Chaos and Change: Implications of Smart Technologies on Instructional Practices and Student Learning for Transitioned Traditional Classrooms Due to COVID-19
Concurrent Session 3
Learning is no longer confined to a predictable, systematic, and linear process since the emergence of distance learning, smart technologies, and now, COVID-19. Learning is often fluid within a complex and chaotic educational system. An educational system is continuous, dynamic, evolving, but not predictable to be labeled chaotic. However, with the emergence of COVID-19 for some seasoned traditional faculty with limited knowledge and use of smart technologies for distance learning, created disruptions and led to chaos in spring 2020 for those who prefer a face-to-face setting. For traditional programs, COVID-19 caused a paradigm shift that required instructors to adopt and adapt innovative instructional practices using smart technologies to create an active learning environment. In this workshop, chaos theory and effective instructional strategies are presented that may offer new opportunities for teaching and student learning for faculty unaccustomed to an online environment.
After the COVID-19 pandemic spread throughout the United States, educational systems rapidly changed the delivery of instruction for traditional classrooms systemically. Some veteran faculty with limited use of technology had to rapidly adapt to teaching in an online environment. Chaos theory is an appropriate theoretical lens to explore a continuous learning environment using smart technologies by traditional faculty who may only use a projector and PowerPoint presentations. Faculty and student descriptions on the role of smart technologies and the chaotic implications on the learning process and instructional practices are needed to understand the new interdisciplinary educational paradigm. Traditional faculty, who are unaccustomed to using innovative technology in a classroom will learn (a) specific technologies that support interactive learning, how to create an active classroom presence, (b) how online conferencing tools are used to improve online learning, teaching, mentoring, training, and coaching learners, and (c) strategies to increase peer to peer engagement.