Bennett, S., Lockyer, L., & Agostinho, S. (2018). Towards sustainable technology‐ enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice. British Journal of Educational Technology, 49(6), 1014–1026. https://doi-org.prxy4.ursus.maine.edu/10.1111/bjet.12683
This article offers discussion regarding how higher education can shift its culture of instructional design to meet the growing demands of adult learners and employers. Higher education teaching is increasingly demanding due to a more diverse student base, higher expectations of employers, and increasing reliance on technology. In order for teachers to meet these growing demands, the authors suggest re-conceptualizing instructional design, to focus on “teachers as designers.” This involves viewing teaching as a design process and not just a linear planning process, and implementing technology at all steps in the design process.
As a higher education instructor, this article helped me conceptualize a new model of instructional design. By reflecting on and implementing some of the propositions presented by the authors, I am working toward several of the course outcomes this project focuses on. This article has helped me reflect on my own educational practice, deepen my conceptual knowledge of instructional design, and articulate my own personal teaching philosophy.
Franklin, R.K., Mitchell, J.O., Walters, K.S., Livingston, B., Lineberger, M.B. … Karges-Bones, L. (2018). Using Swivl robotic technology in teacher education preparation: A pilot study. TechTrends: Linking Research & Practice to Improve Learning, 62(2), 184–189. https://doi-org.prxy4.ursus.maine.edu/10.1007/s11528-017-0246-5
This study focuses on use of Swivl video recording technology in the clinical setting for teacher preparation programs. Videography has a long standing history in teacher preparation programs. As technology develops, and devices such as Swivl have become available, student teachers have new opportunities to utilize video recording of their clinical experiences. The Swivl device allows for body-tracking in the classroom, so all aspects of the student teacher’s instruction can be recorded. The overall feedback from this study was positive. Student teachers found that videos recorded by the Swivl device allowed for significant reflection and growth.
I found this study to be significant to my project and professional practice for several reasons. After reading and reflecting on many of the points from Turkle’s Alone Together, I find myself consider ways in which robotic technologies can be used to enhance educational experiences for both students and educators. I think that the results of this study are an excellent example of how this type of technology can be integrated into the classroom in a meaningful way. Not only can technology be used to enhance learner experience, but it can also be used in reflective practice to enhance professional growth. As an educator for distance learning students, I can also imagine this technology being of use in that setting.
Raulston, C.G., & Alexiou-Ray, J. (2018). Preparing more technology- literate preservice teachers: A changing paradigm in higher education. Delta Kappa Gamma Bulletin: International Journal for Professional Educators, 84(5), 9–13. Retrieved from https://search-ebscohost-com.prxy4.ursus.maine.edu/login.aspx?direct=true&db=eft&AN=135612911&site=ehost-live
In this article the authors discuss the importance of technology enhanced education, and some of the barriers that preservice and novice teachers face to successfully integrating technology. They go on to discuss several instructional methods that teachers can implement to promote development of technology literacy. Some of these methods include the Bring Your Own Device (BYOD) method, the Makerspace movement, and the use of robotics and coding in the classroom.
This article connects with the underlying theme of my inquiry, and the course essential question “how might we use technology to enhance real world, collaborative, learner centered education?” By teaching preservice and novice teachers easy to implement methods for technology integration, we can enrich the learning experience and help develop technology literate learners.
Servilio, K.L., Hollingshead, A., & Hott, B.L. (2017). Partnerships Enhancing Practice: A Preliminary Model of Technology-Based Peer-to-Peer Evaluations of Teaching in Higher Education. Journal of Special Education Technology, 32(1), 23–35. https://doi-org.prxy4.ursus.maine.edu/10.1177/0162643416681161
This study evaluates the effectiveness of the partnerships that enhance practice (PEP) model for technology based observations of teachers in higher education. In this model, higher education teachers were paired for peer-to-peer feedback. The educators observed and interacted with each other through digital technologies. These included, Blackboard Collaborate, videoconferencing, and email. All participants clearly felt that the technology based approach to peer-to-peer evaluation was beneficial. Participants noted that the experience strengthened their networking, collaboration, and teaching skills.
The results of this study reminded me of how I feel after participating in this graduate course. I have been able to connect with my peers and expand my networking and collaboration skills through the use of digital technologies. This study supports the goal of my inquiry project, by providing evidence of how educators can use technology to deepen their understanding of their own practice.
Bedside to Classroom 