How can you blend educational technology with other subjects?

In terms of edtech, the worst thing you can do is to just use a new, popular technology just for the sake of using it. In my line of work, I frequently get people coming to me saying, "Hey I heard about this new online educational tool! Should we use it?" and I always remind them to first think about their goals and what they're actually trying to achieve or learn. From there, you can choose the tool that best suits the needs of the learners, not the other way around.

If you focus just on AI as a subset of Ed tech, then seeing it as an assistant is one way in. By framing it in this way you can best leverage its potential. For example, as a teaching assistant supporting the less able, or a Principal’s PA. Ed tech isn’t a thing in itself, or a subject to be taught. It’s a support mechanism

As I look back on my 36 years in education I see how things have changed and how much stays the same. For 24 of my 36 years I was a science teacher. I taught 2-9th grade science. My first year was 1976. 76-86 I became the master of Video technology. I took videos and divided them into small parts. In 1990 I was on a state science textbook committee and we adopted the first ever technology instead of a textbook in Texas. Funny the technology was big laser disc. From 1990-2000 I began a process of pre-lab research, Lab, and finally feedback where students would report their findings. At the time the technolgoy available was digital cameras (data saved on floppy disc) and presentations were made with Power Point. Times change!

EdTech has evolved over the last 25 years in a way that empowers the learner to find the best tools to align with the desired outcomes for their learning objectives. I feel a great way to empower the students would be to give them an assignment and have them research the best tools to deliver on the outcome of the assignment that they feel most empowered by. It gives them a critical lens to discover the tool and focus on their skillsets to get the most of the tool in a learning situation to align with their desired outcome (good grade, learning a new skill, getting uncomfortable in new areas, etc.) Creative Thinkers adapt to EdTech a bit better as they are not linear in their approach to learning. That is an empowering mindset.

I agree with the idea of having a purpose before using any technology tools. The purpose should align with your intended outcomes. For example, I encourage my students who are diagnosed with dyslexia to spend thirty minutes daily on a specific software to develop essential phonological skills. This is in addition to them receiving direct instruction in the classroom during my whole group and small group sessions. Remember that many students with dyslexia have not received early intervention by the ages of 8-12 years old. Therefore, Edtech tools help them get to their right levels. I hope that educators take advantage of Edtech responsibility. Prof. Sherley Louis

New tools are constantly being released, but there are so many factors to consider. For example, some folks that I work with live in rural populations with limited access to the Internet and technology in general. This is definitely something to consider when designing learning content for that audience.

Don't forget about privacy impact assessments and the need to keep student information safe. Also, consider the age-appropriate nature of the Graphic User Interface (GUI) and overall ease of use for the age group that will be using the technology. In short, students need to be able to use it as independently as possible.

In my experience I think it's important to choose tools that allow students to learn while using technology and not just from technology. Are students able to use the tool to make something tangible connected to what they learned? Does the tool help students apply what they learned? Those are key questions to address to avoid having students use Edtech tools that don't serve a real purpose.

Another thing to consider with the increase of various tools is the idea of data privacy. How much information you need to enter into a platform to use it may mean that they are using your data in an inappropriate way. Check with the vendor and their privacy policy to confirm before moving forward with using that tool. In New York State, there is a data privacy law, called Education Law Section 2D, which requires vendors to sign an individual agreement with each school district about their data privacy practices.

Using tools just to use them is ill-advised. Choose EdTech products that align with your objectives and deepen the learning experience. When I taught, I also learned toward tools that I could use routinely to further learning goals like vocabulary building, analytical reading, etc. In my opinion, it's better to choose a few solid tools strategically than to just chase after the next new thing.

Edtech and pedagogy go hand in hand, without a doubt. I mainly work with adult learners and their learning styles are the first that that we need to consider when designing curricula for them. How do they best learn? How much time do they have to devote to learning in a given time frame? How can we best keep them engaged when they have so much else going on? These are all questions we ask when designing edtech solutions to meet their learning needs.

EdTech is not something that you add on, it's built in. If you aren't familiar with the TPACK model, I strongly recommend you look it up to see how Content, Technical and Pedagogical Knowledge intertwine.

There are many pedagogical frameworks that pair beautifully with high quality EdTech products. For example, as a high school teacher, my Spanish classes were all about interacting with and using language, so Blended Learning was an excellent fit. The Blended Learning Model helped me consider what learning experiences were best suited for offline learning and which experiences would be enhanced by technology. From there, I would weave technology in and out to best fit the needs of my students.

The new book by @Dr Fiona Aubrey-Smith 'From EdTech to PedTech' reinforces how vital it is to ensure that edtech enhances our pedagogical practices. It can not and should not replace it. What I always look for are the ways in which EdTech can enhance teaching and learning. So I always ask myself the question - 'When it comes to teaching and learning, what could EdTech do that can't be normally done?'

It is important to consider the pedagogical need for an Edtech tool instead of getting enamored by the wow factor. I recommend that teachers choose tools that grow their pedagogical toolkit to increase the likelihood of meeting students where they are.

In my line of work, we've not only used edtech for sharing industry-specific knowledge, but also to do things like onboarding and new hire orientations. We mix asynchronous content with synchronous learning and training all the time. Frequently during the in-person or synchronous events, we'll also use physical learning materials to supplement the digital tools we use.

Technology is amazing when it makes sense to use it. It does not always make sense to use it exclusively. For example, I and my students often struggle with screen reading, so I print anything over two pages so you can physically read it, mark it up and reference it while we work on a device. Having the main text available like this is like having a second dedicated screen.

Using the example of ESL, edtech can facilitate connections with native speakers or language exchange partners, broadening linguistic horizons. Additionally, edtech tools can capture and showcase students' language development and projects, encouraging a comprehensive approach to language acquisition.

It is easier to add an EdTech tool and reimagine it with existing resources rather than throwing away existing resources and going completely digital. Some tools stand on their own, such as Sketchup, or Desmos programming. Most other types of tools provide various ways to store notes and collaborate with others. I like students to work with manipulatives and move around the building and campus and then record and reflect into a cloud-based document at the end of class.

Sus estudiantes transitan diariamente infinidad de entornos y herramientas virtuales que ya hacen parte de sus vidas cotidianas. Poner a Edtech en relación con estas herramientas, entornos y tendencias culturales puede ser una estrategia de familiarización muy útil.

Improving your teaching craft is where generative AI will shine. teachers will deploy unit-specific AI assistants to students. The AI assistant will log the questions students are asking. This information is a form of feedback to help teachers improve their lessons and proactively clear areas of confusion.

At our center, we have an entire data management team that assists us with gathering feedback on our edtech tools and materials. After anyone takes a given online course, for example, they'll be sent a survey to get their thoughts on their experiences. This helps us iterate and improve our existing materials to better fit the needs of our learners.

Proceed with caution. Some edtech tools don’t align well with specific learning goals or curriculum programs, and they may in fact undercut instruction and growth. Some edtech tools claim efficacy through research, but ask many questions: Who is conducting/funding the research? Are they using so-called gold-standard methods? Are they comparing results, apples-to-apples, against other analogous treatments (e.g., those using edtech tools in these treatments often receive extra professional development or more resources)? Are they using stratified random samples and nested designs, rather than simply saying that students grew (i.e., might they have grown anyway or more in the absence of the edtech treatment)? And are ALL costs included?

Unless we consider the most appropriate things, we can easily fall in to the trap of evaluating the wrong things when it comes to noting EdTech impact. A key question to evaluate EdTech is 'what can students now do that they weren't able to do before?' If students become more engaged, motivated & take ownership of their learning as a result, this can be a powerful measure of EdTech impact. We can also consider the type of skills students develop & use across different subjects. Combined with a focus on digital literacy will ensure these skills are used beyond school (& have significant impact). The reason my responses focus on students is because at the end of the day, the impact should contribute towards student progress/outcomes.

EdTech tools are a great way to foster PBL and more personalized learning. EdTech tools can also be the glue to bridge the learning between multiple subjects.

Remember that technology isn't separate from other skills and activities in our daily lives. Many of us use digital maps while driving, book appointments on apps, communicate with friends and family digitally, and even stream or download our entertainment. The EdTech we choose should enhance the skill or knowledge we're teaching rather than existing as a parallel to it.

I mean, you can teach someone to drive a car if they never intend to use it to travel anywhere, but what’s the point? That’s how I feel about this question.

Another really important thing to consider is your state or local regulations/rules about what you should/should not use in your classroom. Some states have laws that dictate what vendors you can use in terms of data privacy. It is always best to consult your school leadership before implementation.

EdTech is wonderful and messy work. It may not work the first time you use it, but don't give up. Evaluate what didn't work and consider another attempt after further testing and reflection.