EdTech Graphic

Educational Technology is defined as “the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.” (Januszewksi and Molenda, 2008)

With that definition in mind, I designed the graphic below:

Educational Technology = Connected Learning

The image on the computer monitor is a screenshot of a project I helped a student create using Desmos, a free online graphing application. With the use of this program, this student was able to see the effects of geometric transformations and domain restrictions that he had previously just had to accept and memorize. The learning stemmed naturally from questions that arose while creating the project:

“How can I flip an absolute value graph upside down to look like ears?” — Vertical Reflections

“How can I make his ears end, so they only show up where I want them?” — Domain Restrictions

“How can I move his ears to the top of his head?” — Geometric Translations

It was important to me to include this screenshot because it depicts a real-world example of how educational technology can be used to redefine learning. Without the aid of technology, this task would have been impossible. The student would have had to conceptualize rather than being able to immediately see the results of the transformations he made. He was also able to self-correct and take advantage of those learning opportunities when an action did not produce the desired result.

With the inclusion of the Desmos screenshot and the student using the software, I am illustrating the importance of “creating, using, and managing appropriate technological processes and resources.” The teacher had to create this project himself and experiment with it to anticipate issues and streamline the process as to not allow frustration with the software to impede students’ learning. While the students were using the software to create their own projects, it is imperative to manage and direct their learning, while allowing them to ask and answer questions for themselves to the extent of their abilities.

I also wanted to illustrate the learning dynamics within the student’s brain. In my last assignment, I learned that by connecting new concepts to existing knowledge and experience, educators can take advantage of the brain’s ability to instantly create neural pathways when learning. By doing so, educators can increase students’ understanding and retention of concepts. By showing the connections forming in the student’s brain, I am demonstrating the “facilitating learning and improving performance” portion of the definition.

While it may be tempting to gloss over “study and ethical practice” portion of the educational technology definition, it is important to consider the subtleties implied. To effectively implement educational technology, educators must study and practice it ethically. I interpret this as continual usage with the goal of improving both the educators’ abilities to facilitate learning and the students’ understanding of the content, connection to existing learning and experience, and enjoyment of the project. The word “ethically” is key–educators must carefully design and manage the use of technology so that students’ learning is promoted, not impeded by frustration. Carefully designing projects that utilize educational technology to redefine learning, educators can orchestrate connected learning experiences that increase retention and improve understanding.

Graphics designed using Desmos, and Corel PaintShop Pro X9.

Januszewski, A., & Molenda, M. (2008). Educational technology: A definition with commentary. New York, NY: Erlbaum.