This paper presents the critical reflection on technology-assisted learning. It is based on the choices practitioners make about how to apply technologies to their learners and the choices learners make about their own learning, in terms of what technologies they use, why and how. Based on three main learning activities: blog and blogging, Reading Price (2007) and, the learner experience; reflection uses concrete example to explain what allows the author to understand the choices, experiences and methods of practitioners and learners in the application of technologies to education.
A brief takeaway from the discussions is that learners and practitioners have different choices in specialized technologies. Learner’s experience is grounded on four major things: familiarity with technology, students’ perceptions, Students expectations and efficacy and effectiveness ensures teachers realize their intentions of their course design, relative to the use of technology (approach). Based on these, recommendations were made on how courses and learning activities could be better developed.
Table of Contents
I. Choice of Activities
1.1. Blog and Blogging
1.1.1. Understanding choices for practitioners and learners
1.2. Reading Price et al. (2007)
1.3. The learner experience
1.3.1. Understanding Choices for Practitioners & Learners
1.3.2. Discussions
II. Redesigning the Activity
2.1. Suggestions on the design of blog activity
2.2. Methods
III. Learner Experience and Methods
Objectives and Topics
This paper provides a critical reflection on technology-assisted learning, focusing on the decision-making processes of both practitioners and learners regarding the implementation and usage of educational technologies. The research examines how specific tools, such as blogs, influence learning outcomes, student engagement, and the necessity for thoughtful course design that prioritizes the learner experience.
- The role of blogging and social networking tools in online education.
- Comparative analysis of student perceptions in online versus face-to-face learning environments.
- The impact of student expectations and technical familiarity on course design effectiveness.
- Strategies for enhancing student-teacher interaction through digital platforms.
- Reflective practice as a framework for redesigning educational activities.
Excerpt from the Book
1.1. Blog and Blogging
After exploring the web 2.0 technologies and the Net Generation in earlier weeks of the Technology Enhanced-Learning Module, blogs was introduced as one of the web 2.0 technologies, and discussed the importance of blogging in online learning. While one personally had never written a blog, he had read some that were mainly highlighting people’s experience in different things and tried exploring and editing a wiki in the previous weeks. To this point, he could now compare the web 1.0 technology which provided static web pages with these web 2.0 technologies that facilitate collaboration and online interactions. The perceived advantages of web 2.0 technologies, especially blogs, have been researched to see if they constitute opportunities to online learners, based on students experiences (Kerawalla, 2008).
While it was argued that web 2.0 technologies are supporting learning in higher education, with increasing students’ interest in blogs (Weller, Pegler, and Mason 2005), surprisingly Prensky (2001) highlighted that even half of the so called Net Generation had never read a blog. This was later confirmed by Kennedy et al. (2008) who indicated that 65.1% of respondents had never written a blog and 56.1% had never visited a blog.
Although Williams and Jacobs (2004) insist that blogging has the potential to bring about a new kind of online sociality, arguing also that these technologies are effective only when there is a synergic work, Kerawalla et al. (2008) keep doubting about the effectiveness of teaching and learning using blogs.
Summary of Chapters
I. Choice of Activities: This chapter introduces the use of web 2.0 technologies, particularly blogs, in online learning and reflects on the challenges and potential barriers, such as identity disclosure and teacher reluctance, that practitioners face.
II. Redesigning the Activity: This section suggests improvements for blog-based activities by incorporating reflective practice frameworks and emphasizing the need for clear ground rules regarding online identity and student-teacher interactions.
III. Learner Experience and Methods: This final chapter synthesizes the findings on how student perceptions, technology familiarity, and institutional support systems collectively impact learning performance and satisfaction in computer-mediated environments.
Keywords
Blog as a Learning Tool, Web 2.0 Technologies, The Net Generation, Online Tuition, Online Course Design, Student and Teachers’ Perceptions, Reflective Practice, Digital Learning, Higher Education, Educational Technology, Student Interaction, Distance Education.
Frequently Asked Questions
What is the fundamental focus of this publication?
The paper is a critical reflection on how technology is applied in education, specifically analyzing the interplay between practitioners' choices in tool selection and the corresponding impact on the learners' experience.
What are the core thematic areas addressed?
The work covers blogging, the pedagogical shift to web 2.0, student versus teacher perceptions, the effectiveness of online tuition compared to face-to-face methods, and the design of digital learning environments.
What is the primary objective of this research?
The goal is to understand how educational technologies can be better developed to meet high student expectations, improve engagement, and ensure that practitioners are effectively supported in integrating these tools.
Which methodology does the author employ?
The author uses a qualitative reflective approach, drawing on academic literature, personal experience as a trainee, and forum discussions to evaluate teaching practices and technology implementation.
What topics are discussed in the main body of the work?
The body analyzes student blogging habits, the findings of Price et al. (2007) regarding online versus traditional learning, the concept of "learner voice," and strategies for teacher-facilitated online interactions.
Which key terms best describe this work?
Key terms include Blog as a Learning Tool, Web 2.0, Online Course Design, Reflective Practice, and Student Perceptions.
Why is online identity considered a barrier in this paper?
The author notes that fear of self-disclosure and potential criticism in an online environment can make students reluctant to use blogs, suggesting that anonymity often encourages more honesty than public digital profiles.
How does the author view the "digital native" concept?
The author argues, supported by cited research, that while students today are exposed to technology, they are not necessarily conversant with or adept at using web 2.0 tools for formal academic learning.
What recommendation is made for practitioners regarding new technologies?
It is recommended that educators undergo regular technology training and move away from reusing outdated material, as this helps them adapt to the rapidly changing technological preferences of their students.
- Citar trabajo
- Dr. Sixbert Sangwa (Autor), 2018, Blog Technology in Education. Practitioner's Choice vs Learners' Experience and Methods, Múnich, GRIN Verlag, https://www.grin.com/document/1012721
