Session 1: Digital Age, Technology and future in High Education

This session explores crucial topic which is using of technology and future of High Education. The session meets two of the ED403’s important CLOs which are Review and apply theoretical framework and models for Technology enabled Learning (CLO1) and critically review and analyse trends in higher education learning environment (CLO2).

Issues in teaching in a digital age

I would like to begin this blog discussing the Issues in teaching in a digital age.

The COVID-19 pandemic has had a significant influence on digital learning, leading to changes in patterns and the introduction of novel educational methodologies. The pandemic had a rapid and sometimes challenging effect on the educational system, but it also encouraged the growth and development of digital learning (Bansal et al, 2021). Despite significant advancements in digital and online learning, including the use of video conferencing, online learning platforms, the Learning Management System (Moodle), and administrative tools, there are still challenges associated with digital learning  (Chang et al., 2009).

Several challenges associated with digital learning include: The concept of the digital divide refers to the unequal access to and use of digital technologies and the internet among different groups of people. It highlights the disparities in access to information and communication technologies (ICTs) based on factors such as income, education, geographic location, and social status. Unequal access to digital devices and high-speed internet exists among students throughout the Pacific region. This discrepancy may result in substantial disparities in educational opportunities and achievements. I have visited Solomon Islands, Samoa, Tonga, and Vanuatu for various initiatives, where we have assessed the speed and expenses of internet connectivity. Internet speed exhibits significant variation across different countries (Guppy et al., 2022).

The varying levels of digital literacy among both students and teachers contribute to a skills gap. Teachers must demonstrate proficiency not just in their own areas of expertise but also in successfully using and teaching with technology. Extensive study has been conducted on digital literacy, revealing significant challenges in the Pacific region. The lack of tangible cues and limited interactions in a virtual context may provide significant hurdles to engagement and motivation. Indeed, this holds true for my classes, since students are ineligible to enroll in online courses. Ongoing training and support are essential for instructors to stay up-to-date with the latest technology and digital teaching methodologies (Sarah et al., 2022).

Technology-enabled learning

This session further explores new items in technology enables learning. The three theoretical framework and models for technology enabled learning are:

  1. Community of Inquiry (CoI)
  2. Technology Pedagogy and Content Knowledge (TPACK)
  3. Technology Integration Matrix (TIM) 

Community of Inquiry (CoI)

We’re starting here because using technology for learning means setting a foundation for new ways of thinking about teaching and learning (Fiock, 2020). CoI, or Community of Inquiry, is an educational approach that emphasizes collaborative learning and the use of technology to enhance connection and cooperation.

Technology improves connection and cooperation for meaningful learning in CoI. Everyone feels secure sharing/exchanging ideas in CoI. The idea is to develop knowledge. It then discusses social, cognitive, and instructional presence.  

To improve social presence, relate to people in the community, share information and ideas, and establish open communication.

Cognitive Presence, learner's ability to develop and communicate ideas inside CoI. This has 4 steps: The learning process includes responding to a trigger, exploring a new thought, integrating it into one's own environment, and resolving/accepting the notion.

Teaching Presence - the facilitator/teacher contact with students contains three elements: Design, facilitation, and direct teaching.

Some resources:

Community of Inquiry Model: A Conceptual Framework for Online Learning Research

Summarizing the Community of Inquiry Model

Community of Inquiry

Technology Pedagogy and Content Knowledge (TPACK)

TRACK is a framework that identifies the knowledge teachers need to teach their subject effectively with technology. Technology TPACK is pedagogy and content knowledge.

TPACK defines the knowledge teachers need to effectively use technology. Three main types of knowledge make up TPACK: Content, Pedagogy and Technology.

TPACK builds on these three main knowledge bases and adds four additional, as listed below:

  1. Pedagogical-Content knowledge is how to teach a topic.
  2. Technological-content knowledge is how to employ technology for a certain topic.
  3. Understanding how to incorporate technology into education is technological-pedagogical knowledge.
  4. Technological-Pedagogical-Content knowledge includes how to use technology to teach certain subjects.

These four knowledge sources provide additional technology-integration approaches for instructors.

What is TTACK Model? 

TPACK: Technological Pedagogical Content Knowledge Framework. 

Introduction to the TPACK Model. 


Technology Integration Matrix (TIM)

TIM illustrates how teachers can use technology to enhance or enable learning for K (Kindergarten) to class/grade 12 students and beyond i.e. post-secondary/university students (Koehler and Mishra, 2009; Harris and Yearta, 2020). Combines environmental factors with educational technologies. TIM has five interdependent relevant learning environment characteristics: Active, Constructive, Goal-directed, Authentic, Collaboration

Five technological integration levels are associated with TIM: Entry, Adoption, Adaption, Infusion, Transformation 

Introduction to the Technology Integration Matrix - Dr. James Welsh: https://www.youtube.com/watch?v=REByCgv1eyE

What is the Technology Integration Matrix? https://www.youtube.com/watch?v=4I4YlPD2ecs

Technology Integration Matrix (TIM) and TIM Tools Introduction. https://www.youtube.com/watch?v=zyN9l5LK5uM 

Some tools I used in my courses.

Higher education is using technology more and more, so teachers need to know how to use simple tech tools and be happy with tech tools that aren't related to their subject (Renes and Strange, 2011). Digital literacy and digital skills are still hard for students and teachers in the Pacific (Reddy et al., 2022). This is a big problem. In recent years, USP and my field of computer science have been taught in both mixed and online formats. This is possible thanks to new technologies like Moodle, which hosts all the material and allows for online evaluation, and class Capture and Zoom, which allow for live class delivery. Online tools and learning have changed the way people learn and will be the future of education in the Pacific (Sharma, 2008). There are a lot of engaging ways to learn online. I use discussion boards, current SCORM packages, online quizzes and polls, and a lot more in my classes. It is important for online courses to have test tools that keep students interested and help them learn at the same time. Online learning has also made it easier to learn and less expensive because it lets people learn from anywhere and at their own pace.

Some important resources on Digital A:

Ebook: teaching in a Digital Age: https://pressbooks.bccampus.ca/teachinginadigitalagev3m/

Teaching in a Digital Age : Guidelines for Designing Teaching and Learning: https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/276

Teaching and Learning in the Digital Age: https://www.taylorfrancis.com/books/mono/10.4324/9780203117422/teaching-learning-digital-age-louise-starkey

Teaching in the Digital Age: https://www.youtube.com/watch?v=zqBr7Q6ai4E

kills Needed in a Digital Age: https://www.youtube.com/watch?v=0LeeOuQx-_w

Re-inventing Education for the Digital Age: https://www.youtube.com/watch?v=ArI6albrkuY

Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning: https://www.tandfonline.com/doi/full/10.1080/15391523.2016.1175856?casa_token=W2SIk8Ug5IAAAAAA%3AF_vVq2tXSi47ldUQOqWSVgwoCFV0HHCzxxWq7rk4Efs4pZhXYeeJtVPg5IwM1TQwPYdLsi2E-OxM0g

 The Future of Learning: AI, VR, and Digital Tools Redefine Education: https://www.youtube.com/watch?v=Hbg9evpdZYk

Top 10 VR Apps for Education:  https://www.youtube.com/watch?v=qTawujvVzJ4

References:

Bansal, R., Gupta, A., Singh, R., & Nassa, V. K. (2021, July). Role and impact of digital technologies in E-learning amidst COVID-19 pandemic. In 2021 Fourth International Conference on Computational Intelligence and Communication Technologies (CCICT) (pp. 194-202). IEEE.

Chang, C. Y., & Wang, H. C. (2009). Issues of inquiry learning in digital learning environments. British Journal of Educational Technology, 40(1), 169-173.

Guppy, N., Verpoorten, D., Boud, D., Lin, L., Tai, J., & Bartolic, S. (2022). The post‐COVID‐19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries. British Journal of Educational Technology, 53(6), 1750-1765.

Sarah, C., Jane, B., Rónán, O. B., & Ben, R. (2004). Quality assurance for digital learning object repositories: issues for the metadata creation process. ALT-J, 12(1), 5-20.

Fiock, H. (2020). Designing a community of inquiry in online courses. The International Review of Research in Open and Distributed Learning, 21(1), 135-153.

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.

Harris, L., & Yearta, L. (2020, April). The UDL, TPACK, and TIM frameworks to evaluate pre-service teacher technology integration. In Society for Information Technology & Teacher Education International Conference (pp. 2010-2016). Association for the Advancement of Computing in Education (AACE).

Renes, S. L., & Strange, A. T. (2011). Using technology to enhance higher education. Innovative Higher Education, 36, 203-213.

Reddy, P., Sharma, B., & Chaudhary, K. (2022). Digital literacy: a review in the South Pacific. Journal of Computing in Higher Education, 34(1), 83-108.

Sharma, A. N. (2008). ICT in teacher education: The USP experience. Pacific education: Issues and perspectives, 165-179.

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