EME 2040 About the Course Introduction to Educational Technology

Education

In educational technology, my impression has transformed from a mere observer to an active participant, thanks to the insights gained from this course. I thought educational technologies could only be employed to improve education. However, what I have learnt has revealed the system's kinetics and power, contributing to its transformative impact on the education system.

A pivotal lesson in this course is the ability to discern and assess appropriate software and hardware solutions for learning and instruction (Edyburn, 2021). In addition, competence becomes a learning tool since it may empower me to make sound judgements when evolving technology is to be incorporated in an educational context. From children's applications to advanced whiteboards, I have developed a particular skill in choosing the tools that best cope with different learning needs.

In addition, I have been significantly empowered by improving my visualization and video production skills as they give me a channel to relay the instructional message in a straightforward and demonstrative method. During the Creative Communicator module, I learned to use pictures and videos to engage learners, illustrate the materials more explicitly, and avoid the limitations presented by text-based learning.

Analyzing the legal and ethical complexities of technology use in the classroom has made me more cognizant of my obligations as a digital citizen. One of the critical parts of this issue is to be aware of matters like copyright, privacy, and cyber etiquette (Clark et al., 2016). Ensuring that technology is ethically and responsibly incorporated is essential, thus protecting learners and educators from these risks.

The study of Universal Design for Learning (UDL), which indicates that all educational processes should be inclusive by nature, has also been helpful and enlightening. With this information at hand, I am more prepared to choose technology tools that effectively meet the learning styles of students as well as address special needs to build an integrative learning platform where everyone can succeed.

Furthermore, the course has equipped me with basic research skills and the ability to use internet resources and academic databases heterogeneously (Edyburn, 2021). I have been equipped with this knowledge that makes my learning journey easy and enables me to instruct my students on how they can conduct meaningful research, critical thinking, and information literacy accordingly.

Additionally, technology is already engaging the student in creating and solving complex problems; therefore, the pillar of Constructors of knowledge is already acquired. Using technology tools cleverly, I set the stage for immersive learning and enhance students’ ability to think critically and creatively and analyze problems.

Digital identity and lifelong learning are essential in enriching the E-Portfolio platform (Edyburn, 2021). Slicing pictures of my learning achievements in a digital form, I can promote my digital character and facilitate through examples the inspiration of other learners to pick where we left off for their learning continuum, thus establishing a culture of learning by sharing and collaboration.

In conclusion, the understanding and skills achieved in this course have enlightened me to be a person who proactively takes control of intelligent education. Provided with the skills to assess, invent, and use technology ethically in teaching methods, I am ready to be a top learner and begin my professional activities and educational experiences for myself and my students.

References

Clark, R. C., Mayer, R. E., & Fiorella, L. (2016). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. John Wiley & Sons.

Edyburn, D. L. (2021). Universal usability and universal learning design. Intervention in School and Clinic, 56(5), 310–315.