Planning and Forecasting II

Futuring and Innovation: Planning and Forecasting II

CS875-2202C-01

Raphael Brown

Colorado Technical University

Instructor: Dr. Cynthia Calongne

Date: 04/14/22

 

Socio-technical Perspective for Design

      It was illustrated in the article named affectability in education technologies how digital artworks may be used to increase students' attention while also increasing the efficiency of the learning environment. Technology may also be used in the classroom environment to help teachers interact with their pupils more personally. A qualitative exploration was conducted by the owners, whose primary goal was to report on the findings of a qualitative investigation that would answer questions such as how new technology would be introduced in the learning environment and ensure that it makes sense to the user, as well as what are the capabilities of the technology in contributing to integrated learning scenarios, among other things (Hayashi, & Baranauskas, 2013). When using the XO education or laptop, this piece has successfully proven the ability to blend the school's formal and informal practices into expressive learning via technology.

    It is possible to get a thorough analysis of new perspectives on understanding learning processes mediated by technology and the rules of affectability in the design of educational systems. Unstructured learning is a form of learning in a former operating environment but is not graded in the usual sense. The intentionality of learning, which must be present for learning to occur, has been thoroughly and insightfully examined in this work; yet, different learners may represent it in varying degrees. In the informal learning process, it has been established that the aim is missing in certain instances (Hayashi, & Baranauskas, 2013). On the other hand, the facts of education need deductive thinking and knowledge of the realities in a dialogically understandable way. The digital culture is crucial in shaping the new realities to which learning settings should be accommodated, and the digital culture necessitates the implementation of transformational reforms in educational institutions. The goal is not to stop education altogether but rather to alter it thoroughly to be reborn as a new and updated human.         For schools to keep up with the times, they must include technological changes that democratically allow them to accept technology breakthroughs. If foreign technology is forced into the classroom, it will not alleviate the problem of the vast majority of Brazilians being unable to access the technologies in question (Hayashi, & Baranauskas, 2013). A revision of the formal learning environment must occur, with young children's needs and social-technological views taking precedence. This would be a beneficial contribution to the dialogical techniques proposed by Freire in 1968. The discourse about the most effective ways to integrate technology into learning must include active listening and a desire to understand one another, adapt our differences, and be conscious of the values of the other party participating in the conversation.

References

Hayashi, E. S., & Baranauskas, M. C. (2013). Affectability in educational technologies: A socio-technical perspective for design. Journal of Educational Technology & Society, 16(1), 57–68.