Dean’s discussion on digital “Visitors and Residents” during the first week of class sparked a lot of thought. In the real world, a visitor is someone who temporarily stays in a place for a specific purpose, like socializing, conducting business, or exploring. So, in the digital realm, “visitors” are individuals who have specific objectives and use the internet to find tools that help them accomplish those goals. They are temporary participants in the online world. For instance, I see myself as a visitor whenever I use my smartphone to search for an address or a location on Google Maps, and then disconnect to physically visit the location. My online activity tends to leave minimal traces and has limited social impact, especially when operating in this visitor’s mode.

Digital residents, unlike visitors, are deeply embedded in online communities. They have established connections, friendships, and virtual spaces. Unlike visitors who have specific tasks, residents are online to connect with others. They participate actively in online communities through social media platforms, sharing content, and engaging in conversations. This online activity reflects their identity and fosters relationships, making the internet an essential part of their lives.

My understanding of “visitors” and “residents” in social media mirrors the tools I use daily. I’m surprised by the extent of my social media toolkit, which I hadn’t fully realized before.

Reflecting on this week’s readings and my personal experiences with technology, I have realized that information and activities related to our lives are no longer private. Technology has infiltrated our privacy and become an integral part of our daily lives, including in schools and workplaces. Just as we need to provide identification for government services, having a digital identity has become crucial for accessing online platforms, applications, and resources from schools and organizations worldwide. Research defines digital identity as an individual’s online representation, encompassing digital attributes, credentials, and personal information (Amenta et al., 2015; Başoğlu, 2024). The blog post on (Digital) Identity in a World that No Longer Forgets by Couros and Hildebrandt (2015) discusses the complexities and challenges of managing digital identities in an age where online actions are permanently recorded. The authors highlighted the importance of understanding how difficult it is to erase negative aspects of one’s digital footprint due to the permanence of online content. However, the societal expectation is that individuals should be able to manage their digital footprints effectively by curating their online presence to overshadow past mistakes and deleting negative images, videos or commentaries and replacing them with positive ones.

Canva generated Image

Gone are those days when we write letters to chat with family and friends or wait to attend events before we can network. Technological innovation has transformed how we use social media platforms to network and communicate information. However, from my experience, there is a lot of content on social media platforms that is fabricated and deceptive. Unfortunately, this information is leading teenagers to make decisions that do not align with the reality of life. I have met with a lot of parents who have tried persuading their teens to use social media, but instead, the situation is getting better; it just keeps getting worse to the extent that these kids try to create several private accounts for doing negative stuff, which ends up boomeranging on them. Just like the article by Homayoun (2017) on the secret social media lives of teenagers, I think it is important that parents begin to engage in open discussions with their young children and teens about online activities and behaviours rather than monitoring them or putting limitations on what they can and cannot access. This is an essential part of digital citizenship that involves teaching kids how to behave responsibly on digital platforms. Many of today’s teenagers construct their identities through social media platforms and whatever identity they create today plays a significant role in their future endevours because these platforms now retain information that can be used in the future. So, I think parents, schools, and teachers need to help teens recognize the interconnectedness of their online and offline lives and encourage them to develop their own values regarding appropriate online behaviours (images, comments, videos etc).

References

Amenta, V., Lazzaroni, A., & Abba, L. (2015). Internet Identity and the Right to be Forgotten: International Trends and Regulatory Perspectives. In Handbook of Research on Redesigning the Future of Internet Architectures (pp. 32-46). IGI Global.

Başoğlu, A. B. Z. (2024). Navigating Virtual Realities and Hybrid Spaces in the Tron Cinematic Landscape. In Studies on Cinematography and Narrative in Film: Sequels, Serials, and Trilogies (pp. 19-41). IGI Global.

Couros, A. & Hildebrandt, K. (2015). (Digital) Identity in a World that No Longer Forgets. Available at https://katiahildebrandt.ca/digital-identity-in-a-world-that-no-longer-forgets/

Homayoun, A. (2017).The Secret Social Media Lives of Teenagers. Available at https://www.nytimes.com/2017/06/07/well/family/the-secret-social-media-lives-of-teenagers.html

Image generated by AI

As an educator, I am required to plan my lessons before going to the classroom. Lesson planning requires the use of various instructional resources that can help guide the selection of appropriate content, tasks, teaching strategies, and feedback mechanisms that teachers can use to enhance learners’ understanding. These instructional resources can include the use of print and non-print materials as well as technology resources.  As an experienced classroom teacher and a science education lecturer, I have had the opportunity to use various hardware, like projectors and laptops, and software, like the Unity app, simulations, and ed apps, in my class. These hardware and software resources encompass a subset of what is called ‘educational technology.”

Reflecting back to how technology was used in my primary and secondary school days, educational technology was more about the use of audio aids (recordings), visual aids (VHS videos) and audiovisual aids (television programs), particularly during special events at schools or in the home. Unfortunately, these technologies did not promote active learning because they were more centred on the presenters (teachers) and the material itself. However, the emergence of modern technologies has provided more opportunity for enhancing the learning and communication process, thereby promoting students active engagement and encouraging personalized learning. In line with the arguments of Bates in his book titled “Teaching in a Digital Age,”  educational technology has also been viewed from the perspective of oral communications and written communications.

According to Kozma (1994), technology can be understood as a tool characterized by specific attributes that determine its functionality, and its ability to represent information and assist learners in creating and manipulating mental models. In other words, one can consider educational technology as tools, technologies, and resources that can enhance learning experiences. This includes hardware like computers and software like simulations and LMS, as well as emerging technologies like AR and VR (Huang et al., 2019). It’s grounded in educational theories on behavior, cognition, processes, and knowledge construction that are applied in technology development (Ouyang & Stanley, 2014).

References

1. Huang, R., Spector, J. M., & Yang, J. (2019). Educational Technology: A Primer for the 21st. Springer: USA, https://doi.org/10.1007/978-981-13-6643-7_1
2. Ouyang, J. R., & Stanley, N. (2014). Theories and research in educational technology and distance learning instruction through Blackboard. Universal Journal of Educational Research, 2(2), 161-172. https://eric.ed.gov/?id=EJ1053980

This blog is a joint effort by Ilda and Ayodele.

Today Ilda and I enjoyed a delightful picnic at Wascana Park, where we reflected on our experience in this class.  For Ilda, this marks her last blog and class for her master’s degree, while for Ayodele, it marks the end of the first class. Despite our different milestones, we hope to put into practice the valuable knowledge that we learned. In the last three weeks, we explored various topics: from the importance of technology in enhancing students’ learning and whether it provides an equitable society or not, to the impact of social media, and the use of AI and cell phones in education. These discussions have been both eye-opening and thought-provoking. As educators, our journey of learning and growing professionally will continue.

Cheers to new adventures!

Ilda & Ayodele

The Collins dictionary defines equitable as something fair and reasonable in a way that gives equal treatment to everyone.

This Photo is created on Canvas

In the words of the supporting speakers: “Technology has enhanced easy access to information, enabling individuals or students to acquire new knowledge or skills regardless of their geographic location or financial status.  Technology has changed how we learn by providing various virtual opportunities, thus making quality education accessible to students even in remote areas.”.

The speakers also talked about how telemedicine has provided easy access to health care without the need to travel long distances before seeing a doctor or their health provider. In one of the articles shared by the supporting speakers, Damarin (2020) indicated that the digital divide is not solely defined by a binary distinction of having or not having access to technology but also considers the disparities in the quality and level of access among different groups or individuals. Drawing connections between this assertion and a publication by Dot’s Chief Executive Officer and Co-Founder, Ju-Yoon in the World Economic Forum report of 2023, it was noted that “the issue of accessibility strongly aligns with Sustainable Development Goal 10, which aims to reduce inequality,”  with technology playing a role in mitigating such disparities to a certain degree. For instance, many visually impaired individuals face challenges accessing visual digital content. However, the use of assistive technologies has helped bridge this gap to a certain level.

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

The opposing side argued that the digital divide is driving a wedge into society, slowly widening the gap between achieving opportunity and utterly falling behind in a changing technologically advanced world. The speakers argued that technology has brought about more divides in gender, power, and democratic voice in areas of low economic growth, language, and little education between rural and urban areas or less industrially developed countries. According to Damarin (2020), the digital divide can manifest in various forms, including differences in access to hardware, internet connectivity, digital skills, and the ability to leverage technology for educational, social, or economic purposes. In the resources shared by the opposing speakers, there are concerns about issues with broadband becoming a basic need, and people in rural communities having issues with connectivity and safety.

Illustration photo obtained on Google

Reflecting on the state of society in the past as compared to the present, I think the issue of equality and equity will always be inevitable. But it seems the vision around these constructs has changed over time to embrace inclusion; and technology has really helped to enhance inclusion. From a personal perspective, technology has helped build the confidence of women to take up STEM courses that were always stereotyped as being for MEN. We have a lot of girls now enrolling in mathematics, computer science, and physics careers.  These changes wouldn’t have been possible without partnerships. The only way we can continue addressing the issue of equity and equality is through partnerships with various organizations and stakeholders. Well, I think technology has not really led to an equitable society but rather has enhanced the provision of equal opportunities to individuals and access to information around the world.

“Technology is essential to every company invested in the future of society and humanity. Providing equitable access to work-ready learning and skills can equip individuals in real-time and for the future of work and promote an equitable workplace.”

Today’s class explored the discussion on whether cell phones should be banned in the classroom or not. As speakers from the agree and disagree side narrowed down their points, my head kept buzzing with the reality of what is happening in the classroom. Listening to the supporting speakers and the resources shared, I can truly relate to the fact that the use of cell phones causes unnecessary distraction during instructional time, and impacts learning and concentration in the classroom, thus causing detrimental effects on students’ academic performance, and students can use them inappropriately. Several studies have provided support for the argument advocating the restriction of cell phones in school settings. For example, Beland and Murphy’s (2016) research titled “Ill Communication: Technology, Distraction, and Student Performance” demonstrated that standardized test scores of students saw an average increase of around 6%, with a more significant increase of over 14% observed among low-achieving students following the implementation of a ban on cell phones in educational environments.From the video resources shared, including the below video, one could hear the students admitting that cell phones cause distraction in the classroom.

Well, even if there are strong reasons why cell phones should be banned or restricted in the classroom, the disagreeing side outlined key benefits of using cell phones: enhance student collaboration, communication, and content creation skills, enhance safety measures, and support teachers in their responsibilities to protect students, especially during emergencies (Sledge, 2018), access to educational apps, digital platforms, and supplemental lessons that can be used to support learning outside the school/classroom. The study by Gikas and Grant (2013) reported on both the benefits and challenges of using cell phones and other computing devices among university students. However, it seems the challenges identified in this paper were more pronounced by students who had the option of attending face-to-face lessons than for those who had work obligations or other important situations to attend. Reflecting on both sides of the argument, I think the use of cell phones is very important despite the challenges that come with using them, just like every other technology. However, total banning from school is NO..NO…NO because these students are already using cell phones and it has become a significant part of there lives, but probably making them put the phone away during school sessions and making them see reason for doing this might be helpful. More importantly, I feel parents should also be involved in taking responsibilities of how their children use phones. For instance,  parents and students could be made to sign a memorandum of understanding on phone usage in school at the beginning of the year, a copy should be given to them; and they must always be reminded about their commitment to the signed document. Regardless of the policies on banning phones, I think educating students about the appropriate use of cell phones and how it can affect their lives even in the workplace or community goes a long way.

“We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world.” – David Warlick

Photo obtained from Stock Images

Reflecting on the topic of today’s debate, two things came to mind:

”Education is the most powerful weapon that we can use to change the world’. – Nelson Mandela

“If we teach today as we taught yesterday, we rob our children of tomorrow.” – John Dewey

The use of technology in education began in the 19th century and has since revolutionized teaching and learning in many ways. Though these revolutions have been slow, the current era of 4IR has spurred developments in the use of AI technologies, which are driving the new and future world of work. These technologies include, but are not limited to: humanoid robots, virtual/augmented/mixed reality, cloud computing, web-based chatbots, and intelligent tutoring systems. As an educator and researcher, I have used VR and AR to teach abstract physics concepts, which has enhanced my students scientific practice. They were able to understand some of the inquiry skills required for learning science. One thing I also realized is that the VR application used helped the students engage more deeply with the lesson content, interact with models in the virtual space, and enhance their ability to collaborate with other students in the virtual class. With my experience, I can say that an AI-powered VR learning environment can help optimize students learning experiences. Studies have also demonstrated how AI tools can be used to generate tailored advice for individual students, helping them improve based on their past assessments and preferred learning styles. Another significant part of AI is the use of machine learning algorithms that identify trends and patterns in large datasets and make sound predictions about learning behaviours and future outcomes. Evidence has also demonstrated how engaging students in AI related activities and projects has improved their acquisition of 21st-century and 4IR skills like digital literacy, complex problem solving, computational thinking, collaboration, creativity, and so on.

Despite the positive inclination around the use of AI, we have also seen people raise concerns on bias, safety, and privacy around the use of AI. I think these issues have always existed since the first industrial revolution, and the public has always been finding ways of managing them. Nevertheless, several policies, frameworks, and guidelines have been developed to aid the effective use of AI tools in education ( see below).

How can we demystify issues around the AI in Education? The World Education Forum had a debate on this issue (see below).

Technology is continually changing, and we have to adapt to the change in order to become relevant and skilled in the present era.

Screenshot created from UNESCO and WEF Frameworks

Here is another video that talks about guidance on the use of AI

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” – Alvin Toffler

Wahoo…what an interesting debate. Just as the supporting speakers argued that the use of social media affects the mental health of children. This statement comes with the understanding that children begin to develop their cognitive and reasoning abilities during the stages of 2 to 7 and 8 to 13 years old. As a result, they are not mentally developed to make decisions or take responsibility for themselves. They learn from everything they watch or hear. Exposing them to social media (Facebook, YouTube, TikTok, Thread, Instagram, Snapchat, Twitter, and many more) at this age can only do one thing…” add more to their problems in terms of picking behaviors that are unethical and/or not morally aligned “. As a mom, I have a three-year-old son who likes watching YouTube videos on Natsya.

Photo obtained from Google

However, I realize that he has the yearning to always have the TV remote to himself whenever he comes back from daycare and he cries profusely if he does not have the remote. Moreso, nobody dares change the TV if he is watching his program. This is what social media is causing: anxiety, not sleeping early, and mimicking everything he watches on YouTube. So yes, social media is ruining childhood and there is need for parents and all educational stakeholders to have policies and strategies in place to combat the effect of social media on  children.

Photo obtained from Google Iluustration