By: Philip Jovanovic

What is the "Batman Effect"?

About a year ago I was introduced to a study conducted by Dr. Rachel White and colleagues called The "Batman Effect" Improving Perseverance in Young Children. In their study a repetitive task was given to children ages 4 or 6 years old while being confronted with distractions. The children engaged in the task in three different conditions or "roles". When children were given a chance to take on the role of a superhero, such as Batman - including wearing a costume, engagement in the task increased significantly. Surprisingly, the 4 year olds performed two years above their expected level when the "Batman" condition was compared to the baseline condition.

Bringing Batman into EdTech Thinking

I see great opportunities to bring the "Batman Effect" into EdTech. Why not organize various devices and applications by the "roles" they support in the classroom? By "roles" I mean devices and apps that lend themselves to specific tasks in a classroom setting. For example, identifying what devices or apps can support a student taking the job of team task scheduler, or lead researcher, or class archive specialist. There are even opportunities for students to define their own roles, such as Indiana Jones using an Augmented Reality (AR) app (Such as Historik) to create a snapshot of a historic location as it was versus how it looks in the present day. 

Where is the Pedagogy?

In 1975 Mihaly Csikszentmihalyi published research on play and intrinsic rewards. In his research he notes a necessary condition in play that the player loses a sense of ego so they might achieve a state of "flow" in their experience. (See a collection of Csikszentmihalyi's work for more on his conceptualization of "flow" link). The idea here is that a loss of ego occurs when there is no need to negotiate and evolve the rules of a given experience. As Csikzentmihalyi (1975) states, the experience is freely accepted as is, the player creates using the tools they have with only intrinsic motives, and the reward or goodness is inherent in the action itself.

Taken together, the "Batman Effect" and Csikzentmihalyi's sense of play, ego, and flow, offers a potential formula for how educators interpret the role of EdTech in classrooms. I also venture to guess this formula, in which EdTech and students have a wide range of roles to play, can apply to young students as well as to higher education contexts. All we need is a little imagination!

Resources

Csikszentmihalyi, M. (2014). Applications of flow in human development and education : the collected works of Mihaly Csikszentmihalyi. Springer. https://doi.org/10.1007/978-94-017-9094-9 (LINK)

References

Csikszentmihalyi, M. (1975). Play and intrinsic rewards. The Journal of Humanistic Psychology, 15(3), 41–63. https://doi.org/10.1177/002216787501500306

White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2017). The “Batman Effect”: Improving perseverance in young children. Child Development, 88(5), 1563–1571. https://doi.org/10.1111/cdev.12695

The rapid advancement of technology has brought about significant changes in the way different generations interact and communicate. While technology has the potential to bridge gaps and connect people across generations, it can also contribute to a growing social divide. This post explores how technology can widen the social gap between generations, leading to misunderstandings, reduced empathy, and diminished social cohesion.

1. Communication Barriers:

Technology has introduced new modes of communication, such as social media, messaging apps, and video calls. While these tools can facilitate interaction, they can also create communication barriers between generations. Older adults, who may have less exposure or familiarity with these platforms, can feel excluded and isolated, leading to a widening generation gap.

For instance, younger individuals often prefer to communicate through digital platforms, whereas older adults may rely more on face-to-face conversations or phone calls. This disparity in communication preferences can hinder meaningful connections and understanding between generations.

2. Technological Literacy Divide:

The rapid pace of technological advancements can create a technological literacy gap between different age groups. Younger generations, who have grown up immersed in technology, tend to be more tech-savvy compared to older generations. This discrepancy can lead to feelings of inadequacy and exclusion among older adults, further widening the social gap.

Moreover, the reliance on technology for various tasks, such as online banking, shopping, or accessing information, can place older adults at a disadvantage if they lack the necessary digital skills. This technological literacy divide can hinder older adults' participation in societal activities and contribute to their social isolation.

3. Cultural and Generational Disconnect:

Technology has influenced the cultural landscape and values of different generations. The rapid dissemination of information and exposure to diverse viewpoints through digital platforms can lead to clashes between generations with differing beliefs, norms, and experiences. This cultural and generational disconnect can exacerbate misunderstandings, hinder empathy, and strain intergenerational relationships.

For example, social media can amplify generational gaps by showcasing differing opinions and creating echo chambers. This can lead to a lack of understanding and tolerance between generations, hindering constructive dialogue and cooperation.

Conclusion:

While technology has the potential to bridge gaps between generations, it also has the capacity to widen the social divide. Communication barriers, technological literacy gaps, and cultural disconnects are some of the key factors contributing to the social gap between generations. It is crucial to address these challenges through initiatives that promote digital literacy among older adults, encourage intergenerational dialogue, and foster empathy and understanding between different age groups. By bridging the social gap, we can harness the benefits of technology to promote inclusivity, cohesion, and shared experiences among generations.

References:

- Selwyn, N., & Gorard, S. (2016). Older adults' use of information and communications technology in everyday life. Ageing and Society, 36(9), 1744-1776.

Heutagogy and transformative learning are closely related concepts that intersect in the digital age to shape and enhance the learning experience. In the 21 century learners and educators are able to leverage digital tools, such as online courses, open educational resources, and learning management systems, to design the way they want to learn or teach. In this article, I would like to point out the combination of using transformative learning and heutagogy in the digital age. 

Heutagogy is a learning theory that emphasizes learner-centered education and self-determined learning. It focuses on developing learners' abilities to self-direct their learning process and take ownership of their education.(Blaschke, & Hase, 2019),while Transformative learning theory by Jack Mezirow describes a process of deep, significant change in an individual's perspective, beliefs, and assumptions. It involves a shift in one's fundamental understanding of oneself, others, and the world, resulting in a more critical and reflective outlook (Calleja, 2014). The combination of transformative learning and heutagogy in the digital age offers learners the opportunity to engage in deep, meaningful, and self-directed learning experiences.

Blaschke & Hase discuss the important role of digital media to support self-determined learning ‘Heutagogy’ and draw attention to several connections and implications. However, I believe that digital media can also support the transformative learning theory in different ways. Digital media networks provide learners with instant access to a vast amount of information and resources by exploring various social media platforms, databases, and websites to find relevant and up-to-date information on their chosen topics. This access to information empowers learners to drive their learning process and explore subjects of interest to them; it also enables learners to explore different perspectives, challenge their existing beliefs, and engage with a wide range of ideas, for example, our beliefs about class, gender, race or economics.

Digital media offer opportunities for self-directed learning which support the key principles of heutagogy, such as self-efficacy, learner agency, capacity and non linear- learning(Blaschke, & Hase, 2019). However, I believe that digital media is not always supporting education in general or heutagogy in specific. It is essential to address issues like equitable access to technology, digital skills gaps, and the responsible use of digital media to ensure its effective and inclusive implementation.

Refrences:

Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. 

Calleja, C. (2014). Jack Mezirow’s conceptualization of adult transformative learning: A review. Journal of Adult and Continuing Education, 20(1), Spring 2014, 177-136.

Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. DOI: 10.24135/pjtel.v1i1.1

While technology has brought about numerous advancements and benefits to society, it is not without its negative impacts. one of the important negative impacts of technology is isolation. Technology can contribute to social isolation in several ways:

Digital Communication Over Face-to-Face Interaction: With the advent of social media, messaging apps, and video calls, people have increasingly substituted in-person interactions with virtual communication. While these digital platforms offer convenience and accessibility, they cannot fully replace the richness and depth of face-to-face interactions."People are becoming more reliant on communicating with friends and family through technology and are neglecting to engage personally, uninhibited by phones and devices, even when actually in the presence of others"(Drago,2015). As a result, individuals may feel socially isolated or disconnected from others, leading to feelings of loneliness and depression.

Decreased Quality of Relationships: Technology can hinder the development of meaningful relationships. Spending excessive time on social media or electronic devices can detract from the time and effort needed to build and maintain strong interpersonal connections. Shallow online interactions may lack the depth and emotional intimacy of in-person relationships, leading to a sense of isolation and a decline in overall relationship satisfaction.

Fear of Missing Out (FOMO): is defined as an individual’s high degree of anxiety toward absence from meaningful, pleasurable, or momentous experiences enjoyed by their contemporaries (Przybylski et al., 2013). Social media platforms often present an idealized version of others' lives, showcasing their exciting experiences and accomplishments. Constant exposure to these curated depictions can induce a fear of missing out (FOMO) and increase feelings of inadequacy or exclusion. This can intensify social isolation as individuals compare their own lives to the seemingly perfect lives portrayed on social media.

Cyberbullying and Online Harassment: The anonymity and distance provided by technology can facilitate cyberbullying and online harassment. Individuals may face relentless bullying, criticism, or exclusion online, which can lead to feelings of isolation and low self-esteem. The fear of encountering such negative experiences can also discourage individuals from engaging in online communities or expressing their opinions, further exacerbating social isolation.

Dependency on Technology: Excessive reliance on technology can lead to a lack of social skills and discomfort in face-to-face interactions. People may become more comfortable communicating through screens rather than engaging in real-life conversations, making it harder for them to form and maintain social connections offline.

Addressing social isolation caused by technology requires a balanced approach. Encouraging mindful technology use, promoting offline social activities, fostering digital literacy to navigate online interactions safely, and cultivating a healthy balance between virtual and in-person connections can all help mitigate the negative impact of technology on social isolation.

Drago, E. (2015). The effect of technology on face-to-face communication. Elon Journal of Undergraduate Research in Communications, 6(1).

Elhai, J. D., Yang, H., & Montag, C. (2020). Fear of missing out (FOMO): overview, theoretical underpinnings, and literature review on relations with severity of negative affectivity and problematic technology use. Brazilian Journal of Psychiatry, 43, 203-209.

By Amanda Henderson 

What is Assistive Technology?:

Assistive technology is a broad concept that includes different services and devices (Ahmed, 2018). Assistive technology is meant to help people with challenges or disabilities. Assistive technology can be integrated into the classroom for students. Technologies can range from very simple technologies to complex pieces of technology. They are often classified into high tech and low tech.  High tech devices are often complex and cost more. As well, they often require training for the students and teacher (Ahmed, 2018). Example of this would be voice recognition software. Whereas low tech devices cost less, are simple and don't require training or have limited training. An example of this would be pencil grips, highlighting tape, and glasses. 

However, assistive technology is not one size fits all and the educator should use their professional judgment to decide what is the best fit for the student. 

Benefits of Assistive Technology:

There are many benefits from the use of assistive technology. The first benefit would be that it helps create an inclusive environment for the student (Ahmed, 2018).  Oftentimes, this is the environment that children, parents and educators are looking for. This allows them to be set up for success and allows them to be as successful as their peers.  Overtime students will become more academically successful. Another benefit would be that assistive technology can increase student communication by giving them a voice. As well, assistive technology can increase independence of students by giving them the opportunity to complete tasks on their own.  Overall, assistive technology aids students with disability but overcoming the challenges they are facing (Ahmed, 2018). 

In the classroom, assistive technology can benefit many students, not just those with disabilities. An example of this was when I was teaching third grade, I had a student who had hearing aids and required a Simeson Amplifier. The one student needed it in order to learn however the other students really benefited from having the speaker. The students said they were able to hear the lesson better and the instructions.  

Barriers of Assistive Technology: 

There are barriers that affect accessing assistive technologies in the classroom. To have assistive technology there is a lot of effort required in order for students to access them (Ahmed, 2018). Oftentimes, there are barriers that prevent students from accessing them. Some of the barriers would be funding/money, training, insufficient assessment, and more (Ahmed, 2018).  These are just some of the barriers that prevent students from receiving technology.  

Overall, assistive technology has so many benefits for students such as increasing their independence, their communication and allows for more learning opportunities.  

References: 

Ahmed, A. (2018). Perceptions of Using Assistive Technology for Students with Disabilities in the Classroom. International Journal of Special Education, 33(1), 129–.

According to a 2018 study by the Pew Research Center, two-thirds or more of all adults in advanced economies use social media regularly. Despite their popularity, the current underuse of social media in higher education could indicate a missed opportunity. While many educators believe that integrating social media is a need, not a choice, the reality is that believing and doing are often quite different. This paper examined the literature on leveraging student engagement with social media to develop critical thinking in higher education. The findings indicate considerable data supporting the need for social media adoption in higher education. Ideally positioned as a highly interactive set of tools, social media platforms address the principles of active learning and interaction between students and faculty, as well as their relationship between technology and student engagement. The revised Bloom's Digital Taxonomy (BDT) could empower instructors to cut through the confusion, foster critical thinking, and focus on learning outcomes, not platforms. Full article at: Journal of Digital Life & Learning  

By Amanda Henderson

Technology allows instant accessibility to information which is why it has become more present in the classroom and a part of everyday life (Drexel University, n.d). Incorporating technology in the classroom creates an environment with learners who are actively engaged in the learning goals (Drexel University, n.d). Additionally technology helps teachers ensure they are providing differentiated instruction (Drexel University, n.d). This guarantees all learners' needs are met. 

There are multiple ways to incorporate technology into the classroom. 

1. Power Points and Google Slides and Games: Powerpoints and Google Slides can be a simple way to incorporate technology when introducing topics or continuing to work on a current topic. When using slides you can incorporate links, timers and pictures. A type of game would be Kahoot. This is a great piece of technology where you can incorporate the curriculum and technology. Kahoot is a great way to review materials.  

2. Online Grading: An example of this would be PowerSchool. A great tool for attendance and marking.

3. Classroom Tablets: Tablets are ideal for using technology to differentiate through instruction. This allows for students to work at their own pace. 

Other methods are:

1. Smartboards 

2. Videos 

3. Google Docs

4. Google Classroom

5. Google Sites 

6. Zoom

7. Jamboard

8. Educational Websites 

Technology in the classroom can help keep students engaged. Active engagement is key when teaching. Not only is engagement important in whole group lessons but it is important when students are working independently or in groups (Drexel University, n.d). Technology is engaging because it is interactive. As well, it helps students with different learning styles.  All students have different learning styles. Technology allows for students to work at their own pace. Finally, it provides students with life skills. Technology has become so important in everyday life, and using technology in the class will help prepare students for the real world (Drexel University, n.d). Examples of this are GoogleDocs, spreadsheets, emails and more.  

References:

Drexel University. (n.d). How to integrate technology in the classroom. School of Education. https://drexel.edu/soe/resources/student-teaching/advice/how-to-use-technology-in-the-classroom/ 

"Our plagiarism detection software doesn't work!" - probably a frustrated educator somewhere. The rising use of generative artificial intelligence, like ChatGPT, makes the future sound like a scary place for educators. In this blog post, I provide my thoughts on the current state of "plagiarism detection" and some practical recommendations for what we can do now, in one of the most riveting blog posts you will read this semester.

Keywords: AI, artificial intelligence, ChatGPT, curriculum, education, plagiarism, Turnitin

The Evolution of Technology and its Impact on Education

In today’s world, we are surrounded by the wonders of technology, constantly evolving and influencing the educational landscape for our learners.  

Technology Opens the Door to Inclusion in Education

Looking back at the education model from the early 80s and comparing it to the present day, it is evident that technology has played a pivotal role in promoting inclusion in education.  The past approach to learning followed a one-size-fits-all model, which did not support the individual needs of learners.  As a result, some students faced endless challenges, in terms of academic success and likely felt inadequate as they struggled to keep up with their peers.  

The One-Size-Fits all Approach is Not Conducive to Student Learning: Technology is a Hero

It’s important to note that in the past, students did not receive accommodations or modifications necessary to meet their unique learning needs; they were expected to learn in the same manner as everyone else.  Thankfully, technology has become a powerful ally in helping students reach success, keeping them motivated, engaged, and building their confidence through creative methods beyond pencil-paper tasks.  In essence, it has provided a lifeline to those previously left behind. 

Technology is a Tool for Teachers to Help Support Learning

Teachers now have access to various online tools to support their students in bridging the underlying learning gap that might have otherwise gone unnoticed without these technological advancements. For instance, Intelligent Tutoring Systems tutors students like knowledgeable teachers. (Li, 2005). Technology integration has revolutionized classroom learning worldwide as Smartboards, tablets, and interactive learning platforms replaced traditional chalkboards and overhead projectors. As a result, classroom instruction consists of more engaging and interactive learning experiences for all students, irrespective of their learning preferences or abilities.

The Future of Technology in Education

 As we look ahead,  it will be interesting to see what education will look like in the next decade and the technologies used to make learning richer and more impactful. As technology continues to evolve, it will be very important for educators and policymakers to consider its potential while ensuring that technology remains accessible to all. I certainly hope that Technology continues to support students by providing them with an inclusive and empowering experience.

References:

Christensen, D. (2020, November 13). The history of the emergence of technology in education - classcraft blog. Resource hub for schools and districts. https://www.classcraft.com/blog/the-history-of-the-emergence-of-technology-in-education/ 

Purdue Online. (n.d.). The Evolution of Technology in the Classroom [web log]. Retrieved from https://online.purdue.edu/blog/education/evolution-technology-classroom

Purdue Online. (n.d.). How Has Technology Changed Education? [web log]. Retrieved from https://online.purdue.edu/blog/education/how-has-technology-changed-education.

Description: a social bookmarking, research, and knowledge sharing tool created to imitates the ease of taking notes while providing a gateway for sharing and discovering new in

formation. Users can take personal notes and highlight text information on web pages to be shared with colleagues and friends who can access the page.

Digital curation follows a four-step program:

1) selecting a topic for the collection.

2) searching, sifting through, and selecting the content for the collection. 

3) choosing the sources from which to retrieve content for publication in the collection. 

4) presenting one’s opinion and sharing the collection with peers and teachers

Digital curation Refers to the use of digital tools to select, preserve, collect, sort, share and categorize digital assets.

“It is the selection and sifting of knowledge for a particular purpose/target audience, giving it new significance by existing materials.” (Tsybulsky, 2020.) It is unique because it allows for personalization, customization and sharing info.Basically, they are digital tools that collect similar data to outline a bigger concept.

For Teachers: Digital curation tools such as Diigo allows teachers to maintain a high level of competence in rapidly evolving domains. It allows the teachers to offer the students guidance and helps the students find a focal point for their collections. Diigo further develops their leadership views in their specific field. Overall, I think that it allows teachers to have a sense that their pedagogy is working and that they have the feeling that the way they are structuring their lessons are working for their students because they see an engagement and motivation from their students to actually do the work and come to class. While giving autonomy to their students, teachers can see which interests or hobbies their students are motivated by and they can shape future lessons based on these interests. In a classroom, teachers can give the students an assignment that focuses on presenting something of their interest and using this curation tool to present to the class. For example, a student who has interest in Soccer could curate a presentation on Diigo and collect any relevant information on the subject matter to present to the class.

For Students: this is a great tool for students because they can create groups to share information, which allows for collaboration and a way for students to collect info. The curation process helps increase their digital and information literacy. Diigo creates a personalized portfolio for their learning experience in their field of study, which leads to utilization in their professional future.  It also allows them to cope with an overwhelming amount of information.

Also, it may help groom the skills needed to remain oriented in social networks and online communities. Overall, it leads to enhanced student motivation, engagement and improved learning outcomes. Autonomy is also a key aspect of digital curation because students can personalize their learning, focus on their interests and the topic they choose relates to their prior knowledge and skills.

https://digitalresearchtools.pbworks.com/f/Diigo+Description.pdf

Dina Tsybulsky (2020) Digital curation for promoting personalized learning: A study of secondary-school science students’ learning experiences, Journal of Research on Technology in Education, 52:3, 429-440, DOI: 10.1080/15391523.2020.1728447 

Description: Canva is a free graphic design tech tool that allows the user to easily create invitations, business cards, flyers, lessons plans, zoom backgrounds and much more using professionally designed templates. Its users can also upload their own photos and add them to their templates. It is very similar to Photoshop but doesn’t require extensive photo editing knowledge.

Some other features include:

·      More than 50,000 templates to choose from 

·      The various features of the tool help make the users photos pop

·      The website offers free video tutorials 

What is Digital Citizenship? 

“How we should act when we are using digital tools, interacting with others online, and what should be taught to help next generations be better stewards of this technology.” (Cole, 2019.)

For Teachers: While looking at all the benefits of Canva above, teachers can use this tech tool to present material and other ideas to their students in a great visual manner. Canva describes it as a way for teachers to become “design thinkers,” meaning we can become skilled at imagining and creating solutions to problems rather than identifying already existing ones. One of the great uses of the tool is that teachers can create their own lesson plans to compose instructional text, create lecture slides, design visual aids or just experiment with trial and error to present certain concepts that students might enjoy. There is a great variety of templates, fonts, designs and themes that can make it very visualizing and effective in teaching. If time is an issue then teachers can discover other educator’s lesson plans on the Teaching Materials Page, which include recommended learning objectives, instructions for preparation, various suggested learning flows, lecture slides/presentations and many different homework activities. Lastly, the tool can be used to create posters that can be displayed around the room and students can help design them, which creates an overall positive environment in the classroom.

For Students: The great thing about this tech tool for students is that it can help students create learning portfolios. This allows them to visualize and record their learning to keep an organized record of their learning throughout one or many classes, can allow them to assess and reflect on their own learning process or if they are in high school about to graduate, they can refer to it to decide on a post-secondary major. Just like teachers, Canva is super easy to navigate for students as they can pick and choose from any of the templates the tool offers. The notion of personalized learning allows students to base fonts and colors to their liking to promote motivation and engagement on their learning portfolios. Most importantly, Canva offers ways to cater to both introverted and extroverted students. Users can create a group of up to 10 members for free, which can help to share designs and various folders and emphasizes collaboration through liking, commenting and editing each other’s work. If the class has a social media page for work done in class, Canva offers the option to share these designs via Facebook and Twitter.

Demarest, A. (2020, September 18). What is Canva? A guide to the graphic DESIGN platform's features and capabilities. Retrieved March 04, 2021, from https://www.businessinsider.com/what-is-canva

Cole, K. (2019, June 7). Digital citizenship: ELEMENTS, lessons, and importance. Retrieved March 04, 2021, from https://www.schoology.com/blog/digital-citizenship-elements-lessons-and-importance-0

https://www.canva.com/learn/10-ways-to-take-your-lessons-to-the-next-level-with-canva/