Course Craft

As a graduate student, my weekly engagement with scholarly readings offers a crucial opportunity to critically reflect on the intricate dynamics shaping contemporary educational landscapes. This week's exploration of Mark David Webster's work (2016, 2017) on the philosophy of technology among K-12 educational leaders has provided a profound lens through which to examine similar complexities within nursing education. Webster’s empirical insights into the philosophical assumptions guiding technology decisions reveal a fascinating tension that is highly impactful to preparing future healthcare professionals in a rapidly, evolving, digital world. Webster's research identifies several philosophical views held by educational technology leaders. These include an instrumental view of technology.  It is seen as a tool for achieving specific ends, and a pervasive technological optimism, characterized by a positive outlook on technology's problem-solving capabilities. However, the...

Great Man Theory Overview This early theory examines that leaders are born, not made, and are endowed with inherent qualities that make them great. It suggests that leadership is a result of personal attributes and destiny. Critique The theory has been criticized for its deterministic view and lack of empirical support. It overlooks the role of followers and situational factors in leadership. Application in Educational Leadership Implication: This theory suggests that some individuals are naturally destined to lead, which could influen ce how school leaders are selected (e.g., charismatic principals seen as "born leaders"). Impact: May result in the elevation of dominant personalities without consideration of collaborative or inclusive leadership. Could limit leadership development programs for teachers and staff. Limita tion in Education: Overlooks the role of training, mentorship, and systemic support in nurturing effective school leaders Application in Teacher-Student S...

As a graduate student immersed in the nuances of Innovative Digital Pedagogies at Ontario Tech University, this week's readings have provided a crucial lens through which to examine the practicalities of integrating technology into teaching. Specifically, Power's (2018) chapter, "Supporting Mobile Instructional Design with CSAM," offers a valuable framework that addresses some of the recognized shortcomings of the widely accepted Technological Pedagogical Content Knowledge (TPACK) framework. Additionally, insights from a blog post by Power on increasing technology integration and the article by Power, Kay, and Craig (2024) on the effects of COVID-19 on higher education teaching practices offer a comprehensive view of the challenges and opportunities in this landscape. This reflection will synthesize these contents, emphasizing how the Collaborative Situated Active Mobile (CSAM) learning design framework can bridge gaps in teacher preparedness for mobile instructional ...

As a graduate student in the Faculty of Education at Ontario Tech University, I'm constantly reflecting on the evolving landscape of higher education, especially concerning innovative digital pedagogies. This week's reading, "The Effects of COVID-19 on Higher-Education Teaching Practices" by Power, Kay, and Craig (2024), offers a compelling synthesis of how Canadian higher education institutions adapted to online teaching during the pandemic and the lasting impacts on teaching practices. The abrupt shift to online learning in 2020, necessitated by the COVID-19 pandemic, forced many instructors into unfamiliar territory . However, as Power, Kay, and Craig (2024) highlight, this transition also sparked widespread innovation in the use of digital technologies and pedagogical approaches . This study, drawing on data from 35 survey respondents and six focus group participants across two Canadian universities (Cape Breton University and Ontario Tech University), focused on ...