#UWinDig

The design-thinking approach is a methodology that provides a solution-based approach to tackling problems. In this particular case, we are placing an emphasis on the challenges a learner may face.  When I first took a look at the technologist module, I felt quite overwhelmed with all the information that was being provided. In order to break it down into steps, I decided to make a Piktochart highlighting the five steps of the design-thinking approach. Instead of going through all of them at once. I went through them one by one as I was creating my piktochart.

The first step to this approach is to empathize. In order to do so, a teacher must gain an empathetic understanding of the challenges faced by her students. Depending on time constraints, a substantial amount of information is gathered at this stage and will be used for the next stage to develop the best possible understanding of the users, their needs, and the problems that underlie the development of that particular product.

The second step is to define the problem(s). The teacher must put together the information gathered during the first stage. This is where you will analyze your problem(s) in order to create features that will benefit your students in their learning.

The third step is to ideate, which means to form and build ideal features and characteristics using technology that could help your learners overcome their challenges. First you must build a list of possibilities. This can be done by using online mapping tools such as mind, mindmup, canva, etc. This is the time to think outside the box to identify new solutions to student challenges.

The fourth step is the prototype. This involves putting your creation together. The basic steps are to design, share and refine!

The fifth step is to connect. It is crucial that you connect this technology to the curriculum. Make sure to link the activity to learning outcomes.

https://create.piktochart.com/output/36651513-untitled-infographic

I chose to analyze a TedTalk entitled “Data-driven Education” by Khurram Virani (https://www.youtube.com/watch?v=L3eO8gYmWCc) . He states that teaching is hard and that the curriculum is even harder but that improving the curriculum is the hardest of the three. He draws an important parallel between technology and education by pointing out that they both serve other industries and pushing these industries forward by giving them the right tools and people to push forward. He believes that there is a divide in technology between the way people learn and the way they work. There is no right answer with teaching. It is not a straightforward science. However, technology and education are not on the same path. In the technology field there is a constant change and it is propelling these industries forward at a rapid rate whereas education is stagnant which leaves a gap between the academic world and the working world. Just like educators are constantly trying to make a connection between science and art, the same is being done with education and technology. One way this is being done is by data-driven education. It is believed that data should be collected in order to improve our education system and make changes to the curriculum based on this data. However, he believes that in the end teachers should make these changes because technology can gather this information, but it cannot analyze or implement it in a classroom setting.

I agree with Virani because I too think that our education system does not teach for today let alone for the future. While we have added technology in the classroom, it has been used at a very basic level. While most of us know the basics of Microsoft Word, Powerpoint, etc., we have not been taught to use these programs in dept for potential future careers that require things such as excel. Also, instead of pushing students to pursue careers in the technology field, we encourage them to pick more traditional fields even though technology is ever changing and booming. He also points out that even though technology is present in the classroom, it is often overused. I remember as a child teachers playing a whole movie in class and then simply asking us what we learned even though it had no real educational value. Having technology in a classroom does not fill the gap between technology and education. Teaching our students how to code or how to use excel would be one way that could fill this gap and give our students tools for the real world. This would not only make our content more diverse but would prepare our students for the industries they may work in one day.

When the idea of data-driven education was brought up, I immediately thought of standardized testing but this is not what is meant by data-driven education. The difference is that unlike standardized testing, this information is analyzed in order to make changes in the education system. If we are not acting upon this information we have gathered, it is pointless. I like the idea of using this idea to compare our education on a yearly basis. Comparing how certain classes work and also to track a students progress. It can also help teachers to collaborate because this information can be passed on and teachers can use this to focus on problem areas for students.

Twitter Thread : https://twitter.com/vedrana_sarenac/status/1056393797469380608

The article Digital Ghosts in the Modern Classroom by Ashley Hinck was not only a good representation of our modern day classroom in terms of technology or lack there of, but also represented how technology affected us in our everyday life. I particularly enjoyed the idea of the “drag and drop” model. I believe that many students, myself included, use this idea in many aspects of our lives. We tend to take shortcuts in our lives whether it be online shopping or online classes.

In today’s world we simply skip steps but still manage to get to the finish line. Since we are used to convenience and getting everything instantly, this can translate over to our academics. Unfortunately, this is hindering the creativity of many students. This is particularly alarming in today’s world because technology is advancing rapidly and technology is a skill that is required in almost every job now. This drag and drop mentality ensures that students do not use their creativity and instead look for the easy way out.

As I was reading this article, I found myself relating to many things the author was saying. Even though I grew up in the technology generation, I fear technology to a certain extent. I am very nervous of walking into a classroom where the students are more tech savvy than me. I am also nervous about using technology and failing. The author mentioned that learning how to use technology is not a linear process. This is an extremely powerful sentence because we have been engrained to believe that everything we learn in school is linear and that there is a right and wrong answer. This however is not the case for technology. These drag and drop templates fool us into believing that we are being creative when in reality, they are limiting our creativity. I decided to make a canva and use a grid as a background because it reminded me of the rigid, standardized way we are thought to think in school. I also added some quotes to emphasize how we are receiving conflicting advice from our teachers when it comes to technology. I purposely made this look like a drag and drop piece of work to emphasize how these platforms almost encourage our students not to use their creativity. I even left the words “item 1, 2, 3,4,5” on my chart to showcase how little imagination we have to use nowadays and how oftentimes we, students and teachers alike, struggle to make the connection between school and technology.

 http://hybridpedagogy.org/digital-ghosts-modern-classroom/