“New technologies offer a great way to invigorate instruction, whether in traditional classrooms, online, or in blended learning environments” – Janet Holland & John Holland

 

During the summer of 2018, I partook in an educational field trip to the British Columbia Institute of Technology. Here, they were attempting to bring secondary teachers up to speed with what technology companies are looking for in future employees. According to representatives from two premier technology companies, both Electronic Arts in Burnaby and SAP in Vancouver, the background of the future employee is not as important as their aptitude to learn and solve problems. Because of this, both EA and SAP, were hoping to convince teachers to bring technologies such as robotics, and problem based learning into the classroom. This would ultimately, begin to start training future employees for the tech sector. This information, shared by industry leaders, correlates exactly to what Holland and Holland write in Implications of Shifting Technology in Education, “The current workplace knowledge-based economies are requiring more high-level creative thinking skills with workers adept in problem solving within expanded global markets.”

No only does shifting a classroom from a traditional model, to a technologically integrated problem-based model, help prepare students for employment in the future, it also offers and amazing way to engage students; or as Holland and Holland write, it is, “a great way to invigorate instruction.” I have seen this first hand in my own practice. Upon acquiring the vocational trades classes seven years ago, (carpentry, mechanics, metal fabrication) these courses sat at a stagnant forty to sixty students, or roughly 25 percent of the student body, per year, for the entire trades program. After the advent and influx of a great deal of digital, and technologically superior machines (such as a Computer Numerically Controlled Router), the shops the program now sits at over 200 students per year, or roughly 75 percent of the student body.  

As technology progresses, methods for teaching and learning also progress. When looking at technological trends in education, there are a number of interesting areas of focus occurring now, or are potentially on the horizon. These include, but are not limited to, as pointed out by this weeks readings:

  1. Augmented reality and/or  virtual reality
  2. Global learning
  3. Digital Citizenship
  4. Student Centered / Inquiry / Problem Based Learning
  5. Coding / Gamification
  6. AI / Robotics
  7. Mobile Devices 
  8. Ease of Access

Some of these areas are at the forefront of education such as digital citizenship, and coding / gamification. These areas are being taught as teachers are attempting to get a grip on technology and prepare students for a technologically advanced future. Indeed, my wife teaches both of these areas to k-3 students. Global learning is also an important part of technology for our school district. E-bus in sd91 allows students to learn from local teachers, while staying in their own community, regardless of where they live. This is often made possible by mobile devices, that most students have on them at any given time, and the virtually unlimited access to information this provides them. In fact, in my own classroom students are in charge of solving their own trades related problems, and are encouraged to research the answers on their mobile devices. 

Other areas are slightly more difficult to implement due to funding or logistic constraints such as AI / robotics, or augmented and virtual reality. This said, many schools have successful robotics courses and competitions. All learning does not need to take place in the classroom either. I have a personal virtual reality set at home for my children to use. They find it thrilling to experience the Jurassic period, or explore space. With VR and AR, students can feel what it is really like to be present in an alternate setting, not available to them in their current lives. 

Overall, “by integrating technology through meaningful applications, learners are more likely to stay the course needed for college and future careers” (Holland & Holland). The future is here and technology is not just a fad, but is changing the way humans see and interact with the world. As the world changes, it is our job as educators, to change with it; to enhance our own practices and entice our students to seek out answers and become engaged with the technology of the future.Â