Ed-Tech Algorithm

bridging the gap between the education && the technology worlds 

Welcome to My E-portfolio

My name is Marwa. I created this e-portfolio to demonstrate my personal growth throughout the Master of Educational Technology (MET) program at the University of British Columbia and to reflect on the significant shift in my views and thinking that has impacted my path as a programmer in the technology industry. 

All design choices in this e-portfolio has been built with an audience in mind. I intend that this work serves as a professional developmental resource for technology practitioners, including computer science educators, programmers, educational technology experts, and my peers, who frequently inquire about my MET experience and gains.

Marwa Kotb photo

How It Started

My interest in educational technology has started since my first job as a lab programming assistant. I had frequently turned to block-based programming to support students understand the complex concepts in programming. Ever since then, I have attended numerous conferences and was keen to read up to date ACM proceedings where speakers and authors discussed the potential of educational technology to change the demographics of students who choose to pursue computer science (CS) as a field of study, and have pointedly asked: Why so little change? How can we make the possibility of making the potential of technology real – that is, at the scale that may support education broadly and computer science education, in particular? How can we close the gap?

 

 

Adopting a puzzled stance as to why things have not changed has made me join the MET program. I had this belief that technology, when fully explored from an educational lens, will change how we develop in the industry, reinforce our participatory design models, and create the tools providing the support that educators and learners need –not the support that technologists think they need.

 

The learning process has not been easy. To grasp the educational viewpoint, I had to constantly push my boundaries, primarily by wrestling with the coder in me and seeing things from different angles. As a consequence, I expanded beyond the boundaries of zeros and ones and the one monolithic vision into larger realms of changes. 

My Learning Goals

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Goal [1]

To gain a deeper understanding about the philosophy, theory and research that presently informs educational technology practice and apply them in the technology integration of my workplace.0000 0000oooo ooooo ooo oooooo ooooo ooo ooo 0000 00000 000 000

Goal [2]

To apply knowledge and skills to create educational resources aimed at broadening interest in computer science education. This is in line with the prominent need of youth to become not just consumers but also producers of digital products.
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Goal [3]

To further develop a critical perspective in order to evaluate and draw conclusions about technology developments in novice programming environments, gamification, learning analytics, and learning management systems.
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Goal [4]

To further develop a holistic view about technology beyond the traditional computational thinking including the political, cultural, ethical, ecological apparatuses of technology. 00oooooooooo ooooo oooo oooooooo ooooo oooooooo ooooooo oooo

My Learning Goals

  • Goal [1]: To gain a deeper understanding about the philosophy, theory and research that  presently informs educational technology practice and apply them in the technology integration of my workplace.
  • Goal [2]: To apply knowledge and skills to create educational resources aimed at broadening  interest in computer science education. This is in line with the prominent need of youth to become not just consumers but also producers of digital products.
  • Goal [3]: To further develop a critical perspective in order to evaluate and draw conclusions about technology developments in novice programming environments, gamification, learning analytics, and learning management systems.  
  •  Goal [4]: To further develop a holistic view about technology beyond the traditional computational thinking including the political, cultural, ethical, ecological apparatuses of technology. 

Statement of Educational Technology Philosophy

Prior this learning journey, my understanding of educational technology was been formed by substantial thinking, framing the relationship between education and technology as external and mechanical. My focus was solely on technical factors as elements for overcoming apparent difficulties in educational practice. 

The MET program has helped reframe of a more sophisticated picture for the essence educational technology in terms of education-humantechnology-education, and human-technology relationships (An & Martin, 2021). With this broader framing, my evolving educational technology philosophy is guided by five core principles :