Self-Reflection on Technologically Driven Curriculum and Social Media

Self-reflection is critical to teaching and learning improvements. Prior to a doctoral course for Technologically Driven Curriculum and Social Media, I would have considered myself tech-savvy. However, it didn't take long to discover that I needed to enhance my current methods of instruction to meet the educational needs of 21st-century students and to align with research.

My educational platform stands firm in the social constructivism learning theory. I believe in the power of authentic learning and assessment. Though, until recently, I have taught preservice teacher candidates through an asynchronous online learning environment only. It was through the research and resources of this course that gave me the knowledge and skills to flip my classroom into a blended ("HyFlex") learning environment - that incorporated connectivity, high engagement, and supportive pace management - through traditional and non-traditional networks using best practices and new technologies.

The students that I teach belong to Generation Z (born & raised on the internet and social media). According to Insider Intelligence, this group has never known a world without 24-hour access to technology and expects information on demand via digital devices (Petrock, 2021). However, even though this generation may be the most technologically advanced, they have been stereotyped as less engaged in traditional, less digitally advanced environments (Leslie et al., 2021). Studies show that a "flipped classroom" approach increases student collaboration, motivation, and a better-managed cognitive load (Freeburg, 2018). This pedagogical method flips conventional teaching strategies by having lecture instruction occur outside of class and devoting class time to problem-solving, critical inquiry, and collaboration among peers while the teacher acts as a learning coach (Altemueller & Lindquist, 2017). Additionally, incorporating technology and multimedia within learning supports students' mastery of skills in a more engaging and connected community of practice (Wenger, 2015).

Using a systematic process to ensure enhanced student learning is critical for any new approach to curriculum and instruction. When creating a curriculum unit driven by technology within a flipped and blended classroom, the ASSURE model (ACE, 2020) was followed.

A - Analyze learners

S - State standards and objectives

S - Select strategies and resources

U - Utilize resources

R - Require learner participation

E - Evaluate and revise

During and following implementation, students expressed and demonstrated increased self-determination, motivation, engagement, and most importantly - understanding and performance!

Attached is a sample curriculum unit that was designed using technology and the blended hyperflex "flipped" classroom. In addition to using Canvas as our Learning Management System, various technologies are incorporated to support instruction and assessment: a vodcast with an infographic and infopic introducing the new course design to students, Blendspace to house all material, Canva to create presentations for lesson openers, YouTube for video demonstrations, Screencastify for video & screen sharing, Edpuzzle for annotated video discussions, Google Jamboard for activities, BookCreator to share instructor lecture notes, Kahoot for formative assessment, and a digital storybook for a cumulative summative assessment. Also, all class sessions use a Meeting Owl 360 Degree Video Conference Camera to engage live virtual learners with face-to-face classroom learners. These class sessions are held and recorded on Zoom meetings, then uploaded and posted as a YouTube link for any absent or asynchronous online learning students.

Bring Your Own Device (BYOD) & Technology Support for Learners

Many stakeholders agree to support technological advances within classrooms to build 21st-century skills in students. However, this process may present barriers to some under-resourced schools. To alleviate the financial burden on educational institutes and to enhance academic achievement, some implement the bring-your-own-device (BYOD) approach (Cristol & Gimbert, 2014). However, inequity is still present if individuals or families cannot afford a device for their student(s).

Within most colleges, students are expected to have their own devices and access to technology. Within one rural university, Mississippi University for Women, devices are available for students to check out or rent at the campus library. Additionally, The W assists students by providing financial support to cover unexpected emergency expenses (like purchasing a new device after home destruction). The community also offers other assistance for learners. Sparklight provides two locations for free wifi hotspots (319 College Street & 2312 Highway 45 in Columbus, MS), and public libraries offer free accessible wifi.

These are just a few of the technological resources offered within one community. Others in need of digital support can look into national organizations for access to free or low-cost devices. Computers With Causes distribute devices to individuals in difficult situations. The On It Foundation in Florida provides access to technology in under-resourced households with K-12 students. School and organization leaders can contact Computers for Learning for federal government support to provide digital devices. Computers for Kids provides low-cost tablets and computers to children in Idaho, Washington, Oregon, and Utah. The Affordable Connectivity Program (ACP) allows qualifying participants to claim a tablet for $10.01 through StandUp Wireless.

Many students, especially high school and college, already have a smartphone. Learners can use their smartphone devices to create, share, and gather data for instruction and assessment purposes. Unfortunately, many educators feel that phones do not belong in the classroom and cause a distraction. This issue is understandable; however, through patience and deliberate efforts, educators can turn these distractions into meaningful uses that engage students in learning uses rather than misuses.

The International Society for Technology in Education (ISTE) provides six ways to use students' smartphones for learning. Creating videos; using QR codes for instant learning access or creating a classroom scavenger hunt; dictionary and thesaurus apps for reading and writing; collaborating through Padlet and Twitter to respond to teacher's questions or provide feedback; listening to podcasts or reading news for real-life connections – are just a few of the possibilities. In addition, the smartphone has excessive educational apps to engage students and enrich learning.

Engaging and authentic learning activities are crucial not just for curriculum and instruction but for 21st-century citizens.

References

Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), 341–358. https://doi.org/10.1111/1467-8578.12177

American College of Education. (2020). The ASSURE model (CI6163: Technologically Driven Curriculum and Social Media) [Module 3 Part 1 Presentation Transcript]. Canvas. https://ace.instructure.com/courses/1886169/modules/items/33473575

Cristol, D., & Gimbert, B. (2014). Academic achievement in BYOD classrooms. Journal of Applied Learning Technology, 4(1), 24–30. http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=97479994&site=eds-live&scope=site&authtype=sso&custid=ns083389

Freeburg, D. (2018). Going beyond the text: Turning classrooms into communities of practice to uncover and create noncanonical knowledge. Education for Information, 34(1), 79–95. https://doi.org/10.3233/EFI-189007

Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022). Engagement in online learning: Student attitudes and behavior during COVID-19. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.851019

Leslie, B., Anderson, C., Bickham, C., Horman, J., Overly, A., Gentry, C., Callahan, C., & King, J. (2021). Generation Z perceptions of a positive workplace environment. Employee Responsibilities & Rights Journal, 33(3), 171–187. https://doi.org/10.1007/s10672-021-09366-2

Petrock, V. (2021). US Generation Z technology and media use [report]. Insider Intelligence. https://www.insiderintelligence.com/content/us-generation-z-technology-and-media-use

Wenger, K. (2015). Overview of learning theory, instructional design, development, implementation, and assessment of an introduction to web development course incorporating 21st century technology. Journal of Applied Learning Technology, 5(3), 13–18. https://discovery.ebsco.com/c/36ffkw/viewer/pdf/nw2npkq6rz