Month: March 2025

The September 2024 special issue of Online Learning (Vol. 28, No. 3), edited by Haesol Bae and Aras Bozkurt, delves into the transformative impact of generative AI (GenAI) on online and blended education. This collection of articles provides a multifaceted exploration of how GenAI tools are reshaping pedagogical practices, learner engagement, and instructional design.​

In their editorial, Bae and Bozkurt pose a critical question: Are we preparing students for genuine learning or merely facilitating personalization through AI? They caution against over-reliance on AI-driven personalization, which may inadvertently undermine students’ critical thinking and collaborative skills.

One study by Bae et al. examines pre-service teachers’ dual perspectives on integrating GenAI into their teaching practices. While these educators-in-training recognized the potential benefits of tools like ChatGPT for enhancing learning, they also expressed concerns about ethical implications, academic integrity, and the need for AI literacy. The study highlights the importance of comprehensive professional development to equip teachers with the skills necessary for responsible AI integration.

Additionally, Stefaniak and Moore discuss how GenAI can support inclusivity and design deliberation in online instruction. They argue that AI tools can aid in creating more accessible and equitable learning environments by addressing diverse learner needs.​

Collectively, the articles in this special issue underscore the necessity of a balanced approach to integrating GenAI in education. While these technologies offer promising avenues for enhancing learning experiences, educators must remain vigilant about potential drawbacks and ethical considerations. Ongoing research, thoughtful implementation, and continuous professional development are essential to harness the full potential of GenAI in fostering meaningful and equitable educational outcomes.​

This week’s reading, “Adoption of Learning Technologies in Times of Pandemic Crisis” by Stevanović, Božić, and Radović (2021), provides an insightful examination of how the COVID-19 pandemic accelerated the integration of digital tools in education. The authors discuss the rapid transition to Emergency Remote Teaching (ERT), highlighting both the opportunities and challenges that emerged during this unprecedented shift.

The rapid adoption of digital technologies during the pandemic often occurred without strategic planning, resulting in significant hurdles for educators and students. Issues such as inadequate digital infrastructure, limited technological proficiency, and the lack of pedagogically sound online teaching practices were prevalent. These challenges underscore the necessity for comprehensive digital literacy programs and robust support systems to ensure effective online learning.

Moreover, the importance of institutional readiness and adaptability became clear. Institutions with prior investments in digital platforms and teacher training navigated the abrupt transition more smoothly. This observation suggests proactive integration of technology, coupled with continuous professional development, is essential for resilience in educational systems.

Personally, I am fascinated to observe the long-term effects of pandemic-era learning over the next 15 years. It will be particularly interesting to see if these effects persist or subside in the generation of children who began their schooling after the pandemic, offering valuable insights into the resilience and adaptability of educational practices shaped by crisis conditions.

This week’s exploration centered on the guest editorial by Ahmed Tlili, Daniel Burgos, and Chee-Kit Looi in the April 2023 issue of Educational Technology & Society, titled “Creating Computational Thinkers for the Artificial Intelligence Era—Catalyzing the Process through Educational Technology.” The editorial underscores the imperative of integrating Computational Thinking (CT) into education, especially given the rapid advancements in AI technologies.​

The authors highlight that while various technologies exist to support CT education, the focus should shift from the tools themselves to the pedagogical approaches that effectively utilize these tools. They advocate for research into best practices for teaching CT, emphasizing that educational strategies should be at the forefront of this integration. Moreover, the editorial points out the potential of smart learning analytics and precision education to tailor CT learning experiences to individual student needs, thereby enhancing the effectiveness of CT education.​

This perspective aligns with broader educational goals of fostering critical thinking, problem-solving, and adaptability among students, skills that are increasingly vital in an AI-driven world. By focusing on pedagogical methods and personalized learning, educators can better prepare students to navigate and contribute to a technologically complex society.​

In conclusion, the editorial serves as a call to action for educators, researchers, and policymakers to prioritize the development of effective teaching practices for CT. By doing so, we can ensure that students are not only consumers of technology but also competent thinkers and innovators in the AI era.