Educational Technology

Introduction

On April 8, 2020, during the Covid-19 pandemic and circuit breaker in Singapore, all primary, secondary, Pre-University, and Institute of Higher Learning students, including students from Special Education schools, were shifted to complete?Home-Based learning. In addition, all preschools, kindergartens, and student care centers, including exceptional care centers for students, were required to suspend all general services during the circuit breaker. Covid-19 has disrupted all schools in Singapore, and my school has immediately switched to using online teaching and learning tools to facilitate this transition (MOE, 2021). There is a sudden shift in modality where many schools in Singapore entered Emergency Remote Teaching (ERT). The ERT has exacerbated my school's adaptation to a flexible, more responsive, and contextualized home environment. The speed of timing from the traditional classroom to embedded online learning is immediately implemented (U.S. Department of Education, 2017, p. 56).

Evidence of Disruptive Innovation

The accessibility for teachers' and students' instructional design in remote locations rather than limited physical spaces has been disrupted. I use numerous online tools in my schools, such as Zoom, Swivel, Microsoft Team, Google Share, Document, Slides, and several other Virtual Learning Environments like Blackboard and Canvas, video conferencing with Panopto and Kaltura. These are just some tools adopted for our students' and teachers' interaction, engagement, and feedback (Higgins, Xiao, & Katsipataki, 2012).

Implications of technology

I have experienced and learned that emergency remote teaching uses technology as an enabler to engage students in online learning. We needed to experiment with several software tools most applicable to our students' population and characteristics for all learning activities. Teacher professional development is necessary to be kept updated on using online tools. Social networking platforms beyond online lessons may be required for teachers' and students' feedback. Engaging meaningfully with students' consideration to design lessons unique to the home-based learning environment is critical. Social networking platforms will allow students and teachers to work across grades, subjects, schools, and geographical contexts (Tay, Lee, & Ramachandran, 2021). In my school, we have used all five next-generation digital evaluations to include a plethora of embedded learning time, universal design accessibility, adaptive pathways, real-time feedback, and enhanced types of online activities like Kahoot, Simulation Games, and Collaborative Projects (U.S. Department of Education, 2017, p. 56).

Conclusion

We need technology-based intervention to further our capacity and capability to reach out to many underserved learners who need basic, higher, or lifelong education. Schools' approach to collaborative learning has used technology to help students to learn remotely in times of crisis. Effective use of instructional technology brings researchers, policymakers, technology developers, funders, and educators together to harness new and acquired knowledge. The University of the People program is an excellent example of using educational technology to reach twenty-five thousand refugees through remote learning (UoPeople, 2022).

References

Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. London: EEF Durham University. Retrieved from https://my.uopeople.edu/pluginfile.php/1604077/mod_book/chapter/363330/REf%20impact%20of%20digi%20learning.pdf

MOE. (December 23, 2021). COVID-19 Circuit Breaker: What you need to know about home-based. Retrieved from Ministry of Education Singapore: https://www.gov.sg/article/covid-19-circuit-breaker-what-you-need-to-know-about-home-based-learning

Tay, L. Y., Lee, S.-S., & Ramachandran, K. (2021). Implementation of Online Home-Based Learning and Students' Engagement During the COVID-19 Pandemic: A Case Study of Singapore Mathematics Teachers. Asia-Pacific Educational Research, 30(3), 299-310. Retrieved from https://sg1.documents.adobe.com/public/esignWidget?wid=CBFCIBAA3AAABLblqZhDlpknObxA4a_o35a1JfzugQCPkfs8k7bRgMtO4_FFW6osUWPrkFi-em_bnpF9CkcU*

U.S. Department of Education. (2017). Reimaging the role of technology in education: 2017 National education technology plan update. New York: U.S. DEPARTMENT OF EDUCATION. Retrieved from https://tech.ed.gov/files/2017/01/NETP17.pdf

UoPeople. (June 20, 2022). World Refugee Day 2022 with President Shai Reshef | University of the People. Retrieved from [YouTube]: https://youtu.be/vTHWqK3a5NA