Blog Post 1: Diffusions of Inovations, Tecnology Acceptance Model (TAM) and Technology, Pedagogy, and Content Knowledge (TPACK) Model
Written: March 14th 2024
Figure 1: TPACK encompasses teachers' understanding of content, pedagogy, and technology, along with the intersections of these knowledge areas that are essential for effective teaching in any setting.
Reproduced by permission of the publisher, © 2012 by tpack.org
Introduction To The Problem
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The three theories/models discussed in this week's class piqued my interest. However, as I have started working more and more with different university-level professors, I have recognized the necessity of Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK). Power et al. (2023) broadly expresses that many post-secondary faculty members face challenges regarding the digital shift and technologies in teaching. The question then arises: how do we deliver training to faculty members and maintain the knowledge in a simplistic and enjoyable manner?
One of the most used strategies found by Power et al. (2023) was contacting knowledgeable colleagues or friends, accounting for 17.1%. This answer was not a surprise to me, as humans are inherently social beings and we learn from each other. However, what if your colleagues and friends are not tech-savvy? The faculty department may also impact the likelihood and frequency of members who understand the latest innovations in technology. For example, the Faculty of Computer Science versus the Faculty of English, Languages, and Communication. The differences in research fields and the obligation to interact with different technologies vary between faculties.
Misconception of Generations and Technological Knowledge
I would like to address the widespread misconception regarding who possesses a higher level of Technological Knowledge (TK). There is a prevalent bias known as ageism, which leads many to quickly assume that the younger generation inherently possesses more TK and technological skills than older generations. However, this assumption is not accurate. For instance, while it is true that Gen Z young adults and younger Millennials (ages 18-29) are heavily influenced by social media, with nearly 40% of 2021 fraud loss reports by this age group originating from social media scams (Federal Trade Commission, 2022), this does not equate to a higher overall technological proficiency. In fact, older adults often have substantial technological expertise, particularly in professional or specialized contexts, and may exhibit greater caution and critical thinking in online environments, which can protect them from certain types of scams (Federal Trade Commission, 2022).
One of the fundamentals that demonstrates TK and technological skills is where one falls consistently within the Diffusion of Innovations model (Figure 2). However, being the first to use a technology or innovation does not necessarily demonstrate proficiency.
The theory of Deliberate Practice (Figure 3) can be applied here to explain how increased interaction with a technology leads to better proficiency and knowledge. Deliberate Practice, as described by Ericsson et al. (1993), involves focused, goal-oriented practice aimed at improving performance. This theory suggests that the more one engages with a technological innovation, the more proficient and knowledgeable they will become over time, similar to the statement "practice makes perfect."
Diffusion of Innovations Model
Figure 2: This graph illustrates the distribution of different types of adopters in the technology adoption lifecycle. The cycle is divided into five segments. The "Chasm" represents a critical gap that technology products must cross to transition from early adopters to the mainstream market.
Deliberate Practice Model
Figure 3: This figure illustrates five key principles of Deliberate Practice acquired from Ericsson et al. (1993). Goal Setting, Focused Practice, Immediate Feedback & Metacognition, Repetition and Refinement, and Expert Guidance.
The Requirement of Institution Resources
This leads me to discuss my perspective on one of the solutions mentioned by Power et al. (2023): "Providing robust and easily navigable curated technical support resources, including recommended digital tool lists, how-to guides, tutorials, and troubleshooting guides." A few months ago, at a department round table meeting, I proposed the idea of creating a website where King's students, faculty, and experts could share, create, and learn high-quality content and university guidelines. Whether this be about AI policy and ethics, AI usage tutorials, digital citizenship, or other forms of technology, the goal is to create an accessible website that even the most novice users can familiarize themselves with.
This proposed website could also offer employment and resume-building opportunities to students, such as website maintenance, website design, authorship, and publications (blog posts and videos). This initiative would provide a new dimension to King's University College, adding an online learning community to the current small, familiar in-person community.
For best experience, enter "Present" mode and use arrow keys to move through the proposed home page.
Image Provided By Wix
References:
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406. https://doi.org/10.1037/0033-295X.100.3.363
Federal Trade Commission. (2022). Who experiences scams? A story for all ages. Retrieved from https://www.ftc.gov/news-events/data-visualizations/data-spotlight/2022/12/who-experiences-scams-story-all-ages.
Power, R., Kay, R., & Craig, C. (2023). The Effects of COVID-19 on Higher-Education Teaching Practices. International Journal of E-Learning & Distance Education, 38(2).
https://www.ijede.ca/index.php/jde/article/view/1255/1899
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Blog Post 2: Disruptive Education, Challenging Dominant Discourses and the Introduction of AI in Education
Written: March 18th 2024
Figure 1: This is the painting, "The Death of Socrates," where Jacques-Louis David captures the poignant moment when the philosopher Socrates is sentenced to die by drinking hemlock. The painting is rich with symbolism and emotional depth, reflecting both the philosophical and historical significance of the scene.
Rationale of Incorporation: There are many reasons why I appreciate this work of art, but in this context, I would like to specify the temporal discrepancy. Plato, positioned at the end of the bed, was not actually present at the death of Socrates, as he was a young man at the time. By depicting him as an older man, the artist introduces an anachronism that emphasizes Plato's enduring connection to Socrates and his teachings. This artistic choice highlights the idea that the impact of Socrates' philosophy extends beyond the immediate moment of his death and continues to influence future generations through Plato's writings. This demonstrates the significance of the mentor-mentee relationship not just on Plato, but on all of us.
Short Section on My Feelings of Education
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To me, a learning environment is a place where I can have a conversation with a more knowledgeable individual. Whether other individuals are present or not does not change this unless their presence hinders my learning. I believe in the fundamentals of a mentor-mentee relationship, where knowledge is passed down from one to another, such as in the case of Socrates and Plato. This relationship positions the mentee to eventually overcome the epistemological gaps that the mentor possesses.
As a Teaching Assistant (TA) and a student, I recognize that, realistically, undergraduate students often require larger class sizes. However, I believe these should be no larger than 50 students. Even with this size, there is a necessity for TAs to maintain some connection with the students. Neoliberalism and its proponents demand larger class sizes, as the learning itself is not their priority. They view education through the lens of the factory school model.
However, it is important to consider that not all students are interested in having a connection with an instructor, especially when it comes to electives or when the student sees no additional benefit from such a relationship. Yet, a counterargument exists that many students pursue studies they are not passionate about or are unsure of what they are passionate about. Boring or negligent professors do not help students find their true passions.
Where Disruptive Educations Fits Into This
My first experience with disruptive education was in a Writing 3700G special topics course. The class had 11 students, including myself, and was structured as a seminar with dedicated times for the professor to instruct us about the week’s reading. The professor summarized not only the essence of the weekly readings but also the beliefs and work of the philosophers and authors we studied. It was at that moment that I knew I wanted to pursue education, as the professor held a PhD in Curriculum Studies. I have never regretted that decision; if anything, my conviction has only grown stronger. The conversations with other students and the instructor gave me a deeper appreciation of the content.
Before this experience, every class I had ever taken, from K-12 to college and undergraduate studies, followed the standardized dominant structure: stay quiet and listen, with the instructor holding all the power and fewer questions being better.
Since then, when educating students, I have incorporated the use 3-10 minute video clips, reflection questions, making connections to student experiences, and, when time permits, the gamification of learning. Dr. Russell Barkley (2013) discusses why children with ADHD can play video games for hours but cannot do homework for more than a few minutes. He states, "The video games provide external continuous consequences for interacting with them... when a problem is solved on a sheet of paper, nothing happens." I believe this applies not just to children and youth with ADHD but to many individuals who find it challenging to learn without stimulation.
My rationale is that in the world we live in, we often face immediate responses when we do something incorrect, some examples are interpersonal communication, interacting with physical laws, or consuming food. While there are situations where the response takes time, this is generally not the case. We must consider that we humans are "...living inside of hardware, a brain, that was, like, millions of years old..." (Tristan Harris, as cited by Orlowski, 2020), and our brains are accustomed to an intergenerational system that once did not have computers, research, or the concept of studying. We need stimulation and captivation in our work or discipline to truly learn.
Figure 2: This image depicts a small seminar classroom where a group of students and a professor are engaged in an animated, philosophical discussion.
OpenAI. (2024). A group of students and a professor engaged in a deep, philosophical discussion [AI-generated image]. Retrieved from https://chatgpt.com/
AI In Relation To This Topic
I believe that Artificial Intelligence (AI) is the most significant disruptor of the current education system, and I welcome this change with enthusiasm. The traditional mentor-mentee relationship I previously discussed, characterized by the personal transfer of knowledge and guidance, is now reproducible and accessible to everyone through AI technologies. For instance, GPT-4 and its variant, GPT-4o, are now available for free with limited usage, democratizing access to personalized learning assistance. As CGPGrey (2012) predicted, the future of education involves digital mentors similar to Aristotle, and language models like ChatGPT are making this vision a reality in real time. These AI tools offer personalized, patient, and unbiased support, transforming the educational experience for students across the globe.
I do have a controversial take on this; however, it is one that I believe is significant to discuss. The math tutoring video that OpenAI posted less than a week ago is something I thoroughly appreciate. Growing up in a predominantly white school, I had frequent issues with teachers and their pedagogical techniques. The help I would receive was incomparable to what GPT-4o was offering Imran and Salman Khan in the video. I go into more depth about Critical Race Theory and the demonization of children of color in other works of mine. In essence, many K-12 teachers were less patient, less compassionate, and less interested in my success simply because I was different—an issue that continues to plague K-12 and, in some cases, post-secondary institutions. Witnessing a tutor (ChatGPT-4o) that is always patient, programmed to help, and does not discriminate based on appearance is something I deeply appreciate. There may be challenges with accents; however, it can communicate with the student in any language they prefer and teach them the English or other pronunciations of terms, etc.
Figure 3: Image portrays a futuristic Aristotle as a holographic figure in traditional Greek robes. He stands in a high-tech classroom, surrounded by holographic screens displaying educational data, blending ancient Greek architecture with modern technology.
OpenAI. (2024). Digital Aristotle [Holographic image]. DALL·E.
References:
ADHDtips. (2013). ADHD: Essential Ideas for Parents - Dr. Russell Barkley [Video]. YouTube. https://youtu.be/YSfCdBBqNXY?si=SCSv5qtoLk4-7zYf&t=2011
CGPGrey. (2012). Digital Aristotle: Thoughts on the future of education [Video]. YouTube. https://www.youtube.com/watch?v=7vsCAM17O-M
Orlowski, J. (Director). (2020). The Social Dilemma [Film]. Exposure Labs.
Bibliography:
National Association of Independent Schools. (2014). Barriers to innovation in independent schools [Video]. YouTube. https://youtu.be/B9F4gDD0dVI?si=0Zuz6ycW1lMN43ur
Washington, B. (2019). Disruptive innovation in education. TeachHub.com. https://www.teachhub.com/classroom-management/2019/11/disruptive-innovation-in-education/