Diversity and Inclusion in Innovation, Teaching and Learning
Article 1 – Asynchronous Learning (Danaher & Danaher, 2019)
Long story short, Danaher & Danaher (2019) indicate that asynchronous learning is a teaching/learning modality that can take place “anytime and anywhere”. In asynchronous learning, educators usually set up self-paced instructions and materials for their learners to do whenever feasible. Much of this work is completed independently, but students are able to reach out to teachers/instructors if they need support and guidance. Personally, I loved asynchronous learning when I completed my undergrad during the Covid-19 pandemic. For a multitude of reasons (i.e., undiagnosed ADHD, fidgeting and boredom, seeking attention), being in the classroom was unproductive and stressful. All I would do in class was talk to my friends, crack jokes to the teacher and distract other students. It just wasn’t working for me!
When the pandemic hit, my academic career skyrocketed. I loved learning about my major (Kinesiology), but was just unable to focus in the traditional classroom setting. With all classes moving to an online format, I had all of the content and information given to me within a blink of an eye. No more listening to hours of lecturing. Instead, I could read, watch, and listen to the instructional content, and then figure things out on my own. In this article, Danaher & Danaher (2019) talk about a powerful association between asynchronous learning and constructivism. In the process of learning, learners make connections with their own personal knowledge and abundance of experiences and use that to challenge and acknowledge whatever they are learning about. Hence, reflection is instrumental in asynchronous learning.
That being said, although asynchronous learning worked for me, it may not work for others. Students must be rigorously invested, committed, and focused when learning asynchronously. It can be unmotivating and uninspiring because no one is really forcing you to do it. It is easy to lose track of what to do, and time goes by fast! In addition, there really isn’t much of a social environment when learning asynchronously which can negatively affect many learners.
Question to the author: In regard to life skills like teamwork, communication and respect which are typically learned in traditional class settings, do you think asynchronous learning negatively affects these skills.
Article 2 – Digital Technology and Inclusive Learning (Sparks, 2019)
In my opinion, the topic involving digital technology and education is the most controversial discussion in today’s world of schooling. Sparks (2019) indicates that there are potential benefits and drawbacks of using technology in the classroom. In regard to inclusion, technology can deter students from team/group experiences, discussion, and genuine collaboration. However, it can also be argued that it promotes all of these things. Through the innovation of creative apps and programs, teachers can use these tools to create an inclusive environment. In my own words, I would like to say that we have a double-edged sword here!
In this article, Sparks (2019) talks about finding a healthy balance of digital technology. Ultimately, it is up to the education team (i.e., administrators, teachers, and district staff) to determine what this balance looks like. Sparks (2019) recommends that flexibility is good, but at the same time, I think teachers are sometimes “too flexible”. Currently, when I peak my head into classrooms, a high number of students are on their phones. Personally, I don’t think they are on their phones for educational purposes… but I may be wrong. Who knows, maybe they are actually looking up an answer and inputting that into their assignment. That being said, if students are merely just looking for the right answers, they may be doing themselves a disservice because they are missing out on important learning processes like creative thinking, discussion amongst peers, reflection and more. As a result, this can potentially lead to a lackluster of inclusion while promoting isolation and separation. This is what we don’t want!
Question to the author: In your opinion, do you think it is better to have full access to digital technology in the classroom or none at all? I have had this discussion while doing my Bachelor of Education and it became a huge debate!
References
Danaher, M., Danaher, P.A. (2019). Asynchronous Learning. In: Peters, M., Heraud, R. (eds) Encyclopedia of Educational Innovation. Springer, Singapore. https://doi-org.proxy.queensu.ca/10.1007/978-981-13-2262-4_129-1
Sparks, H. (2019). Digital Technology and Inclusive Learning. In: Peters, M., Heraud, R. (eds) Encyclopedia of Educational Innovation. Springer, Singapore. https://doi.org/10.1007/978-981-13-2262-4_136-1
HI Wayne,
ReplyDeleteThank you for sharing your insights on the topic of digital technology in education. Indeed, the introduction of digital technology in education brings both benefits and challenges. As you mentioned, while technology can facilitate inclusivity through innovative tools and programs, it also has the potential to detract from face-to-face interactions and collaborative learning experiences.
Your point about finding a healthy balance resonates strongly. I teach kindergarten, and most of my parent-teacher conferences this year began with "Mrs. Tran, can you tell 'Johnny' to get off the iPad" or " 'Emily' plays on the tablet too much." I have noticed, especially in the past few years, an increase in digital overload for my kindergarten students. Subsequently, wait time is hard for them.
Ultimately, the decision regarding the extent of digital technology integration should be guided by careful consideration of its impact on learning outcomes and classroom dynamics. Flexibility, as Sparks (2019) suggested, is crucial, but it should be balanced with thoughtful guidelines and strategies to ensure technology enhances rather than detracts from the educational experience.
Thank you for sparking this important discussion,
Tammy Tran
Sparks, H. (2019). Digital Technology and Inclusive Learning. In: Peters, M., Heraud, R. (eds) Encyclopedia of Educational Innovation. Springer, Singapore. https://doi.org/10.1007/978-981-13-2262-4_136-1
Hi Wayne,
ReplyDeleteThe story you shared about how Asynchronous Learning supported your learning development during the pandemic resonated with me too! Similar to the format of this PME program, I like the freedom of working at my own pace and making the judgement of sitting down to complete a reading or assignment when I feel ready. I do feel like this requires effective time management skills and intrinsic motivation, so as you mention, this might not be successful for all individuals.
This year I am trying out a new literacy system in my classroom that I think loosely connects with Asynchronous Learning, where students work at their own pace to complete a reading and response article. I do like the autonomy it provides, however those that move at quite a fast pace tend to become bored and distracted. Are there elements to Asynchronous Learning that you see yourself integrating into your teaching practice?
Thank you for sharing!
Tianna
Hi Wayne, I was really interested in the analysis and personal connections to the first article. It is interesting how your personal learning journey seems to exemplify the connections to learning and personal experience that Danaher explained. I agree with your questions for them about interpersonal skills. As our society moves forward with technology and AI will the most important skill humans can bring be our interpersonal skills? These may end up becoming the most important part and from my experience with online learning, I would agree that a lot of those parts get lost in an asynchronous environment. A very interesting question overall. Thanks, Wayne!
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