How can EdTech support the development of global competencies in the 21st century?

EdTech can be used to increase the global competencies (Character, Citizenship, Collaboration, Communication, Creativity, and Critical Thinking). SAMR principles can aide in the creation of accessible communication. Through substitution, we can move tasks online where read and write tools are easily found. Google Docs can be augmented from normal pen-and-paper group work, as it allows simultaneous work, whereas traditional mediums restrict collaboration to one person at a time. As mentioned by Caukin and Trail, Google Drive can be used to modify assessments (2019). However it can increase character and citizenship, as students take on a larger community role in an online setting. Critical thinking takes form when we teach how to use EdTech and the internet. It is vital that students learn to be critical of what they read online, as it is easy to fabricate information.

However, teachers need to use technological pedagogical and content knowledge (TPACK) in order to support these global competencies (Mishra and Koehler, 2009). How can we integrate technology in a way that augments the learning of students? For example, we can try and use technology to make learning more actionable. In French as a Second Language, the main pedagogical theory at the moment is the action approach, which creates activities that students will do in “real life.” Action tasks require global competencies as overarching themes, so tweeting, blogging, reading newspaper, listening to the radio are all various ways that French can use technology, use global competencies, and meet the pedagogical needs of the students.

References

Mishra & Koehler (2009). Too Cool for School? No Way!

Caukin & Trail (2019). SAMR: A Tool for Reflection for Ed Tech Integration.