Session 1 - Technology in Higher Education

 Session 1 - Technology in Higher Education 

Session 1 – Technology enabled learning and Future of High Education

Session one reflects on the quality of teaching in this digital age. Teaching in this digital age requires educators to adapt into the revolution of eLearning such as basic technology skills and pedagogical practice that align with student centered learning process (Flyverbom, Leonardi, & Stohl, 2016). The higher education system has begun to shift from traditional learning to online learning using various technological tools.

One of the few theoretical underpinnings of technology for learning that helps in the execution of lesson via eLearning whether it be online, blended and face to face is Community of Inquiry (COI). This theory is grounded on the social presence, cognitive presence and teaching presence where interpersonal relationship is encouraged in the teaching and learning environment (Fiock, 2020). It also extends to the cognitive development of the child in comprehending and evaluating learning concepts and pedagogical strategy that teachers integrated in their teaching practices that encourages an environment of engaged deep learning.

Next, TPACK and TIM also plays a very important role in the pedagogy of teaching, they both encourages knowledge and eLearning strategy and skills that teachers needs to acquire in the teaching and learning environment (Koehler & Mishra, 2009). TPACK ensures that subject content is understood while taught and understanding the various technologies that can be used in the classroom. They are both crucial in developing critical thinking about integrating technology in teaching pedagogies.

Additionally, teaching presence lies on the design, facilitation and direction of cognitive and social processes in order to produce worthwhile learning outcomes. This comes down to the effective introduction of the course, outlining course learning outcomes, assessments submission dates and the selection of learning materials. Likewise, it encourages engagement along the learning sessions where students also feel comfortable participating.  

I find these theoretical frameworks to be very effective to the course that I teach in ensuring that I am fair with the eAssessment that I am giving to my face to face and online learners whereby they should all have accessibility of resources that an assessment demand. I also ensure that I create a more effective and engaging learning experiences that are suitable for this digital age. Most of all, careful pedagogy of teaching strategy are followed in encouraging meaningful and deeper learning.

 

Reference

Flyverbom, M., Leonardi, P., Stohl, C., & Stohl, M. (2016). Digital age| the management of visibilities in the digital age—introduction. International Journal of Communication, 10, 12.

Fiock, H. (2020). Designing a community of inquiry in online courses. The International Review of Research in Open and Distributed Learning, 21(1), 135-153.

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70.

Kessler, R. (1991). The teaching presence. Holistic Education Review, 4(4), 4-15.