Short essays examining the intersection of learning, systems design, and educational technology.
Exploring how games influence teaching and learning means looking not just at how we classify them but at how their design changes the way teachers and students experience educational technology.
Beyond Objectives: Rethinking the Learning Journey
The exploration of games in education focuses on their design and classification, examining how they transform the experiences of teachers and students with educational technology beyond traditional objectives, emphasizing the learning journey over merely achieving goals.
From Play to Practice: Digital Games in Global Teacher Development
Digital Game-based learning and the Global Technology Education program show how games and international professional development boost skills and motivation, yet lasting learning and belief change require careful design and sustained, relationship-driven pedagogy.
Rethinking Education and Technology Integration
The digital revolution challenges traditional education by juxtaposing “just-in-case” learning in classrooms with “just-in-time” online learning. Schools struggle to adapt, often failing to embrace personalized, technology-driven practices that empower students as knowledge producers, exacerbating tensions between technology and equity.
Collaborative Learning and Stealth Assessment in Digital Environments
Learning has evolved from traditional classrooms to collaborative, technology-driven environments where learners actively engage and construct knowledge. Tools like VoiceThread and gamified approaches enhance interaction, making assessment continuous and low-stress, thus fostering creativity and growth for both students and educators.
Emerging Technologies in Teaching and Learning Systems
The future of education hinges on an ongoing collaboration between human and artificial intelligence. Educators must focus on ethical teaching while integrating innovative technologies, fostering meaningful learning experiences within connected environments supported by data and adaptive systems.
VICTOR SCAVO, AIS Professor 