Page 39 - Educational Technology A Primer for the 21st Century

26 1 Introduction to Educational Technology
1.5.1 Emerging Technologies

What are some of the emerging technologies? In the category of devices and
hardware, 3D printers and wearable computing devices come to mind.
Three-dimensional printers are already having an impact associated with a move-
ment called makerspace (see, e.g., http://library-maker-culture.weebly.com/what-
are-they.html), in which learners engage in using a 3D printer to create and test an
object or artifact in the context of learning by doing and design-based learning.
Wearable devices such as smartwatches and Internet-enabled head-mounted dis-
plays exist and will surely find their way into a variety of learning and instructional
situations.
In the category of processes and applications of advanced technologies, learning
analytics, adaptive instructional systems, and personalized learning are being tested
in small-scale situations as extensions of earlier intelligent tutoring systems that can
take into account a robust and dynamic representation of the learner in terms of
prior knowledge and performance, interests, motivation, preferences, and even
moods. Game-based learning, gamification, and augmented and virtual realities are
among the emerging technologies that are gradually finding their way into learning
and instructional situations. It is nearly impossible to envision all of the possible
technologies likely to emerge in the next 10 years. What is certain is that there will
be many and the challenge of being a competent educational technologist will
increase, along with the need for increasing refined areas of specialization and
expertise.

1.5.2 Changing Contexts

What is the likely impact of new and emerging technologies on learning and
instructional contexts? Some envision a world in which everyone has access to the
collected knowledge and wisdom of humanity along with automated learning and
instructional devices and mechanisms; some even predict the disappearance of
schools and teachers in such a world. We do not share that particular vision of the
future, although we clearly acknowledge that formal learning environments are
changing along with increased informal learning resources and environments. An
obvious change in formal contexts involves the rapid growth of online learning.
Hybrid learning environments that integrated online resources and activities with
face-to-face contexts are now the norm in many higher educational institutions as
well as in some K-12 schools. Because there are so many Internet resources
available to so many people, often at no cost, many teachers are now adopting the
practice of flipping the classroom. This involves assigning readings and associated
discussions outside of class, sometimes within an Internet-based environment, and
using class time to have students practice applying knowledge learned outside class
on problems, sometimes working in small groups. This allows the teacher to shift
the role from primary presenter of information to that of providing constructive and