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This is the link to my presentation on my summary of learnings this past Fall 2024 semester. https://www.youtube.com/watch?v=sIcnvl93i4Q

Thank you to everyone, including to Dr. Katia Hildebrandt, for making this learning journey in EC&I 833 an enjoyable one! Good luck to all of us as we continue our graduate studies and enjoy your December/Christmas break!

Artificial Intelligence, also known as AI, has been a buzzword for the past decade or so in our society. All this talk and news of how AI is changing our world, how is it used in today’s society, its effects on education, are all essential in linking AI and our society. But to define AI first, according to Heaven (2024), “AI is a catchall term for a set of technologies that make computers do things that are thought to require intelligence when done by people. Think of recognizing faces, understanding speech, driving cars, writing sentences, answering questions, creating pictures. But even that definition contains multitudes.” Another definition by Stryker and Kavlakoglu (2024) explains that “AI is technology that enables computers and machines to simulate human learning, comprehension, problem solving, decision making, creativity and autonomy.” In the field of education, AI refers to the use of computer systems that can perform tasks typically requiring human intelligence to enhance learning experiences, streamline administrative processes, and support educators.

From the definitions of AI in the preceding paragraph, it can be deduced that AI can be defined in a variety of manners and utilized in many ways. It is actually being used nowadays, though, depending on the part of the world and culture, it may or may not be used widely. This can be true for how AI is presently used in education. In my personal experience, I am not using generative AI at work, because where I work now, our company has its own set of propriety software. And as a former teacher (2010-2023), I avoided using AI to check my students’ work because I concentrated more on how they wrote essays and how I understood their essays, and some of my exams were objective (multiple choice) — I previously handled university students (usually freshmen). I am a PhD student now, and I do not use AI at all because I just follow the APA format when doing research and citing the work of others.

AI obviously has its advantages and disadvantages in society. Timbo (2023) mentioned its pros and cons. Its advantages include 1.) AI reduces human errors, 2.) provides 24/7 support, and 3.) automate repetitive tasks. Its disadvantages include 1.) AI does not understand the human experience, 2.) may lead to higher unemployment rates, and 3.) costly to create. It is true that for corporations, especially large corporations, AI can be able to streamline business operations, thus maximizing profit while minimizing costs. However, more people may be unemployed in the future because of AI and robotics, which is obviously a disadvantage to the employees affected. In education, AI programs and software can be used by students for cheating — not writing their own essays but by making certain software do it for them.

It is up to us, as human beings, to use AI responsibly. As employees, employers, teachers, and as students, we should use AI as a tool properly. Even though we are experiencing the rise of it and its inevitability to be included and utilized more and more in our daily lives, we should not let AI ruin our lives, rather, we must use it positively for us to have more convenient lives. By using AI in the proper manner, the world will be more productive, without having to affect human lives negatively.

The presentation by both of my classmates last week was very interesting and comprehensive, where I learned a lot about coding. Personally, I believe that coding is very powerful and useful in today’s society — it can give students the logical thinking and problem solving skills, as well as make them improve their creativity. According to Nduta (2023), coding can be defined as writing instructions for computers and other hardware. The computer is then able to read the instructions (also called programs) and do what one has asked it to do. This can be complicated because computer language is different from human language — a human needs to learn computer language (programming languages) to write programs that the computer can understand.

Presently, coding is used by large corporations like Netflix, Google, Amazon, and others in their businesses. However, even smaller businesses and organizations use code to build their websites and applications in order to improve their business growth, eventually. Thus, coding is significant in the business world as it affects our daily lives and how we go about our business.

Directly, one may think that not all students may benefit from learning how to code, since not everyone will want to pursue a career in computer science. However, indirectly, especially elementary and high school students, they may learn to think more critically and logically when they are taught coding in school. Coding boosts problem-solving skills, improves computational thinking, and helps teach digital literacy. The younger students can benefit in learning how to code because technology surrounds us; it facilitates communication, supports practically all our work, and supports nearly every business/industry in the global economy. Thus, as the younger children need to know technology, they need to be digitally literate.

In my case, I have not yet engaged in coding in my previous classes. I know it is essential in this modern technology-driven world, however, I did not exactly know before how to integrate it in my classes. Perhaps it is because I used to teach college students from different majors, and the subjects I used to teach were in the social sciences; subjects that are more theoretical in nature. Perhaps I think that teaching coding should be done separately (specific subject like Computer learning or Introduction to Computers) rather than to integrate it in social science subjects. It also holds me back because I am not a very technical person in terms of advanced computer skills like coding. Therefore, I believe that it would be very beneficial to both the educators and students if someone with a technical background should teach coding. Not everyone has to be a computer science major to teach coding; for example, a mathematics or statistics major, or an engineering major can teach coding with the proper computer programming background. Like the speaker in the Tedx Talk video below, Matthew Reynolds — he taught mathematics in various boarding schools in different countries, yet discusses the importance of coding and why students should learn to code. Someone with a technical background will appreciate more with regards to teaching coding, and the students will also learn more for their advantage in the future.

The presentation of this week’s group was very eye-opening for me. Although I previously know about assistive technology (AT), they explained it in a thorough manner which made me realize what types of technology I can use more as an educator. For me, the different types of assistive technologies are very powerful in the context of education, wherein these can help the students in their learning journey, and it can also lighten their load as the learn in the classroom.

To define the term, Assistive Technology (AT) is any form of technology that helps students with or without disabilities to increase or maintain his or her level of functioning. Halpin (n.d.) defines AT as a term that refers to devices or systems designed to help individuals with disabilities perform functions they might otherwise find difficult — devices range from mobility aids (Ex. crutches and wheelchairs) to more digital solutions, like screen readers or software. Halpin’s explanation is more of an overall definition, and not just in the realm of education. On an even broader definition, Rice (2024) defines AT as any device, software or item that improves the experience of learning, working or daily life; AT is frequently used by people with disabilities, however, it can be used by all people in various settings.

The short video below is an introductory guide to assistive technology, concentrating on individuals with disabilities. It explains that there are simple (easier to learn) and also high-tech, or more advanced devices for AT. Furthermore, the video also briefly explains not only devices, but services that are integrated with the devices. What they explained in the video is practical and essential, as they mention that the AT services are as important as the devices/gadgets used to aid the students in their learning. I believe that the devices and services should go hand-in-hand in order to guide the students in a better manner.

Rice (2024) mentioned at least twelve examples of assistive technology in the classroom, which are all useful for use in the classroom. In that list, I have used the learning-management platform Google Classroom, during the surge of online classes when the world experienced the most recent pandemic. Since its release in 2014, Google Classroom has quickly become one of the more popular and common online tools utilized in schools. Furthermore, adoption to this technology rose dramatically with the mass switch to online instruction that followed COVID-19-related school closures (Herold, 2020).

I appreciate Google Classroom because of its convenience and also its assistive technology features, like speech-to-text capabilities that improve accessibility for all the students. The live captions in Google Classroom was also very useful in my own experience. In addition, it has built-in accessibility features such as screen readers, voice typing, and translation (it integrates with Google Translate to enable translation). I also had a blind student previously who really appreciated Google Classroom because it featured a braille display for him, which can be used to read and edit Word documents and PowerPoint presentations. After using Google Classroom for a few years, I realized that

Among the numerous AT programs, I believe that I can utilize and explore more on Speechify, which is a text-to-speech software that captures text and translates it into audio format. This is particularly useful for textbooks, PDF reading assignments and more. This software is compatible with the Google Chrome browser as well as mobile phones (iPhones and Android) and Macintosh computers. I personally have not tried Speechify, but this is a software which will most likely be able to aid my future students in learning.

Assistive technology still has quite a long way to go, however, I believe that it will further improve and be more advanced in the future. While it is true that AT is quite costly for individuals and institutions, these types of technologies definitely improve the learning experiences of individuals. For schools, AT ensures that all students, regardless of their abilities, can fully participate in classroom activities —  this means that no one is left behind, whether the student is disabled or not. AT also provides equal opportunities for students who have learning difficulties, making them able to catch up in their studies. Also, overall for society, AT promotes social inclusion — it promotes the active participation of individuals with disabilities in community activities, which is an essential part of social cohesion. In addition, AT enhances the quality of life for individuals with disabilities by providing them with tools and software to navigate daily life more effectively.

Assessment in education ideally should be as objective as possible, in order to be fair in grading the students. In recent years, aside from the traditional tools like using rubrics in assessing activities and school projects, there have been numerous assessment tools for teachers to use. Digital assessment, or online assessment has now been regularly used by schools in order to be more reliable and accurate in assessing students’ learning.

Nowadays, in the few years after the COVID-19 pandemic, many schools and universities still have online or hybrid classes from time to time. Schools and students have seen its convenience, especially during bad weather. Not only classes are online sometimes in the present time, but also assessment tools are more online or digital in the present era. According to Olurinola (n.d.) in a UNESCO article, assessment is a critical component of the educational system because it provides feedback to learners and teachers on learning progress and achievement. In recent years, digital technologies and various software have drastically revolutionized the assessment process, offering innovative ways to measure the students’ progress. Compared to the traditional model of assessment, which was mostly paper-based, the integration of technology in assessment has become more convenient and sometimes with less bias toward the learners. Teachers can leverage technological assessment in order to develop more reliable and efficient assessments that can help them further understand the students’ learning.

The e-Assessment Association explains the opportunities and challenges of online assessments as follows. For the opportunities, online assessments offer 1.) flexibility and convenience as test-takers have the freedom to schedule and complete assessments according to their preferences, 2.) Immediate feedback — online assessments often offer automated grading and immediate feedback, enabling test-takers to receive prompt results, and 3.) Scalability — online assessments can be administered to large groups of students at once, which can save time and resources. This can be especially beneficial for schools, universities, and classes with large student populations.

For the challenges associated with using online assessments, the e-Assessment Association discussed that 1.) Technical issues can hinder the conduct of online assessments. Issues such as internet connectivity (or lack of stable internet connectivity) and software compatibility can disrupt the assessment process. 2.) Digital literacy — Students and sometimes even teachers who lack proper digital literacy may struggle with navigating the functionalities of online assessment platforms. They may find it challenging to locate assessments, submit responses, or access feedback. This can cause equity among the users of online assessment software.

Routh (2024) added that one other challenge that can be attributed to digital or online assessments is data privacy — a very big word in this present era. Online assessments can also pose privacy challenges. An online assessment platform normally contains personal information about students, such as names, contact information, and test results. This information can be targeted by online hackers, thus compromising student privacy and safety.

In my opinion, digital assessment is the way to move forward. It is more convenient for the stakeholders, especially for the teachers, because they can further understand in a more prompt manner the students’ comprehension. However, as discussed in the preceding paragraphs, the challenges can sometimes outweigh its benefits. Thus, schools must be aware of these challenges. Furthermore, governments must craft policies in order to ensure the proper use of online assessments in schools and universities. This way, the proper implementation of digital assessments can be more beneficial for the students and teachers.

The evolution and development of the web, more commonly known as the internet nowadays, has grown by leaps and bounds throughout the decades. The internet has grown exponentially from Web 1.0 to Web 3.0.

Web 1.0

Web 1.0 is the term for the earliest version of the internet from the 1990s to the early 2000s (Ledger Academy, 2023). It was referred to as read-only web or static web, with very limited interactivity and simple website designs. Interaction with websites during this era was very basic. Users could click on links to navigate between pages, but features such as online shopping, social networking, and user-generated content were virtually non-existent. In addition, websites were designed with minimal multimedia elements — barely any pictures or videos.

Web 2.0

Web 2.0, on the other hand, is an evolution of Web 1.0. Web 2.0 is considered as dynamic web, as opposed to Web 1.0, which was normally text-based. Also,  Web 2.0 is what is commonly known as internet wherein social media is commonly used; social media sites such as Facebook, Instagram, and X (formerly known as Twitter), to name a few, are used to communicate and interact. According to Kenton (2024), Web 2.0 has more user-generated content, greater usability for end-users, and a more participatory culture within the internet users. Users of the internet can publish articles via blogs and even upload vlogs (video blogs) on video-sharing sites such as YouTube, thus expanding their reach.

Web 3.0

Web 3.0 was first coined by John Markoff of the New York Times and he suggested Web 3.0 as third generation of the web in 2006 (Choudhury, 2014). Web 3.0 is built upon the concepts of decentralization, openness, and greater user utility.

With Web 3.0, the data generated by disparate and increasingly powerful computing resources, including mobile phones, desktops, home appliances, and vehicles, will be sold by users through decentralized data networks, ensuring that users retain ownership control. Users will therefore have more “control” over the internet. Additionally, in Web 3.0, it will use machine learning, a branch of artificial intelligence or AI that uses data and algorithms to imitate how humans learn, thus improving its accuracy.

Gerstein on the Evolution of the Web and Education

Gerstein (2014) wrote an article on comparing the development of the Web to Education. With the evolution of the internet, it is logical that schools worldwide have been following suit in the utilization of the internet in order to further educate the students. Nowadays, online classes use Zoom, Microsoft Teams, or Google Classroom. Some teachers use interactive sites like Padlet and Kahoot to make the students more engaged. Gerstein further explained about Education 3.0, that it is affording us with relevant, interactive, and networked content that is freely and readily available and personalized (based on individual interests). It is very similar to Web 3.0, wherein it provides users with richer experiences — it tailors the internet browsing experience to each individual.

With Web 3.0, educational institutions will be able to tailor the learning experiences in a more personalized manner for the students. Learning may be more individualized, and more advance tools will be used to teaching and learning, beyond just researching on the internet. In Education 3.0, Gerstein furthered that learners will be more engaged as connectors, creators, and constructivists. Learning will be more like a “web of networks,” with learners as content producers and sharers, using social networks for connecting, and using the web as curricula.

With the shift to Web 3.0, however, even though it is ideal for more advanced learning, there will most likely be students and teachers, including educational institutions, that will be lagging. This is in terms of internet connectivity and software availability — definitely, the cost of these can be a hindrance for some or even most of the stakeholders, especially students.

Conclusion

The development of the web and education can be said to be intertwined. As the internet develops, so does education — the educational sector uses web-based tools nowadays in this modern era. Desktops, laptops, and even tablets sometimes are generally essential for the students and teachers. I cannot imagine teachers nowadays who do not need computers  for their instruction or students who do not use computers. However, the rapid development of the internet may not catch up in terms of education with all in the education sector. Thus, governments must aid the development of both the internet vis-a-vis the educational sector, in order that no one will be left behind in terms of learning.

Distance learning or distance education is not new technology at all — it has been around for quite some time already. In fact, according to the article of Gu (2022), the first generation of distance education emerged in the mid-19th century, in which the main media was printed materials. It then developed throughout the decades, using the CD, radio, television, and eventually computers, which are still used until the present time. Distance education, according to Tomei (2007), consists of learning situations in which the students and teachers are located in different geographic areas at least for a portion of the class. Additionally, Sadeghi (2019) mentioned that distance education is a kind of education which students may not always be physically present at a school campus.

Distance education has its advantages and disadvantages. One advantage is that is can be practical for students who have different obligations, such as those with their own families and working students. In addition, They can be able to save files and readings sent by their instructors or professors. And students can attend classes at the comfort of their own homes.

Regarding the limitations of distance learning, it can have high chances of distraction for the students — the chances of losing track of deadlines and pending assignments is high. For some students, the technology of distance learning programs can be complicated, which can lead to some not grasping the technology well enough to catch up with his or her classes.

I find distance learning to be good and practical, but not too much of distance learning. Some classes can be online, but some have to be face-to-face in order to have that more personal interaction between the students and their teachers. As for its tools, in my personal experience, I used Google Classroom when I was a college instructor back in my home country, the Philippines for my classes during the COVID-19 pandemic.  I found it to be very user-friendly and I liked the fact that I could save PDF and PowerPoint files there for the students to peruse after my lectures. According to Pappas (2023), Google Applications for Education, which includes Google Classroom, is a powerful development tool for online education. Google Classroom has centralized storage data and it boosts the social learning aspect of online education; thus, this enables the students to benefit from the experience and skills of their classmates. One tool which I also found useful when I conducted my online learning classes was Khan Academy, wherein I utilized short videos to complement my lectures. I used videos sometimes so that the students will have a different form of learning, not just lectures from my PowerPoint slides. This way, they will further appreciate what I have been teaching them in my social science classes.

Currently, I am not teaching, as I am pursuing my PhD in Education and working in a different industry. However, my previous experience in teaching online classes during the pandemic from 2020 to 2023 taught me to appreciate distance learning more. It was practical at times (although it was sometimes stressful, especially during

Photo by Julia M Cameron on Pexels

COVID-19!), and it challenged me to deliver my lectures in a more engaging manner in order to make my discussions lively for the students. Teaching online also challenged me to be creative in teaching my students. With the current tools available for distance learning, I can say

that learning and teaching online will be even more advanced in the near future, especially with more students having their own gadgets like laptops and tablets. While face-to-face lectures will always be available, it is a good option also for the students to have their choice in having distance learning classes.

Productivity suites have always been used in education at all levels — preschool, elementary school, high school, and higher education. These productivity suites make learning and teaching more convenient. According to Mao (2020), especially nowadays, technology plays an integral role in the lives of students and teachers. Students use laptops and tablets to take down notes and do research, and also to access course materials online. Technology in the classroom also aids teachers in providing the students a more engaged learning experience. Cox (2024) mentions the different benefits of technology in the classroom, such as enhancing classroom engagement, preparing students for the digital world, and helping students connect with the wider world.

Photo by Pixies on Pixabay

Personally, I believe that education is essential is many aspects of work life, that is why it is beneficial for the younger students now to learn more about the usage of computers, because they will use this knowledge to apply for jobs in the future and use this technological knowledge when they are already in the workforce. The students of today will be less intimidated when working in companies and organizations because of their confidence and exposure in utilizing technology.

As a university student in the early 2000s, I remember when the internet was still relatively new (compared to this era!), and there were some educational websites already. But among all the productivity suites, what was then common and still is used regularly nowadays in the Microsoft Office suite. For education, Microsoft Word, Excel, and PowerPoint are always utilized by students. Perhaps it may be because of its being user-friendy, wherein, walking into the library, you see a lot of students typing their papers on Microsoft Word. And also educators who give their lectures on Microsoft PowerPoint.

Despite the longevity of the Microsoft Office suite, thought, there are many new productivity suites that the education sector uses nowadays. The lecture of Oleg Kagan of the LA County Library explains that there are more modern productivity suites used in education, such as Canva, Prezi, and Tome for lecture presentations. For students, aside from just typing notes in Microsoft Word, the newer programs and software are being utilized too, such as Microsoft OneNote, Evernote, and Notion. These are not just for note-taking, but also for storing images and videos. Truly, we are in the 21st century technology in education!

Even more advanced than the usual productivity suites used in education are cloud software and how it widens student access to learning, according to the article by Hennick (2023). With some schools choosing to use Chromebooks, which mainly use web-based software, cloud software is becoming more essential. Using cloud software, students are able to save files online without the use of a physical drive. They can also create presentations using Canva without the need to download the program in their computers.

With the wealth of information through the internet, and the multitude of choices available for students and teachers, we should also be wary of the limitations of technology in education. These productivity suites are tools, and nothing can replace the human knowledge. We should be able to assess our needs in using these tools. At the same time, especially for me, as an educator, I should consider the security and privacy of these productivity suites, and ensure that sensitive data is protected and data privacy policies are adhered to. With that, the educational sector will be able to effectively utilize these new technologies for the advancement of education in a positive manner.

Having been an educator for a decade, and putting a halt on teaching to pursue a PhD, I believe that my teaching philosophies guides who I am as an educator. This is essential for the success of the students, and how they understand the topics being taught to them.

I have been used to giving lectures in the classroom, which is still the case most of the time. Lectures are important in order to impart what I know to the students. However, that is not always the case. Aside from giving lectures, I believe that Project-Based Learning (PBL) can bring out the best in students. This is one philosophy that I use in the classroom; PBL makes the students more responsible in their learning. According to an article by Marcus Guido (2022), PBL or project-based instruction is a student-centered teaching method that encourages learning through engaging, real-world, and curriculum-related questions. This encourages students to apply skills and knowledge they’ve developed inside the classroom, and also allows them to have their own approaches to develop an answer.

PBL goes beyond teacher-led instruction, and it makes the students to think more critically.  Guido adds that PBL helps teach students creative problem-solving skills and how to build independent learning, not just depending on the teacher for the lectures. Thus, I use PBL most of the time in order for my students to gain skills that they can use even beyond the classroom. Aside from giving them lectures, I allow them to think critically, usually through brainstorming within themselves about a certain topic we are discussing in class. This makes them more active in the learning process, as they interact not only with me during lectures, but also among themselves.

Complementing PBL, my teaching philosophy mainly subscribes to constructivism, which explains that knowledge is subjective in nature. Learning and knowledge goes beyond memorizing textbooks and lecture  notes. Through interactions with teachers and their fellow classmates, students will be able to learn in a more holistic manner. Furthermore, constructivism also means that students actively participate in discovery-based learning, which is essentially PBL. The students discover some more knowledge on their own, and not just from the teachers’ classroom lectures. Students can be more motivated to learn this way, when they take an active role in learning; they construct their own knowledge and meaning, rather than passively taking in the information.

Through constructivism, the students can analyze what is being taught to them on their own, in a more independent manner. In my case, I provide guidelines to my students. Even though I want them to learn independently through PBL and the constructivist approach to teaching, I still believe that as a teacher, I am responsible for the students’ learning in many ways. Through guiding the students, I am able to supervise their learning in the classroom; since students learn at different levels (some are fast learners compared to others, for example), I have to ensure that no one is left behind in the classroom. Therefore, I believe that, through my teaching experience the past decade, both Project-Based Learning and constructivism complement each other when teaching my students.

In this early stage of EC&I 833, I would want to discuss my perspective of educational technology — how I comprehend it and how I have been using it for the past decade as an educator. In my personal understanding, the utilization of technology has its pros and cons; as for what weighs more is difficult to truly define.

From my own experience, using technology in teaching is convenient in the sense that I can provide students with a gamut of learning materials online – before, during, and after class. Before classes begin, I post advanced readings for the students to read. During class, I use the ever-popular PowerPoint, and I show some educational videos. After class, my students can ask questions online, and I post follow-up questions for them to answer. I found this to be convenient especially during the COVID-19 pandemic, wherein, for two years, classes were fully online. However, it had its limitations. First of all, I was not able to totally monitor my class effectively. Second, I was not sure if students fully understood the topics I was teaching them, because it  was difficult for me to gauge their true insights from the laptop screen. This leads to what Neil Postman mentioned in his talk in 1998, in which he explained that the first idea is that all technological change is a trade-off. Advancement in technology, according to Postman, may bring unmixed blessings to society, and technology in education is not spared. An article by the United Nations even mentions that technology in education can threaten privacy and even fuel inequality, as not all students have access to some forms of educational technologies. Another article by Telefonica states that technology in education promotes student flexibility and autonomy, it also distracts students, wherein social networks, chats, and unnecessary web pages take away students’ attention from the subject matter.

In educational technology, it is essential to consider the different forms of communication, as explained historically by Tony Bates in the chapter A Short History of Educational Technology, from his book Teaching in a Digital Age. He explains oral communication, written communication, broadcasting and video, and computer technologies historically. From the long history of written communication, such as the Bible, to folklore and stories transmitted from one generation to another (oral communication), to the early era of television and radio broadcast, what Bates explained is still relatable to the 21st century. No matted how advanced technology is used in education, going back to basics such as good oral and written communication are still what educators should aim. This will ensure that the students do not just rely on technology usage in learning, but in communicating properly with their teachers, and vice versa.

Based on Bates’ explanations in the preceding paragraph, the various mediums of communication should work hand-in-hand, in order for educational instruction to succeed. Educators must not only concentrate on advance educational tools — they must also have proper oral and written communication to and with the students.

Overall, I view the advancement in educational technology to be more of a pro rather than a con. I appreciate its convenience, as a teacher and as a graduate student. As a PhD student now, I can download and read articles wherever I am. Furthermore, as a teacher, I can easily communicate with my students in a faster manner, even when there are days of no classes. However, one must not totally rely on the various forms of technology, rather, use those as tools in order to teach in a better and more complete manner. With the proper tools and proper communication, teachers will be able equip their students better for the future.