General reflection | W12 Q2 | Discussion

The idea that educational psychology and educational technology are in a reciprocal relationship was re-affirmed. From readings across both sides on the theory, research, and practice, educational psychology and technology impact one another. Learning science (Sawyer, 2006) can use the theories of educational psychology such as Linnebrink-Garcia and Patall’s (2015) motivation framework to improve and study how people learn with technology. Salomon and Perkins’ (2005) idea of learning with/of/through technology provides an overview of how we interact with technology (e.g. to reduce cognitive load, transfer learning skills and knowledge or new ways of learning) and through interaction, how we live with technology. Media literacy (Mills, 2010) is developed in the digital world and makes the reference to reading/writing literacy. Additionally, hypertext (Spiro et al, 1992), social media (Greenhow et. al, 2009), and games (Gee, 2008) are the products of the virtual world and give a new context for teaching and learning. Given the nature of complexity in a virtual world, the ethical issues might be a challenge. Mishra et al (2005) indicate that data security and unknowing participants are sometimes vague and depend on various situations. What kinds of data are appropriate to study and what kinds are not? For example, behavior tracking and video recording could process without permission.