This episode features Mark David Webster's 2016 and 2017 articles, which both explore the philosophy of technology among K-12 educational leaders, examining how their perspectives influence decision-making regarding technology implementation. The research, employing grounded theory methods, identifies three prevalent views: an instrumental understanding of technology, technological optimism, and a belief in inevitable technological change. A significant finding indicates that while leaders recognize the importance of educational goals driving technology, they often prioritize keeping up with technological advancements due to perceived inevitability and a desire to prepare students for a technologically driven future. This tension can lead to the adoption of technology for its own sake, potentially without sufficient alignment with educational objectives.

References

Webster, M. D. (2017). Philosophy of technology assumptions in educational technology leadership. Journal of Educational Technology & Society, 20(1), 25-36.

Webster, M. D. (2016). Examining the philosophy of technology using grounded theory methods. Forum. Qualitative Social Research, 17(2)

This episode explores the design and implementation of mobile learning, with a focus on its integration into both formal and informal educational settings. Several authors contribute insights into the theoretical underpinnings of mobile learning, referencing models such as the FRAME model and Activity Theory, and exploring concepts like cognitive load and critical inquiry within digital environments. A key theme is the practical application of mobile devices, including personal digital assistants (PDAs) and mobile phones, for accessing and creating learning materials, particularly in distance education and professional training, while also acknowledging the challenges and benefits associated with these technologies. The texts also highlight the potential of mobile tools to support collaborative learning and enhance the learning experience through features like multimedia content and location-based information, offering practical examples from pilot studies in nursing education, museum visits, and teacher training.

References

EILAB. (2022). Fully Online Learning Community (FOLC) Model. https://eilab.ca/fully-online-learning-community/

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105. https://auspace.athabascau.ca/handle/2149/739

Guyan, M. (2013, November 1). 5 ways to reduce cognitive load in eLearning. [Web log post]. eLearning Industry. https://elearningindustry.com/5-ways-to-reduce-cognitive-load-in-elearning

Koole, M. L. (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training (pp. 25-47). AU Press. http://www.aupress.ca/index.php/books/120155

Power, R. (2023a). Chapter 7: Theories and Models of Online Learning. In Everyday instructional design: A practical resource for educators and instructional designers. Power Learning Solutions. https://pressbooks.pub/everydayid/chapter/theories-and-models-of-online-learning/

Power, R. (2023b). Chapter 8: The Zombie of Instructional Design: Learning Styles. In Everyday instructional design: A practical resource for educators and instructional designers. Power Learning Solutions. https://pressbooks.pub/everydayid/chapter/the-zombie-of-instructional-design-learning-styles/

Power, R. (2024a). CSAM. [Web page]. Power Learning Solutions. https://www.powerlearningsolutions.com/csam.html

Power, R. (2024b). UDL and Accessibility. In The ALT text: Accessible learning with technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/udl-and-accessibility/

This episode discusses the Technology Acceptance Model (TAM), a framework for understanding why people choose to use or not use new technologies. Central to the Theory of Acceptance and Use of Technology (TAM) are the concepts of perceived usefulness and perceived ease of use, which influence a person's attitude and intention to use a technology. Factors such as social norms, facilitating conditions, and educational compatibility can also influence acceptance, particularly in academic settings. While TAM provides a strong foundation, research suggests that other factors, such as teacher belief profiles and teacher efficacy, are also significant when considering the adoption of technology by educators. Additionally, the concept of media richness, which describes a technology's ability to facilitate understanding, has been incorporated into expanded Technology Acceptance Model (TAM) studies in educational contexts.

Huntington, H. & Worrell, T. (2013). Information Communication Technologies in the Classroom: Expanding TAM to Examine Instructor Acceptance and Use. Journal of Educational Multimedia and Hypermedia, 22(2), 147-164. Association for the Advancement of Computing in Education (AACE).

Kemp, A. (2017, August 7). Introduction to Technology Acceptance Models (TAM) for Education. [Video recording].https://youtu.be/icZbLhQoqG8

QUT IFB101 (2015, February 25). Technology Acceptance Model. [Video recording].https://youtu.be/ydIFH1q2NHw