Module 1: Sociology of Technology/ Technology Beyond Machines
This week further opened my eyes to the idea that we are in control of the technologies we use to further our ability to function as human beings. We tend to think of technology as hardware in the tools and machines we use, but it is also in the systems we develop and the rules or laws we live by (Dusek, 2006). What resonated most was when Kline (1985) mentioned that technology may be that thing that distinguishes human being from other animals because we are the only species that make things to improve our functioning. It's scary though to think of how far we are willing to take it!
Sources:
Dusek, V. (1985). Philosophy of technology: An introduction. Malden, MA: Wiley-Blackwell.
Kline, J. S. (1985). What is technology? Bulletin of Science Technology & Society, 5(215-218).
Module 2: Technology as a System of Administration
Dusek (2006) provided a clear understanding that systems can also be considered technology. If we think of early civilizations and how we've evolved, technology is responsible because what it has done is allow us to use our natural abilities to the fullest. I still believe, however, that our abilities will continue to evolve with the help of technology. The most profound statement was made by Kline (1985) that mentioned that technology may be that thing that distinguishes human being from other animals because we are the only species that make things to improve our functioning. Throughout history, technologies that existed, have shaped the way humans create the societies that they live in (Kline, 1985). Sources:
Dusek, V. (1985). Philosophy of technology: An introduction. Malden, MA: Wiley-Blackwell.
Kline, J. S. (1985). What is technology? Bulletin of Science Technology & Society, 5(215-218).
Module 3: Learning Theories
As a constructivist, I see the value in understanding the importance of the social interactions that occur in the classroom, but I also understand that as an educator, behavioral, cognitive, and motivational theories, among others, are essential to considers when thinking about a student's individual needs and how to deliver the instruction. The early work of theorists help to better understand our role as educators. The work of Lev Vygotsky helped educators to understand that students are not just passive learners and are expected to be fed information; students need to learn by doing with the help of a more skilled peer or instructor through social interaction, which Vygotsky discussed in his concept of Zone of Proximal Development (Harasim, 2012). Source:
Harasim, L. (2012). Learning theory and online technologies. New York: Routledge.
Module 4: Ethics and Morality in Education
Lucey and Grant (2009) helped to define morality in a way that explains its need to balance social power. We develop thoughts and actions that become socially acceptable in order to survive in society (Lucey & Grant, 2009). But with emerging technologies that are essentially fascinating and help us to compete in the world, where do we draw the line between moral thoughts and actions that compel us to act ethically to both advance and enhance in the world, but protect and develop the basic functions of humans, especially in the field of education? An interesting module, to say the least!
Module 4: Ethics and Morality in Education
Lucey and Grant (2009) helped to define morality in a way that explains its need to balance social power. We develop thoughts and actions that become socially acceptable in order to survive in society (Lucey & Grant, 2009). But with emerging technologies that are essentially fascinating and help us to compete in the world, where do we draw the line between moral thoughts and actions that compel us to act ethically to both advance and enhance in the world, but protect and develop the basic functions of humans, especially in the field of education? An interesting module, to say the least!
Lucey, T. A. & Grant, M. M. (2009). Ethical issues in instructional technology: an exploratory framework. Multicultural Education & Technology Journal, 3(3), 196-212.
Module 5: Ethics, Educational Technology and Universal Design for Instruction (UDI)
One of the biggest challenges for educators when it comes to technology use is dealing with issues surrounding confidentiality. Specifically in K-12 education, one of the priorities of educators is keeping the child safe with technology and internet use by protecting their identity, but also having enough filters in place to limit the amount of information coming in and going out when the technology is used in the schools.
Having a diverse classroom with regular education students, special education students, English language learners, 504 students, and gifted and talented students can prove challenging for any educator. The Universal Design for Learning (UDL) as Ostroff (2011) suggested is helpful to teachers who have such diversities and cannot individualize instructions for each student but can present materials in multiple ways. UDL’s main principles of representation, expression, and engagement are identified in neuroscience research as crucial for learning (Falconi, Longinotti, Magnussen, Price & Tice, 2015; Ostroff, 2011). All of these areas are important, especially when designing learning with the universal design for instruction (UDI) to target the individual student's needs. Also, with 21stcentury learning’s push to integrate technology into the learning environment, UDI helps to differentiate instruction with digital technology as well (Falconi et al., 2015).
Sources:
Falconi, L., Longinotti, T., Magnussen, S., Price, T., & Tice, S. (2015). Supporting learner diversity with Universal Design for Learning for the intermediate elementary classroom. Retrieved from http://blogs.ubc.ca/smagnussen/files/2014/10/510-UDL-in-elementary-curriculum-guide-FINALreducedsize.pdf
Ostroff, E. (2011). Universal design: An evolving paradigm. Universal design handbook, 2nd ed. McGraw-Hill.
Module 6: Diversity and Applying the Universal Instructional Design in the Classroom
The previous module discussed how the diversities in the classroom had to do with the different kinds of learners we can have in one classroom as an educator. This week, I learned that diversities that include culture, religion, and specific reading abilities, for example, can also influence learning and instruction that takes place in the classroom. Although these are not foreign to me as an educator and are taken into consideration with designing instruction, I associated the Universal Designs for Instruction and Learning to be mostly about making learning accessible to the subgroups I previously mentioned. Diversities further exist within these subgroups as well.
