EDUC 5410-01 - AY2024-T5

Instructor: Dr. Tiffanie James Parker

The University of the People

26th June 2024

Introduction

Education continually evolves to keep up with developments in society and

advancements in technology. This assignment will examine four recent developments in

education and compare classrooms from the past and present. It will also look at how technology

is integrated into education, discussing its difficulties, useful teaching strategies, and usefulness

to pedagogical philosophy.

Trends in Education:

a. Personalized Learning

A key development in modern education is personalized learning. Differentiated

instruction and adaptive learning technologies are used in today's classrooms to customize

learning experiences to meet the needs of each individual student (Seifert & Sutton, 2009). When

teaching methods were more rigid and identical in the past, it was impossible for teachers to

personalize assignments and assessments based on students' abilities and interests. However, this

is now possible with learning management systems like Moodle or Google Classroom.

b. Project-Based Learning (PBL)

Project-Based Learning has also gained popularity in today's classroom because it places

a strong emphasis on practical projects that develop teamwork and critical thinking abilities

(Seifert & Sutton, 2009). In contrast, PBL also offers an application-based approach to learning,

whereas traditional classrooms frequently concentrate on rote memorization and textbook-based

learning.

c. Global Competence and Critical Thinking

2
 The emphasis on critical thinking and global awareness in today's educational

frameworks is growing. By encouraging knowledge of various cultures and viewpoints during

the lessons, teachers are preparing students for a globalized world (Seifert & Sutton, 2009).

Compared to earlier educational approaches that tend to emphasize more specialized knowledge,

this represents a major change.

d. Inclusive Education

According to Seifert and Sutton (2009), inclusive education is also a significant trend that

guarantees equal access to high-quality education for all students, irrespective of their

backgrounds or abilities. Classrooms used to be less inclusive, frequently dividing students into

groups according to their demographics or skill levels. The goal of contemporary methods is to

establish encouraging surroundings where each student can achieve.

Comparison of Today's Classrooms with the Past:

The classroom of today is very different from that of the past. One of the biggest effects

has been the integration of technology. Blackboards and textbooks were once the main teaching

aids in classrooms. These days, interactive and multimedia learning experiences are made

possible by smartboards, tablets, and internet resources (Poole, 2009). The ways that we teach

have also changed. Lecture-based instruction was a common feature of teacher-centered

classrooms in the past. These days, a greater emphasis is placed on student participation, inquiry-

based learning, and teamwork in the classroom (Poole, 2009).

The classroom has changed from being fixed and structured to being adaptable and

encouraging of different learning styles. Classrooms used to be more rigid and less flexible to

meet the needs of each individual student. Diverse learning styles and abilities are now

accommodated by flexible seating arrangements and differentiated instruction (Poole, 2009).

3
Students can therefore choose activities that correspond with their interests and strengths, by

introducing choice-based activities in the lessons.

Benefits and Drawbacks of Integrated Technology:

There are difficulties in integrating technology in education, such as issues with equity

and access. The unequal availability of technology among students can worsen imbalances in

education (Seifert & Sutton, 2009). Students from lower-income households, for example, might

not have access to the devices and dependable internet connections required for online learning

environments.

To use technology in the classroom effectively, pedagogical changes are necessary to

ensure teachers can take full advantage of technological tools. This process requires teachers to

modify their pedagogical approaches and acquire new skills and materials (Mishra & Koehler,

2006). One effective teaching strategy is the integration of Technological Pedagogical Content

Knowledge (TPACK), which combines subject-matter knowledge, pedagogical knowledge, and

technological knowledge to improve learning outcomes (Mishra & Koehler, 2006).

Integration with Pedagogical Philosophy as a PHE Teacher:

My pedagogical philosophy as a PHE teacher places a strong emphasis on holistic student

development and active learning. This idea can be reinforced by technology, which can improve

educational opportunities. For example, students can practice and enhance their skills in a safe

and controlled environment by using virtual reality (VR) to simulate sports environments (Seifert

& Sutton, 2009). Moreover, students can also establish personal fitness objectives and track their

progress with the aid of fitness tracking apps, encouraging lifelong healthy habits (Seifert &

Sutton, 2009).

4
Conclusion:

Personalized learning, project-based learning, global competency, and inclusive

education are all examples of how much today's classrooms have changed. Although integrating

technology into education can be difficult at times, when implemented effectively, it can

improve teaching strategies and aid in students' learning. It is crucial that teachers modify their

methods in order to take advantage of technology and achieve better learning results.

References:

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A

framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Retrieved from https://one2oneheights.pbworks.com/f/MISHRA_PUNYA.pdf

Poole, B. J. (2009). Reflections of education for an information age. In B. J. Poole (Ed.),

Education for an Information Age: Teaching in the Computerized Classroom (7th ed., pp.

329-353). Retrieved from

https://web.archive.org/web/20181025041649/http://www.pitt.edu/~edindex/

InfoAge7thEdition/Chapter13.pdf

Seifert, K., & Sutton, R. (2009). Educational Psychology. The Saylor Foundation. Retrieved

from https://www.saylor.org/site/wp-content/uploads/2012/06/Educational-

Psychology.pdf

5
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of

Instructional Technology and Distance Learning, 2(1), 3-10. Retrieved from

http://www.itdl.org/Journal/Jan_05/article01.htm

Puentedura, R. R. (2006). Transformation, technology, and education. Ruben R. Puentedura’s

Weblog. Retrieved from https://www.hippasus.com/rrpweblog/archives/000063.html