online learning tools have made distance education more accessible for students, even in remote areas.

The influence of productivity suites on development of 21st century skills

Posted on by
1

 

The lesson presented in the 5th class was an important one that focused on various application programs that can be used in today’s digital world.  Ayushi, Gagan, and Mohammad did an excellent presentation on productivity suites, and presentation tools. The presenters elaborated much on the importance of these tools and how they become essential parts of our lives. In one of the resources shared by the presenters, productivity suites were described as a suite of tools designed to streamline tasks and boost output, including applications for creating documents, databases, graphs, spreadsheets, and presentations. While its core focus is on enhancing efficiency, the term is often expanded to include any software used in our personal and professional lives to assist us in communicating, collaborating, planning, and getting work done. According to the presenters and other existing literature, productivity suites play a pivotal role in enhancing digital literacy and 21st-century skills among students, equipping them for future workforce demands. Voogt and Roblin (2010) described 21st century skills “as an overarching concept for the knowledge, skills, and dispositions citizens need to be able to contribute to the knowledge society” (p. 1).

https://www.icevonline.com/blog/what-are-21st-century-skills

Reflecting on my experience in the use of productivity tools and softwares like Canvas, PowerPoint, Prezi, Animoto, Google documents, and Microsoft Office, and looking at the list of these skills as outlined in the figure below, I can say that indeed using these tools has in one way or another helped me develop essential competencies that are vital in today’s interconnected world. As an educator, I think integrating productivity suites into learning not only facilitates academic growth but also prepares students for real-world challenges. We live in a world where technology has enabled students to become active participants and creators in classrooms. Using productivity suites like word documents PowerPoint, even AI embedded platforms like Dale, and so on is empowering students to become active creators, which in turn helps develop their digital literacy.  As an educator, I have seen students work together on projects and assignments, communicate and collaborate through sending of emails or sharing of documents. All these are characteristics of 21st century skills, and the only way they were able to exhibit this was through the use of these Microsoft tools.  There are also some hands on activities and online platforms that have been tailored for young children to learn so as to establish a foundation for developing their digital skills. Due to the technology-driven environment we find ourselves in, it has become essential that every individual be digitally literate, and this is very essential in addition to the 21st century skills. So even people don’t want to embed themselves in the world of technology; it seems most employers now look for people that can solve problems using basic Microsoft Office programs, which I think can only be developed through productivity suites.

Looking at the gaps they leave, Orta (2019) identified substantial disparities in digital skills among students from diverse socioeconomic backgrounds, emphasizing the importance of equitable access to technology and effective digital teaching methods.In addition, Ramamonjisoa (2024) argued that the use of productivity suites may not fully address the complexities of social-emotional learning and global citizenship, which are vital for the holistic development of students.

The issue of digital identity

Posted on by
Reply

In this week’s class, we had a wonderful discussion presented by Prof Couros on digital Identity.  This concept was also well discussed in the presentation by Britanny and Josh.  The issue of digital identity is really a big problem especially among the youths and teens. Khrapov et al. (2024) described digital identity as a projection of real identity, formed through interactions in digital environments, which can lead to a merging of online and offline personas. Kraynov (2024) claims that digital identity allows individuals to navigate opportunities in both personal and professional contexts, such as job searches and social connections.

creative commons

So, if I am to interpret this… I would say my digital identity is like my online personality, and it has to do with how I show myself to the world online, through my social media profiles, online interactions, and the different characters I create for myself in online spaces.  This reminds me of the saying ‘you are what you wear’, which I think can be applied to our online lives as well. People often try to present themselves in a positive light online, even if that doesn’t reflect their true selves. I’ve noticed this on social media platforms like Facebook and Instagram, where people tend to share carefully curated content. Sadly, some people (especially teenagers) develop their physical identity based on these online curated contents. They start to either aspire, behave or live like the artists, musicians and role models whose lifestyle has been presented in a certain way online without understanding the true nature of these people in their physical life.  Unfortunately, a lot of people seem to be fake in their online world.  The above statement buttressed one of Josh’s points on the significance of defining one’s digital identity, noting that many individuals become confused about their genuine selves by prioritizing societal norms and expectations over personal authenticity. While I mainly use these social media websites to share events from my church and workplace, I’m aware that my posts can still influence others.

Lioune’s (2023) article on the Illusion of Self in the Digital Age: Unraveling Our Multiple Identities, highlighted how our online behaviors can impact how we perceive ourselves. She noted that our fragmented online activities, such as projecting professionalism on LinkedIn, showcasing our adventurous side on Instagram, and engaging in witty commentary on Twitter, contribute to our overall digital identity. From a professional stance, I feel the digital world is a larger space that helps people network and exposes them to potential career opportunities nationally and internationally (Lupton et al., 2019). I think this view aligns with my regular visit and activity on LinkedIn and ResearchGate. I am always conscious of what I post online because of the nature of what I do. However, I feel this digital identity thing is also taking too much of individual’s personal information which we have to be cautious about. That is why I use more of the professional platforms than the regular social media sites.

References

Andrey, L., Kraynov. (2024). 1. Digital identity as a condition of human existence in a digital society. Izvestiâ Saratovskogo universiteta. Novaâ seriâ,  https://doi.org/10.18500/1819-7671-2024-24-2-137-141

Lupton, M., Oddone, K., & Dreamson, N. (2019). Students professional digital identities. In Higher Education and the Future of Graduate Employability (pp. 30-49). Edward Elgar Publishing.  https://doi.org/10.4337/9781788972611.00010

Sergey, A., Khrapov., Svetlana, Kryuchkova., I.M., Melikov. (2024).  Digital Identity and the Humanistic Model of Digital Educational Environment. Voprosy Filosofii, 7, 29 -39 https://doi.org/10.21146/0042-8744-2024-7-29-39