Impact of Technology and Multimedia

Technology makes learning more accessible and engaging. Multimedia promotes deeper learning by using more than one modality to convey messages to be learned. Though not essential for learning in general, technology and multimedia can greatly facilitate learning if used in a judicious way. Also, “we shape our tools, and our tools shape us” (Boettcher & Conrad, 2010, p. 34); thus, technology, as part of our environment, has a great influence on how we learn and develop. As for online learning environments, they wouldn’t exist without technology. The last decade’s development of Web 2.0 technologies enables user-created and co-created content (blogs, YouTube), distant collaboration (wikis), and creation of learning communities and communities of practice around any subject of study or interest (wikis, forums, Skype) (Walden University, 2010). That opens up new possibilities for deeper, more engaged, up-to-date and even customized learning. One of the negative effects new technologies might have on teaching and learning (especially mobile technologies) is, as Dr. Pratt observed, the tendency of designers to compress curriculum to make it fit on smart phones and in the swift lives of modern learners (Walden University, 2010).

Despite the exciting possibilities the new technologies bringing to the online classroom, designers and instructors shouldn’t try to utilize all of them at once. It could be overwhelming to the learner. Also, not all students might have adequate Internet connection or hardware for seamless integration of all that’s in store. As a rule, only tools that meet learning objectives should be used, with alternative adequate possibilities considered in case of technology failure (Walden University, 2010). Among other important considerations should be the level of student technological preparedness (consider brief training sessions) and possible additional costs involved in using online applications (consider finding free online programs and services).

Developments in educational technology have allowed greater number of students, including those with disabilities, to participate in distance learning classes. The major implication of that for designers and instructors of online teaching and learning experiences is “to always bear in mind that people interact with computers in different ways” (Cooper, Colwell, & Jelfs, 2007) and to make provisions for inclusion of alternative access tools or equivalent learning experiences for such students.

For me, the most exciting tools are ones allowing effortless online collaboration because they embody the best features of both face-to-face and distance learning classrooms. Additionally, they allow deeper, more meaningful learning to take place as well as make the learners possible participants it the global online community of practice constantly creating, enriching and updating knowledge.

References:

Boettcher, J., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass

Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: Considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231–245. Retrieved from the Education Research Complete database.

Walden University. (Producer). (2010). Enhancing the online experience. [Online]. Retrieved from Walden University eCollege