Post # 1

‘What technology should instructors apply to optimize students’ learning outcome?’ was my biggest concern when I was creating a learning design named interactive learning resources in EDCI 335. As the creator of the learning design, I subconsciously assumed that every student could follow the given instruction and progress; however, Stommel argues that ignoring students’ identity as subjective human beings and expecting fixed learning outcomes are problematic. While online learning management systems provide instructors with a platform designed for delivery, the system assumes students’ and instructors’ experiences are always identical. Stommel refutes this assumption by stating that lesson plans and learning experiences apply distinctively with every teacher, student, and situation. (Stommel, 2018) While online courses provide time and location convenience for both learners and teachers, students’ needs can be easily ignored behind the screen. Stommel argues that a more flexible classroom, which allows more interactions, exchanges of information, development of relationships, should be designed.

Stommel then argues that the literacy of using technology is more important than what technology to apply. The core of technology application is to support students and to enhance their learning experience, as instructors, we should aim to how to use technology in the best way instead of searching for ‘best technology application’. I agree with Stommel’s claim that there is no need to distinguish traditional pedagogy with digital pedagogy, nor to improve the delivery of data and learning resources. Both face-to-face pedagogy and digital pedagogy have their advantages and flaws; even the combination of both methods, blending learning, still faces potential challenges. (Regan et al, 2019)The best pedagogy is one that instructors can help students and enhance their learning experience by listening and communicating. The best application of technical support is not a digital product but a willingness and effort in creating and improving learning experience through communications and interactions.

Reference

 Stommel, J. (2018). An urgency of teachers: The work of critical digital pedagogy. Hybrid Pedagogy.
 Vaughan, N. D., Garrison, D. R., & Cleveland-Innes, M. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. AU Press. [Chapter 1]
 Regan, P., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. DOI: 10.1007/s10676-018-9492-2