EC&I 833 Pixels and Pedagogy: Crafting the Future of Education

As we look towards the future, the integration of generative AI in education promises to revolutionize the teaching profession. By automating and enhancing various aspects of a teacher’s work week, generative AI will allow educators to focus more on personalized and relational instruction, ultimately benefiting student learning and development. Here’s a glimpse into how generative AI will reshape the work week of a teacher.

One of the most time-consuming tasks for teachers is lesson planning. Generative AI can significantly reduce this burden by creating comprehensive lesson plans tailored to specific learning objectives and student needs. Generative AI can analyze curriculum standards, student performance data, and educational resources to generate engaging and effective lesson plans. This means teachers can spend less time on preparation and more time on refining and personalizing these plans to suit their unique classroom needs.  When Mitch, Ryan and I presented on Generative AI we discussed tools such as MagicSchool that is wonderful resource.  There are many other tools that can be accessed.

Grading and providing feedback are essential yet labor-intensive aspects of teaching. Generative AI can streamline this process for example I was working with students on how to create a setting for a story.  We were using Padlet and Curipod.  The Padlet was used to help student mind map the story.  Curipod was wonderful for I had students first draw a picture pertaining to the setting in their story.  Then I had students write out the details of the setting.  Curipod was able to provide feedback to them.  When I went through the feedback it was very useful and was great constructive feedback for students.  That generative AI detailed feedback on student work, highlighting strengths and areas for improvement for me is a game changer.. This allows teachers to view comments from a dashboard and then focus on the students that need more guidance.  As a result, teachers can dedicate more time to one-on-one interactions with students, that need more intensive follow up.

Administrative duties, such as attendance tracking, scheduling, communication to parents and students and reporting, often take up a significant portion of a teacher’s time. Generative AI can automate these tasks, ensuring they are completed efficiently and accurately. I have used CANVA Whiteboard to show teachers how get students input and then efficiently develop an email from their input on what they learned.  In a fraction of the time teachers can provide accurate and timely updates to parents.

As mentioned above, generative AI can analyze student data to identify learning patterns, strengths, and areas where students may need additional support. Teachers can use these insights to tailor their teaching strategies, ensuring that each student receives the attention and resources they need to succeed. Mastery of learning from Bloom’s Two Sigma Problem comes to mind.  This personalized approach can foster a more inclusive and supportive learning environment, where every student can thrive instead of surviving.  Just like what Benjamin Bloom has stated the importance of lowering the level of perseverance a student needs on a day-to-day basis.  What is crucial is to replace the of perseverance with increased encouragement for their teacher.

The human connection in education is irreplaceable. With generative AI taking care of many of the logistical and repetitive tasks, teachers can invest more in building strong relationships with their students. They can spend more time mentoring, counseling, and supporting students’ emotional and social development.  Especially since the pandemic we have seen students struggle at the same time they became more connected in the digital world.  It shows that students need that relationship with their teacher.  It is more important now then ever before.

Generative AI holds the potential to transform the teaching profession by alleviating the workload by the above points I have made.  teachers can then channel their energy into more relational and personalized instruction (Bloom), ultimately enriching the educational experience for students in a collaborative environment.  We must always be vigilant in addressing drawbacks from generative AI.  Technology will always have positive and negative aspects.  Based on what we discussed in this blog I believe that the future of teaching looks brighter, with generative AI serving as a powerful ally in the quest to provide high-quality education for all.

Image from Goodteaching.ca

In the ever-evolving landscape of education, the integration of various educational theories and technologies is crucial for creating an inclusive and effective learning environment. This blog post explores how Assistive Technology, Generative AI, Constructivist Theory, the Zone of Proximal Development, Behaviorism, and Collaborative Learning Theory are the foundation for learning success for students.   We will also be discussed under the umbrella of Universal Design for Learning.

Assistive Technology (AT) are tools and devices designed to support students with disabilities, enabling them to participate fully in educational activities. I would also suggest that AT can apply to all students.  All tools at our disposal should be made available to students.  All students can benefit from screen readers and speech-to-text software etc.…   All students are unique, and we need to teach them how to use educational technology tools in a manner that will help them experience success.  Generative AI which is part of AT is not only a technology that can enhance the efficiency of teaching by supporting differentiated instruction and addressing the unique needs of each student.  Furthermore, it should be noted that students need to be taught how to use the educational technology tools in a manner that will promote success in their learning journey.

Constructivist Theory presented in our class pointed out that learners construct knowledge through experiences and interactions with their environment. This approach emphasizes the importance of active learning.  It is critical that we teach students not to fall into the passive learning trap while using technology such as watching videos.  Rather, educational technology, needs to facilitate engagement by providing immersive and experiential learning opportunities.  One such activity that I have had success with is with Minecraft and in tandem with the Zone of Proximal Development theory (ZPD) refers to the range of tasks that a learner can perform with guidance but not yet independently.   Collaborative Learning Theory emphasizes the importance of social interaction and teamwork in the learning process. Have you ever asked a student to concede a digital device at school.  At times there is resistance from students to do so when using Minecraft.   Technology used in a skillful way can help teach students that they can gain insight when they not only concede their device but also their opinion on how the perceive things.  Students need to be encouraged to share ideas and to learn from each other.   Through collaboration an amazing group project in Minecraft for example can be created.   Please don’t forget the importance of behaviorism which focuses on observable behaviors and the use of reinforcement to shape learning.  Educational technology can incorporate behaviorist principles through gamified learning environments.  I have seen the level of engagement from students increase when we use gamification strategies and it is incredible to watch.

Universal Design for Learning (UDL) is a framework that aims to create flexible learning environments that accommodate the diverse needs of all students. Simply put educational technology will bring a set of new skills that teachers will learn, increased resources that are required for UDL to be successful in reaching all students.  By using educational technology as a lever, educators can ensure that UDL principles are effectively applied, making learning accessible and inclusive for all students.

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The Saskatchewan Teachers’ Federation pointed out in a news release from February 7^th, 2024, that 2023-24 Teacher staffing levels increased by 10 positions as compared to 2016-17 school year.  This indicates a .1% increase in staffing.  During that same period Saskatchewan’s student population has increased by 15,875 students an increase of 8.8%.  A decrease of professionals such as counsellors, psychologists and speech and language pathologists has also declined more dramatically in one year from the 2022-23 to the 2023-24 school year counsellors have seen a 7.7% reduction and other specialists have declined 15.5%.  What this means is that more issues pertaining to complexity and size is hitting our Saskatchewan classrooms more than ever.

To address the student needs it is going to take a multi-faceted approach.  In this blog I would suggest that one such path would be to implement more Project Based Learning (PBL) and Ed Technology into our classrooms to effectively address the challenges of large class sizes and diverse student needs.  This is done by creating an environment that is engaging, personalized and it’s philosophical foundation is built on collaboration to prepare students for the 21^st century.

The Buck Institute for Education would describe PBL as “A teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and responds to an authentic, engaging, and complex question, problem or challenge and make their work public.”  In essence PBL promotes “active learning” and relies heavily on inquiry-based learning.  John Dewey considered the grandfather of PBL, firmly believed that the teacher is essential in guiding the student’s learning by creating authentic “need to know” for students.  You want students to grow intellectually, emotionally, and spiritually.  The goal is certainly not for students’ lone aspiration is to get a good grade on the test.

The research paper titled, Project-Based Learning Increases Science Achievement in Elementary School and Advances Social and Emotional Learning (Krajcik et al., 2021) found that Social-emotional Learning (SEL), had “significant and positive effects” because of students working together in a collaborative learning environment.  The student indicated that students reported that had an increased appreciation for reflection and collaboration.   This is significant for these highlights sharing of insights and experiences with others is a staple for student growth.

The article “Using Edtech in Service of Human Connections” is a great article.

https://www.edutopia.org/article/how-reduce-edtech-use-schools

This article has pointed out that Ed Technology has skyrocketed since 2018 to present.  In France the use of Ed Technology has more then tripled in that time frame.  Even in my school division I have seen a similar trend regarding use of Ed Technology.  What I like about this article is that it makes the teacher as on simple question.  “Does the tech preserve or enhance human connection in the classroom?  If the technology does not promote interpersonal connection, then what is the purpose?

This is where PBL can support Ed Technology integration into the classroom.   Ed Technology can have an isolating impact on student learning.  This will adversely impact a student’s learning for the are not being exposed to other people’s life experiences.  Conversely, PBL will thrive with the use of Ed Technology for it has the potential to increase collaboration beyond just physical limitations.  It also can showcase each students skill set to their peers.   Truly, together students can achieve magnificent things in their educational journey and within themselves.

One note that the technology integrated in a PBL Model also opens the opportunity to integrate Assistive Technology in the classroom.  Thus all students are able to contribute and share their knowledge and life experience with others.

This week’s focus is on the transformative impact that online learning tools have had on education over the past two decades. It is important to highlight that the pandemic has significantly accelerated this transformational process. The new technological resources that facilitate online and distance learning have revolutionized educational access, reaching learners around the globe. However, it is noteworthy that there are still students in our local communities who struggle to fit within the traditional educational system for a variety of reasons. A prevalent challenge is the complexity associated with neuro-divergent learners.

Often, educational environments adopt a one-size-fits-all methodology. In sharing this perspective, I do not intend to suggest that educators are not implementing differentiation strategies in their classrooms. Rather, I propose that the diverse makeup of classrooms presents considerable challenges for teachers in addressing the needs of all students. I believe that there is likely a correlation—if not a causation—between these challenges and the support provided to neuro-divergent learners.

Currently, I have the opportunity to work with a student diagnosed with Autism Spectrum Disorder (ASD) who experiences attentional challenges. This student is engaged in an intricate subject matter online and is thriving. He has expressed that the typical classroom environment is overwhelming for him. In the online learning setting, he is better able to concentrate and has begun to advocate for his own needs. For example, while he prefers not to make eye contact, he feels comfortable activating his camera when he has a question and is listening for the response. He then turns off the camera once the question has been addressed. If the camera were to remain on continuously, it would serve as a distraction, potentially leading to increased sensory overload and impeding his learning progress. By utilizing tools such as Google Classroom, Zoom, Microsoft Teams, and Google Drive, this student is able to modify his learning environment in a way that fosters successful communication of his understanding to the teacher.

There is a notable research paper titled:  Guiding Empowerment Model: Liberating Neurodiversity in Online Higher Education

https://arxiv.org/pdf/2410.18876

this research paper delineates several key areas of focus:
1. Time and Energy
2. Sensory Processing
3. Social Cognition
4. Reasoning
5. Executive Functioning
6. Core Skills

I see a connection on how online learning tools for distance learning not only helps neuro-divergent learners.  It is safe to say that this can then reach all learners in a positive fashion.  All students are impacted with the 6 key areas listed above.  Life is not static it has ups and downs but giving students and teachers a way to deliver and the student to receive the learning material in a manner that is adaptive in nature can provide positive outcomes.

Neil Postman recognized that the advent of new technologies brings forth new challenges. He entitled his presentation “Five Things We Need to Know About Technological Change” and asserted that an understanding of these concepts would aid us in navigating the effects of technology on our lives.

The first critical point he presents is that every new technology entails trade-offs. While such technology may offer us certain advantages, it simultaneously detracts from other aspects. In our previous class discussion, we examined how technology influences human behavior, both positively and negatively. An illustrative example that springs to mind is that of my mother’s current living situation. My mother, who is now 92 years old, resides in a senior living facility. Throughout the pandemic, many residents of the facility refrained from interacting with one another due to concerns regarding illness. My mother hails from an era when face-to-face interaction was vital for fostering a healthy community. I recall her recounting how the family would bond over music played on the farm. She has shown little interest in acquiring contemporary technologies such as web conferencing, email, texting, and many others. Though the telephone proved to be somewhat useful, its utility was limited due to her hearing impairment, even with hearing aids. Furthermore, she did not possess a smartphone, and her poor eyesight made texting impractical as well. To alleviate the loneliness she both experienced and observed among her fellow residents during the pandemic, she began to play the piano in the entrance area. Quite quickly, residents gathered to sing along with her music, consistently maintaining social distancing and adhering to guidelines. My contention is that my mother effectively utilized the technology of her time—the piano—to mitigate the feelings of loneliness and isolation that residents were grappling with due to the pandemic. The technology available during her era had a profound impact on the well-being of the residents in the senior community. The residents’ health was directly correlated to the kind of technology employed in addressing their feelings of loneliness.  To note, my mother iis still is playing the piano at 3 PM for the residents.  They have adopted this practice as an important ritual to foster the value of togetherness.

This situation underscores the significance of Postman’s second point: technology does not benefit all individuals uniformly. There is no alternative superior to face-to-face interaction in combating isolation and loneliness. Observing our students in higher education or in the public school system it still reveals that many continue to feel the lingering effects of the pandemic. The younger generation is more interconnected than any prior generation. Nonetheless, numerous studies indicate that our students experience levels of isolation and loneliness similar to those of previous generations.

Technology cannot substitute for face-to-face interaction.

Conversely, younger generations confronted different challenges and responses during the same timeframe. The article titled “The Impact of COVID-19 on Mental Health: A Comprehensive Review” offers a thorough analysis of how the COVID-19 pandemic has globally influenced mental health. It discusses a variety of factors contributing to mental health issues during the pandemic, such as social isolation, economic stress, and fears of contracting the virus. The review also highlights the heightened prevalence of anxiety, depression, and other mental health disorders, emphasizing the critical need for mental health support and intervention during such crises.

Our students now have increased their access mental health support than they did prior to the pandemic. This should serve as a significant “canary in the coal mine” indicator that we must learn to utilize technology effectively to foster connections with one another.  Simultaneously, we must nurture or students to acquire the social emotional skills, metacognition skills and values such as community if we want a society that is connected and thriving.

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Postman, N. (1998, March 28). In Five Things We Need to Know About Technological Change

National Centre for Biotechnology Information. (2021, October 12). Impacts of the COVID-19 Pandemic and Self-Isolation on Students and Staff in Higher Education: A Qualitative Study. Impacts of the COVID-19 Pandemic and Self-Isolation on Students and Staff in Higher Education: A Qualitative Study. Retrieved September 22, 2024, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8535702/

Theme of the Blog site

In the rapidly evolving landscape of education, the integration of technology has become a cornerstone of modern pedagogy. “Pixels and Pedagogy: Crafting the Future of Education” explores the transformative power of digital tools in the classroom and various aspects of our lives. This journey delves into how educators can maximize the potential of technology to create engaging, interactive, and personalized learning experiences for themselves and others.

From in-person to virtual classrooms, it is evident that online educational collaboration apps and gamification offer unprecedented opportunities to enhance teaching and student learning. This theme emphasizes the importance of equipping educators with the skills and knowledge necessary to effectively integrate technology into their teaching practices. The goal is to utilize technology in a manner that helps students learn both traditional and digital skills essential for success in the present and future. Thus, a balanced approach is required, where technology complements traditional teaching methods rather than replacing them.

Ultimately, “Pixels and Pedagogy” is about preparing educators and students for the challenges and opportunities that will arise today and in the future. Step into any classroom today, and you will see evidence that technology and education are seamlessly intertwined, fostering an environment where innovation and creativity can thrive. A kaleidoscope is defined as a tube-shaped object with a small hole at one end. When you look through the hole and turn the other end of the tube, you will see patterns of colors that change as you rotate the tube. Similarly, the vision of this blog is to create a venue where, when we examine different aspects of educational technology in the context of pedagogy, we uncover numerous opportunities for educators and students to grow and experience success in their lives.

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