Critical Reflection Week 3

Summery: 

This week’s reflection will be on the article “What’s next for Ed-Tech? Critical hopes and concerns for the 2020s, Learning, Media and Technology,” by Neil Selwyn et al. This article discusses the key challenges and concerns for educational technology in the coming decade of the 2020s. It argues that this is the time for EdTech scholars to critically assess and reshape technology education. Selwyn emphasizes the importance of addressing these challenges and the hope of reaching equity, sustainability, and human-centred design within EdTech.

Here are the six challenges the article mentions:

1. New forms of digital in/exclusion
2. Platform economics in an age of artificial intelligence 
3. ‘Divisions of learning’ across humans and machines
4. IT industry actors as a leading educational force
5. Reimagining forms of EdTech suitable for an age of climate change.
6. Finding alternatives: solidary economies, convivial technology, respectful design 

My Thinking:

Education and technology are constantly changing, growing, and developing. Although this sounds great, it doesn’t mean the educational or digital divide is decreasing; sometimes it means the opposite. This article pointed this out, explaining how there have always been exclusion issues, and quickly advancing EdTech means there will be even more.

I believe the article’s first section on New forms of digital inclusion is the most vital. As a privileged person, I grew up never having to think about how I was receiving my education, if at all, let alone if I would be at a disadvantage. When I needed a computer, we bought one with no concern about how we would afford it. Sadly, this is not the case for many people. Although I have been at an advantage my whole life economically, I understand struggles. I grew up in a military family, forcing me to grow fast and see reality. I also have dyslexia and anxiety, which have come with their challenges and obstacles. As an empathetic person who understands struggle, I have always wanted to help others. Becoming a teacher is the best way I could imagine to help people. This is why this topic of exclusion is so important to me. I couldn’t help but reflect on last week’s blog post about Andy Lane’s article “The Impact on Openness on Bridging the Educational Digital Divides.” It saddens me to think about the children worldwide who don’t have access to education or technology.

This past year, I completed my Link 2 Practice (Sept-Dec weekly observational visits to a classroom) and my first 3-week practicum in April-May. These two experiences were significantly different. My L2P was at Quadra Elementary, which is known for being a low-income school, while my practicum was at St. Michael’s University School Junior Campus. Reflecting on the EdTech within both schools is astonishing, considering they are only 6km away. Quadra had five tablets per classroom, an overhead projector, and a computer for the teacher. SMUS had designated Chromebooks for each student and teacher, a classroom printer, and a loft in every room (replacing whiteboards). They even have a virtual tour of the school on their website. Seeing firsthand the difference between the two schools showed me how significant the digital and educational gap is. The students at SMUS were better resourced, which gave them an advantage and allowed them to be more advanced in their academic ability.

This upsets me as the students at Quadra didn’t do anything to deserve less; they should be equals. As a future teacher, I strive to help all students and bridge the gap. How can I actively contribute to this?

Thanks for reading my blog!