Cato's Journey

At last, they reached the end of Cato's learning journey. "This is it...for now. Tell me what lessons have stuck with you most." Cato considered carefully; a wealth of potential answers came to mind. Finally, she spoke, "After exploring educational technology meant to incite learning, all I see are two sides of the same coin...held in the user's palm. Every technology is nuanced, helping and harming, giving and taking. It is the user, teacher, student, who determines if the technology will be used mindfully or mindlessly. The tool reflects the user and, by extension, the society. Such responsibility and power requires guidance and thought."

https://api.bookcreator.com/users/v2/OU6r0fci9nRw1KvBGu7quRZOUez2/books/VO3JXPWYSDalsMp2UmGBtg/assets/hUtlpk_gQ32SnG62-D0b3g.jpg?width=1140&height=760

<a href="https://www.learntechlib.org/p/104264/">Digital wisdom is a twofold concept, referring both to wisdom arising from the use of digital technology to access cognitive power beyond our innate capacity and to wisdom in the prudent use of technology to enhance our capabilities.</a>

As Cato observed what her guide called "the web," she noticed it had two sides. One side gave through connection and collaboration. The other side took through misinformation and hate. 

https://api.bookcreator.com/users/v2/OU6r0fci9nRw1KvBGu7quRZOUez2/books/VO3JXPWYSDalsMp2UmGBtg/assets/59rJOF-DTBuUFP5RXV29Zg.avif?width=1542&height=760

"This technology has evolved rapidly and bears many names."

https://api.bookcreator.com/users/v2/OU6r0fci9nRw1KvBGu7quRZOUez2/books/VO3JXPWYSDalsMp2UmGBtg/assets/-QNz40igRj6gXEAyzZxL6A.jpg?width=1266&height=760

<a href="https://www.tandfonline.com/doi/pdf/10.1080/00461520.2022.2062597?needAccess=true">Equitable [online and distance] learning occurs when every learner belongs, contributes, and thrives, regardless of race/ethnicity or socioeconomic status.</a>

The new scene confused Cato, "I don't understand." "Online learning," he explained. "A necessity sometimes. Helpful to some remote learners, inaccessible to others." Cato now understood her next lesson, technology could unite but also digitally divide. Equitable access was, unfortunately, a luxury when it should be a right.

Long ago, there lived a young woman named Cato. Her name meant “all-knowing” but she did not feel like she knew very much. She spent her days watching shadows dance across the cave walls; at night she dreamed of something more. What lies beyond this smothering stone?

<a href="https://myweb.fsu.edu/vshute/pdf/JER.pdf">Embedded assessments have the potential to be useful for diagnostic and support purposes in that they provide insights into why students are having difficulties in mastering concepts and provide insights into how to personalize feedback to address these challenges.</a>

[Community-Based Rehabilitation (CBR)] <a href="https://www-tandfonline-com.libproxy.uregina.ca/doi/full/10.1080/10400435.2021.1971330">involves everyone, from parent to teacher, physical and other therapists, community health worker, organizations of persons with disabilities, and others, in awareness-raising, training, service provision, and resource allocation, to each according to their role, but always with the needs of the family and child at the center.</a>

As Cato journeyed further with her guide, she noticed more often the duality of each technology. Assessment technology made feedback faster but lacked connection. Fine for formative; inefficient for summative. Assistive technology made learning more inclusive, but it was not widespread and too often came with exclusive price tags.

<a href="https://aixr.org/insights/the-grandfather-of-virtual-reality-and-the-future-of-mankind-field-of-view-with-tom-furness/">We’re&nbsp;on the cusp&nbsp;of having powerful tools like fire. What are we going to do with it? How are we going to use it? How are we going to put in safeguards so that we don’t get burned?</a>

"No, Cato, look closer," her guide replied. "This is a virtual landscape. Often used to explore periods lost to time." "They imagine my time and neglect their own?" "Sometimes...for entertainment or for education. The experiential advantages and human rights disadvantages are murky still. " Her final lesson resonated deep inside her; just because technology could be used didn't always mean it should be. Ethical, equitable, and effective use was a fine line too many crossed for profit.

When Cato saw their last destination, she became angry. "You have brought me back to the beginning. Why?!"

Let us see how humankind has applied these theories... 

With a blink, the images before Cato dissolved. A dark infinity stretched before her. "Where are we?" "The correct question is when," replied her guide.

"What do you mean?" "There are some things you must know, Cato, if you are to temper your enthusiasm for educational technology. You may gain ease and amusement but lose your focus and imagination." Cato understood the third lesson. Technology must be used mindfully to ensure learning.

Any advantage a new technology offers produces a corresponding disadvantage.

New technology benefits some and harms others.

Every technology contains its own philosophy, and within that philosophy exist diverse biases and prejudices.  

Technology contains its own ecology; therefore, it adds to nothing and changes everything.  

Technology can take on mythic proportions, leading others to mistakenly accept it as an absolute. 

Paraphrased from <a href="https://student.cs.uwaterloo.ca/~cs492/papers/neil-postman--five-things.html">Neil Postman</a>

Your first lesson, Cato, is what these random items have in common. From <a href="https://en.wikipedia.org/wiki/Three_Sisters_(agriculture)">agriculture</a> to altered reality, these things represent technology; humankind's desire to apply knowledge for practical purposes.

<a href="https://youtu.be/1R3OI3Ocylg">The magic happens when we’re all on the same page, collaborating and building something together.</a>

https://api.bookcreator.com/users/v2/OU6r0fci9nRw1KvBGu7quRZOUez2/books/VO3JXPWYSDalsMp2UmGBtg/assets/iQvDy89bQLiNddP7Jgv_Jw.jpeg?width=1030&height=707

A different way to learn and create. Be careful, it is often guarded by those biases and prejudices we spoke of earlier. 

As Cato observed the makerspaces, she grinned ironically to herself. This "new way" to learn seemed very much like the "old way" she had left behind.

Down, down, down, she fell, until...

<a href="https://www.ijcrt.org/papers/IJCRT1802641.pdf">Promotes the cognitive, effective and psycho-motor aspects of the teachers and students.</a>

The new scene set before Cato overwhelmed her senses. "Using sight and sound, learners can engage with new knowledge previously unimagined." "That's amazing!" Cato exclaimed. The images before her were beyond anything her imagination had cast against a stone backdrop. "Be careful not to adopt technology too quickly, Cato," her guide warned. "There is always a cost."

Her guide smiled, "And now, Cato the all-knowing, where can I leave you?" "Home," she replied confidently. "Leave me at the beginning." "Why?" "To free others. To teach." And so, Cato's journey ended at her beginning. She was content to teach and never fulfill her name's meaning. To be all-knowing meant the learning ended, and she knew it never did.

https://api.bookcreator.com/users/v2/OU6r0fci9nRw1KvBGu7quRZOUez2/books/VO3JXPWYSDalsMp2UmGBtg/assets/2fhghB6VT_uQN8UCIwmsdg.png?width=380&height=760

<a href="https://simple.wikipedia.org/wiki/Platonic_realism">Reality is created by the mind. We can change our reality by changing our mind.</a>

On an otherwise ordinary day, an extraordinary thing happened. From the shadows emerged a man dressed all in white. He promised her the knowledge she so desperately wanted. With her guide, Cato stepped bravely into the light and . . .

They journeyed on, the scene shifting once more. "Let's try another. What is gained and what is lost?" Cato thought for a moment, "Learners discover how to collaborate and create using technology. They learn how to manage their time effectively and multitask..." "But..." her guide interjected. "But focus divided is no focus at all." She noted that the small screens full of knowledge were certainly distracting. It would again take mindfulness to navigate such power.

https://api.bookcreator.com/users/v2/OU6r0fci9nRw1KvBGu7quRZOUez2/books/VO3JXPWYSDalsMp2UmGBtg/assets/PkO4Fj3uSMSg8S16oPja9w.jpg?width=653&height=432

https://api.bookcreator.com/users/v2/OU6r0fci9nRw1KvBGu7quRZOUez2/books/VO3JXPWYSDalsMp2UmGBtg/assets/VJP2FkMXT8e7hkLTe1ZxGg.jpeg?width=653&height=461

<a href="http://paginapessoal.utfpr.edu.br/kalinke/grupos-de-pesquisa/grupos-de-pesquisa/pdf/2014/BSRLM-IP-25-1-14.pdf">Intrinsic stimulation provided by</a> <a href="http://paginapessoal.utfpr.edu.br/kalinke/grupos-de-pesquisa/grupos-de-pesquisa/pdf/2014/BSRLM-IP-25-1-14.pdf">the combination of the visual, kinaesthetic and auditory paths to learning; sustained focus maintained throughout the lesson by the teacher’s management and</a> <a href="http://paginapessoal.utfpr.edu.br/kalinke/grupos-de-pesquisa/grupos-de-pesquisa/pdf/2014/BSRLM-IP-25-1-14.pdf">‘orchestration’ skills; stepped learning through constant challenges with frequent assessment of achievement as a stimulant to further involvement.</a>

Behaviourism

Humanism

Connectivism

https://api.bookcreator.com/users/v2/OU6r0fci9nRw1KvBGu7quRZOUez2/books/VO3JXPWYSDalsMp2UmGBtg/assets/W9wNdIxVTkKHuUzty714PA.jpeg?width=557&height=367

Your second lesson, learning <a href="https://www.phoenix.edu/blog/educational-learning-theories.html#:~:text=There%20are%20five%20primary%20educational,transformative%2C%20social%2C%20and%20experiential.">theories</a>.

Name

Safari may block some audio or video from playing automatically and ‘read to me’ will skip these. You can configure this in Safari’s preferences.