Policy Initiatives & Implementation of Technology Tools

Learning Objectives :

Policy Initiatives & Implementation of Technology Tools

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2.1 Determine the importance of appropriate implementation of technology tools in education.

2.2 Identify the basic components of technology-based instruction systems.

2.3 Analyze issues related to online learning, including cyber-safety and accessibility.

Sources – use as references

Book : Foundations of Educational Technology Spector, M. J. (2016): Integrative approaches and interdisciplinary perspectives. (2nd ed.). New York, NY: Routledge.

Chapter 3: Learning and Performing

Chapter 4: Teaching and Training

Online Resources

Read the following:

Current articles or sections from the following academic literature related to technology trends in higher education:

The Chronicle of Higher Education

Education Week

Wilcox, K. E., Sarma, S., & Lippel, P. H. (2016). Online Education: A Catalyst for Higher Education Reforms

(Links to an external site.)

. Massachusetts Institute of Technology: Online Education Policy Initiative.

SPECIFIC INSTRUCTIONS

Respond to the following prompts in the Week 2 Abstracts discussion forum by Wednesday:

Post links or APA citations to two articles you found valuable from The Chronicle of Higher Education or Education Week from your readings this week.

What do you think the implications of the articles you selected are for higher education?

Provide examples to support your perspectives.

Samples of responses to the prompts are attached as well .

1- Comment on each of this SAMPLE RESPONSE below to the prompts:

2- Write your own response to the prompts. using different 2 Articles

Sample #1 K.P

Article 1:

Cyberbullying, Mental Health and Other School-Safety Takeaways for School Reopening

This article discusses that students from 12-18 years old are twice as likely to be victims in a school setting than outside of the school environment (Sparks, 2020). This can be attributed to increased cases of cyberbullying as students have more and more access to technology or social media. Some districts that do not allow private messaging between students, have less cyberbullying issues within the virtual learning environment (Sparks, 2020). Using technology, specifically social media, can provide a sense of anonymity and create a space where students do not have consequences for bullying like they would if they were doing it in person. This has an impact on higher education also. K-12 schools were not the only types of schools forced to go virtual during this pandemic, universities also did. It is important for any school to have a strict student code of conduct policy that specifically mentions a student’s behavior. There should be a formal disciplinary process for any online bullying or harassing in an online course in the same way there would be for that type of behavior in a traditional classroom. This should be in K-12 schools and at the university level. Many students attending college suffer from various mental illnesses and should feel safe when attending online or in person courses.

Sparks, S. (2020, July 22) Cyberbullying, Mental Health and Other School-Safety Takeaways for School Reopening. Education Week. Retrieved from

https://www.edweek.org/leadership/cyberbullying-mental-health-and-other-school-safety-takeaways-for-school-reopening/2020/07

(Links to an external site.)

Article 2:

What Higher Ed Has Learned from COVID-19 So Far

This article was discussing what COVID-19 has taught universities and how this can be helpful in future years. One of the main things that online courses has shown university faculty and administrators is that connecting with students is even more important now than ever before. Universities have made an extra effort to develop a connection with students and it is helping with retention numbers (Gardner, 2020). An example of connecting with students could be faculty emailing the student personally asking how they are doing this semester, how their work life balance is and if there is anything that can help to accommodate them during this pandemic. When students feel supported by and connect to faculty and staff, they are more likely to remain enrolled, as they are seeking a strong sense of community. Everyone can relate to wanting to feel supported and connect to others especially with all the stress and hardship the past year has brought. In the future, universities need to take this into account and be sure to train faculty and staff on the importance of connection.

Gardner, L. (2020, October, 28). What Higher Ed Has Learned from COVID-19 So Far. The Chronicle of Higher Education. Retrieved from

https://www.chronicle.com/article/what-higher-ed-has-learned-from-covid-19-so-far

Sample # 2 A.C

Article #1

Lang, J. (2021, January 15). Advice: Distracted Minds: Your Classroom Can be a Retreat in Dark Times. Retrieved January 19, 2021, from https://www.chronicle.com/article/distracted-minds-your-classroom-can-be-a-retreat-in-dark-times

The article’s caption was attention-grabbing as it has been challenging for many students to emerge themselves fully in the classroom without having internal and external distractions. Lang (2021) states that “During this difficult time in higher education and our country, our efforts to hold students’ attention and focus it on an intellectually absorbing topic can play a vital and healing role in their lives.” Educators are advised to implement three core principles into their classrooms:

Community (divide attention between the educator and students)

Structure (deliberately teaching in various methods)

Renewal (captivate students’ attention with various activities)

Lang (2021) believes that “Every course is an opportunity for students and teachers alike to escape for a little while from the chaos in the world and our brains, and turn attention to something important, intriguing, or beautiful.”

Article #2

Darby, F. (2021, January 13). Advice: 8 Strategies to Prevent Teaching Burnout. Retrieved January 19, 2021, from https://www.chronicle.com/article/8-strategies-to-prevent-teaching-burnout

Teaching burnout is real, especially when working too hard, dedicating more time than necessary, and not thinking about one’s self-care. Although I am not teaching, I found the article useful as a student balancing daily life and school online. In the article, Darby (2021) provides the following strategies to prevent teaching burnout to educators who are either new to online teaching or need help practicing self-care:

Simplicity works- just because technology is unavoidable, it does not mean it is necessary to use it at all instruction times.

Implement various teaching methods- rework the in-person discussions into chats, reflection activities, and using Padlet or Jamboard

If possible, balance synchronous and asynchronous- 75% asynchronous and 25% synchronous.

Call a timeout- schedule personal breaks throughout the week.

Scheduling- avoid working beyond the initially scheduled time.

Communication- When helping multiple students at once, “Think one-to-many instead of one-to-one” (Darby, 2021).

Be frank- disclose appropriately with students, i.e., fell behind on grading.

Reduce grading time- the use of auto-grading and auto recordings saves time.

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