Reflections on Introducing Educational Technologies to Teachers

Neena Thota
Joao Negreiros

University of Saint Joseph, Macau

 

Abstract:

The dramatic rise in use of digital media has changed the way learning and teaching is taking place and has led us to rethink the way we teach with digital technologies. We describe the theoretical design of a course that introduces educational technologies to students in a Master’s in Education program. The course is designed using connectivism, a learning theory for the digital age, and is underpinned by the constructive alignment of learning outcomes, learning and teaching activities, and assessments. The learning outcomes emphasize interaction with digital media and active engagement in sharing digital artefacts. We share our experiences of teaching the course and of addressing the learning needs and the disparity in the technological skills and competencies of the students. The course design is evaluated in terms of the students’ learning outcomes and progress through the stages of learning with technology. We present evidence from journal writings that show metacognition, active reflection and critical evaluation, and we identify anxiety and increased confidence with digital tools, as well as concerns about group work. This paper contributes to the discussion on teachers learning to teach with technologies.