I would state the addition of technology in the process of teaching and learning has led to an evolutionary change. As stated in a previous post, I generally looked at EdTech in optimistic terms. Sonny Magana (2017) recognizes that most people have a negative or positive bias about the value that technology adds and he encourages educators to adopt a value-neutral stance as the technology itself has no inherent educational value. Instead, value is gained by how the technology is used in the process of teaching and learning. Kalyuga & Liu (2015) support this view when reflecting on a key lesson learned through decades of failed attempts when using technology to enhance and transform teaching and learning by stating, “it is not technology itself that matters but how it is used” (p. 3).
The COVID-19 pandemic accelerated the use of technology and one online platform that many elementary teachers worldwide relied upon was Seesaw. This digital student journal platform overnight morphed into the pseudo learning management system (LMS) due to the gap in the educational market and the scramble to deliver online instruction. Teachers quickly learned to leverage the tools within the platform to deliver content. To support teachers with this transition, the Kindergarten ETC and I delivered two virtual Seesaw Activity sessions. Below I outline the intention of these sessions.
Seesaw Activities
Prior to the pandemic, Seesaw Activities was an underutilized feature, with our main use of Seesaw as a learning journal. Seesaw Activities provided teachers with an opportunity to create engaging multimedia lessons with clear instructions and examples of what success could look like. From an instructional design perspective, I was particularly interested in John Sweller’s Cognitive Load Theory (CLT) and I leaned on his work and Richard Mayer’s (2014) to understand what CLT is, and how it works. CLT is focused on optimizing learning by designing activities that neither overload (confusing) nor underload (boring) working memory. By achieving this Goldilocks just-right spot, there is a greater likelihood of transferring information into the long-term memory, thus further developing and connecting schema and moving an individual from a novice towards an expert. This knowledge was embedded in the Seesaw training that I co-presented (Table 1 & 2).
Table 1 Seesaw Virtual Training: The why what & how!
Table 2 Seesaw Session Outline
I believe that by developing my knowledge and understanding of CLT, I underwent an evolutionary shift. As a learner, my knowledge of CLT is greater than before, and as a result, I am cognizant of the cognitive impact when designing instruction. This was a shift that I hoped those who attended the virtual training, or accessed the session recording, were exposed to and inquired further into.
Massey Course Outcomes
Foundations of Digital Education (261.764)
#2 Critically evaluate links between the theoretical foundations of digital education and situated practice.
# 3 Critique the benefits and challenges associated with using digital technologies in contemporary, complex learning situations.
Teaching & Digital Education (261.766)
#1 Reflect on the central concepts, theories, and current areas of debate in the study of teaching with digital technologies.
#3 Apply knowledge of contemporary learning theories and digital technologies to plan and design a teaching resource applicable to formal or informal learning situations.
Bibliography & References
Kalyuga, S., & Liu, T. C. (2015, Oct). Guest Editorial: Managing Cognitive Load in Technology-Based Learning Environments. Educational Technology & Society, 18(4), 1-8. <Go to ISI>://WOS:000362516300001
Magana, S. (2017). Disruptive classroom technologies: A framework for innovation in education. Corwin.
Malamed, C. (Host). (2019, April 23). ELC 055: What you need to know about cognitive load. A Conversation with John Sweller [Podcast]. The eLearning Coach. https://theelearningcoach.com/podcasts/55/
Mayer, R. E. (2014). Multimedia Instruction. In Handbook of Research on Educational Communications and Technology (pp. 385-399). Springer. https://doi.org/10.1007/978-1-4614-3185-5_31
Mayer, R. (2015). Cognitive Theory of Multimedia Learning. http://discuss.cle.ust.hk/mediawiki/index.php?title=Cognitive_Theory_of_Multimedia_Learning
Oakley, B., & Sejnowski, T. (n.d.). Learning how to learn: Powerful mental tools to help you master tough subjects. Coursera. https://www.coursera.org/learn/learning-how-to-learn
Soloman, H. (2021). Cognitive Load Theory (John Sweller). Retrieved 6 April 2021 from http://www.instructionaldesign.org/theories/cognitive-load/
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