Challenges for Educational Technologists in the 21st Century

Abstract

Abstract:In 1972, Edsger Dijkstra claimed that computers had only introduced the new problem of learning to use them effectively. This is especially true in 2015 with regard to powerful new educational technologies. This article describes the challenges that 21st century educational technologists are, and will be, addressing as they undertake the effective integration of new technologies into K-12 educational systems and learning environments. The expanding Internet, ever more powerful mobile devices, and other innovations make the task of designing effective formal and informal learning challenging, especially in light of the high rate of change in these new technologies. While these technologies introduce many benefits, they are also causing serious threats to system security and personal privacy. Furthermore, as these technologies continue to evolve, ethical issues such as equal access to resources become imperative. Educational technologists must expand their forward-thinking leadership and planning competencies so as to ensure effective use of new technologies.

Learning and Teaching Through the Online Environmental Justice Atlas: From Empowering Activists to Motivating Students

“…We have also suggested that while the debate on the use of new technologies for teaching has focused on the ability of these interactive tools to develop capabilities and improve productivity (Mayes et al. 2015), the EJAtlas showcases the potential to inspire and motivate students of interactive technological tools developed with/for social movements.…”

“…The EJAtlas interactive online functionalities, that allows users to search, classify, and add cases also offers a tool for professors to structure dynamic teaching lessons on Environmental Justice and sustainability related issues. However, we claim that the main strength of the altas as a technological development used for teaching is not only grounded in its interactive functionalities (Mayes et al 2015), but in its live connection with real world processes and its capacity to connect with emotions and inspire students inside and outside the classroom.…”

“…As pointed by Mayes et al. (2015), the exposure to new technologies in teaching often meets student expectations, improves the productivity of student, and complements life‐long learning competencies. Moreover, an important motivation is in the challenge to find solutions that are sustainable and that have an impact beyond the specific and immediate context.…”

“…2016), and can also contribute to different debates in learning studies, regarding, for instance, the features, strengths, and weaknesses of emergent new technologies (Cotton and Winter 2010; Mayes et al. 2015) or Virtual Learning Environments (e.g., Dillenbourg et al. 2002) in teaching.…”

Emerging educational technologies in higher educational institutions: The current trends and impacts from Thailand universities’ perspectives

“…Teachers and researchers have the responsibility to discover what can be done and what is useful for their instructional attempts in terms of technology, including emerging educational technologies. At this point, teachers or lecturers are facing challenges previously not known or not been aware of: what are the best practices for educational technologies to support their institutions' goals, which typically comprise developing critical thinking and problem solving skills as well as lifelong learning environments (Mayes, Natividad & Spector, 2015). Different methods have been used to assess the impact of educational technologies.…”