REFLECTION #1

 Driving question 1: What is the impact of technology on education and on us?

During the COVID-19 pandemic, education undergo a dramatic transformation as classrooms shifted to screens almost overnight. An article from The Washington Post titled "How the outbreak is reshaping education" sheds light on how remote learning not only changed the way we teach but also challenged our ideas about attendance, equity, and the human connections that schools foster. Some school systems have kept remote options available, which has opened doors to specialized courses and offered flexibility for students with unique needs. However, this transition also highlighted some serious inequalities, like the “homework gap,” where many students struggled without devices or internet access. It raised important questions about whether technology could ever truly replace the value of in-person teaching.

Thinking back on my own online learning experiences, I remember feeling a mix of gratitude and frustration. On one hand, technology helped me keep up with my studies and stay connected with friends during lockdowns. On the other hand, I often felt isolated and found it tough to stay engaged when classes were just a screen away. Like many, I dealt with “Zoom fatigue” and realized how easy it was to get distracted. These conflicting feelings really show the double-edged nature of technology: it can empower us, but it can also be overwhelming.

There were definitely some clear advantages to this rapid digital shift. Both students and teachers picked up new skills using platforms that enhanced collaboration and communication. Technology brought flexibility, allowing learning to carry on even when schools were closed. For certain students, like those facing health challenges or unique learning needs, remote options proved to be more inclusive. Yet, the downsides were significant. Many vulnerable learners fell behind, some completely disengaged, and mental health issues became more pronounced. The heavy reliance on devices also highlighted and widened existing inequalities, with some students thriving while others struggled without even the basic tools to participate.

The broader literature backs up this critical perspective. Selwyn (2016) points out that discussions around educational technology often miss the bigger picture of inequality and teaching methods, cautioning against getting too carried away with its advantages. In a similar vein, Håkansson Lindqvist (2015) discovered that gaps in students’ digital skills can hinder the effectiveness of technology in learning settings. These viewpoints indicate that while technology certainly has great potential, its effectiveness really hinges on the context, access, and the abilities of both educators and students. My own experiences with remote learning, which have had their ups and downs, resonate with these insights: the real question isn’t whether we incorporate technology, but how we go about it.

Reflecting on my journey, I’ve come to realize that technology in education isn’t inherently good or bad. Its influence is largely determined by how thoughtfully it’s woven into teaching, how accessible it is for everyone, and how well it fosters human connections. As I look ahead to my future as a teacher, my plan is to use digital tools purposefully to enrich learning—not just to jump on the latest trend. I want to help students develop their digital literacy so they can engage with technology in a meaningful way, and I’ll work to create classroom practices that honor both technological advancements and the importance of human interaction.

References used:

Browning, M. H. E. M., Larson, L. R., Sharaievska, I., Rigolon, A., McAnirlin, O., Mullenbach, L., Cloutier, S., Vu, T. M., Thomsen, J., Reigner, N., Metcalf, E. C., D’Antonio, A., Helbich, M., Bratman, G. N., & Alvarez, H. O. (2021). Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States. PLoS ONE, 16(1), e0245327. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0245327

Håkansson Lindqvist, M. (2015). Gaining and sustaining TEL in a 1:1 laptop initiative: Possibilities and challenges for teachers and students. Computers in Human Behavior, 51, 715–728. https://doi.org/10.1016/j.chb.2014.12.048

Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., Linney, C., McManus, M. N., Borwick, C., & Crawley, E. (2020). Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19. Journal of the American Academy of Child & Adolescent Psychiatry, 59(11), 1218–1239.e3. https://www.jaacap.org/article/S0890-8567(20)30337-3/fulltext

Selwyn, N. (2016). Education and technology: Key issues and debates (2nd ed.). Bloomsbury Academic. 

St. George, D., Strauss, V., Meckler, L., Heim, J., & Natanson, H. (2021, March 15). How the pandemic is reshaping education. The Washington Post.