ELT Vision
As technology advances, classrooms have also embraced educational tools. To deliver media effectively, we have transitioned from radios and TVs to PCs and laptops. Overhead projectors have been replaced by digital projectors. Even though AI and virtual worlds may seem like new technologies, they actually have histories spanning at least 20 years. While writing my Master's dissertation paper, one realization struck me: every emerging technology has a history, and to effectively utilize these technologies, we must consider their previous uses. I conducted a Meta-analysis on Virtual worlds, which transformed into the "Metaverse" during the pandemic. Many segments of Korean society were drawn into the Metaverse, leading to the belief that these virtual environments will become popular spaces in the future. I agreed that the Metaverse was effective during the pandemic when physical movement and interaction were limited. However, as I delved deeper into the history of the Metaverse, I failed to identify any significant changes following the revival of Second Life, which is known as the pioneering format of Virtual worlds. Both the current Metaverse formats and Second Life employ the same virtual space, utilize avatars for self-representation, and facilitate communication through voices. Despite advancements in internet speed and graphic quality, persistent internet connectivity issues persisted, which decrease effectiveness of learning.Â
Furthermore, there are notable challenges in adopting emerging technologies in education. Firstly, since it is nearly impossible for us, educational technology researchers, to independently enhance or develop emerging technologies, we often find ourselves trailing the trajectory of their advancement. We are not developers; our roles align more with being users or adopters. While numerous technical difficulties accompany technology adoption (such as internet connectivity issues), we can't rectify these problems ourselves; we must instead determine how to use these technologies "appropriately." Secondly, even if we, as researchers, identify effective ways to incorporate these technologies into classrooms, convincing teachers, the practitioners, to integrate them remains a formidable challenge. Cost also poses a significant hurdle to classroom adoption, and it is a matter that necessitates researchers to patiently await improvements from developers.
However, it remains imperative for researchers to maintain an interest in Emerging Learning Technologies. We must identify suitable tools and processes for assimilating these technologies into classrooms. These tools offer unparalleled opportunities and experiences for students, enabling them to encounter realistic scenarios beyond the scope of texts and audios, while also transcending geographical barriers. Personally, I anticipate the eventual classroom integration of Hololens. Hololens, a glasses-shaped XR device, projects holographic elements into the user's field of view. Unlike VR and AR, which involve viewing objects through a screen, Hololens presents 3D objects that users can interact with. Although cost dictates a wait before widespread classroom adoption becomes feasible, I firmly believe that emerging technologies significantly enrich students' experiences. Presently, generative AI, such as ChatGPT, prevails not only within the educational technology domain but across various fields, indicating how education might evolve. Simultaneously, it prompts considerations about productive collaboration with generative AI.
Despite limitations (technological advancements, cost) and ethical concerns (bias, plagiarism), the potential of emerging learning technologies to offer novel learning experiences and pathways is undeniable. As researchers in educational technology, our task is to determine how to integrate these technologies effectively, thereby vastly enhancing the learning environment and affording numerous opportunities for students.