Let's Tech About It

According to the Britannica (n.d) definition, critical theory is characterized as a reflective approach to philosophy and culture to identify, understand, and address the constructs of which oppress and dominate individuals and groups within a societal landscape. Critical theory, especially based on the readings and information I analyzed, exists as a constant challenge to the scientific process. This postmodern view of critical theory eschews societal dependence on rationality, reasoning, and absolutes. Instead, the “critical” component stands to challenge structures built on the basis of collective societal and cultural norms. While critical theory gives the impression of fixation on only negative or oppressive components, it acts more as a necessary reflection and counter to the status quo, calling for more thoughtful analysis of constructs within literature, culture, organization, history, education, etc.   In my assessment, critical theory plays a necessary role in how man...

As part of the continued exploration of my research topic, I did a second article analysis of “An Analysis of Digital Education in Canada in 2017-2019” (Veletsianos et al., 2021). While this study and its findings are derived from an externally applied survey of Canadian higher education institutions (HEI’s), the author’s proposed further analysis of open-ended comments and written feedback from the survey questions to help identify trends and complimentary information when applied to online learning and digital technology. In this research study, a survey administered by the Canadian Digital Learning Research Association (CDLRA) over the course of three years (2017 – 2019) had the qualitative responses examined and categorized to search for patterns of discernible importance when considering emerging aspects of online learning in the post-secondary educational space including OER’s (open educational resources), technological influence on pedagogy, and student support for technologic...

  Photo by Armin Rimoldi on Pexels.com For my research topic I did an article analysis of “Technology acceptance of four digital learning technologies (classroom response system, classroom chat, e-lectures, and mobile virtual reality) after three months’ usage” (Sprenger & Schwaninger, 2021). The core of the study attempts to identify the effective usage of four technologies in a single General Psychology course and measure the comparative acceptance of those methods over the span of a semester using a technology acceptance model (TAM). With the growing integration of technology and educational environments, there is an increased importance in examining the tools students are provided and adopting in the classroom. The technology used in this specific study included: Classroom Response Systems (CRS), Classroom Chat (CC), E-Lectures, and Mobile Virtual Reality. Methods such as these enable various usage and effectiveness when applied to course alignment and student preference....

As part of my Educational Instructional Technology graduate program, having a space, or blog, to discuss, examine, and further my research and understanding of Instructional Technology is of great importance.  I've been posting to this particular blog for close to 6 months now and can honestly say that with each and every entry, I've noticed improvement and continue to strive to find my voice within my area of study. Furthermore, I would like to lend more time and effort towards improving the overall look.  I also welcome any outside suggestions, comments, or critiques of my blog that would assist in refining my approach. I leave this brief post with an inspirational quote that I've found very useful over the last few years in continuing my educational journey:  “My heart is at ease knowing that what was meant for me will never miss me, and that what misses me was never meant for me.” ― Imam Al-Shafii Until my next post...thank you for reading.

Introduction Over the last eight or so weeks I have gone from knowing almost nothing about digital assessment to suddenly having more than enough resources and data to better inform my approach as a future Instructional Technologist. Throughout that time, I, along with the rest of my peers have dived head-first into the world of data-driven instruction and have steadily, but surely gained a vital understanding as to its prevalence as well as the best uses and applications with regards to applying that data towards standards-based or competency-based assessment. We have looked at how and why instructors conduct assessments, and through individual input, learned that we all feel almost unanimously indifferent towards the current state of assessments for students at the elementary and secondary level. Some of us have experienced these challenges personally as educators or staff while others (hey, that’s me!) have relied on the information provided by others to construct an understanding...

For this week’s blog, I’ll be discussing data collection and assessment as it pertains to the ability of automated assessment applications to accurately measure satisfactory comprehension of varying concepts. Additionally, I’ll briefly discuss online cheating and academic integrity. Big Data & Text Analysis Apps With a growing reliance on data being used to shape educational endeavors and performance standards, the technology that compiles and measures that information is now to a point of sophistication where automated systems are capable of grading performance. However, the concern over reliability in assessment is a potential hurdle that shift towards relying on technology for automated assessment. According to Cope & Kalantzis (2016): As is to be seen in unfolding developments in the field of technology-mediated writing and writing assessment, big data and education data sciences may in time offer learners, teachers, and researchers new windows into the dynamics an...