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Ed-Tech Algorithm

bridging the gap between the education and the technology world 

Welcome to My E-portfolio

My name is Marwa and I currently work as a backend developer. 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 resource for technology practitioners in my workplace, including computer science educators, programmers, educational technology experts, and my peers in the backend department, who frequently inquire about my MET experience and gains.

How it Started

My interest in educational technology has started since my first job as a lab programming assistant. I have 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 education and 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 technologies, when fully explored from an educational lens, will change how we develop in the industry, reinforce our participatory design models, and enable delivering 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 a different perspective. As a consequence, I expanded beyond the boundaries of zeros and ones and the one monolithic vision into larger realms of changes. test point 21

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

About Ed-Tech Algorithm

The MET journey has provided me a rich dimension of educational reality; most notably, it has offered a bag of approaches for creating impactful tools for educational purposes. I termed them as the Ed-Tech algorithm for bridging the gap between the education and technology worlds. The algorithm solves the critical problems of the “one-way bridge”, including :

    • Bringing gadgets to a place of absence, a sort of technology vacuum (Philip, Irani, & Dourish, 2012). Our universal models, for instance, are completed with additions of context and particulars rather than beginning with them. As a result, some of the emerging trends are ineffective solutions trivializing the wealth of academic knowledge and the complexities of the learning context.
    •  Developing technologies mirroring the biases of the elite privilege , which limits accessibility and engagement with technology and computing, particularly for the minority groups (Resnick, Berg, & Eisenberg, 2000)

ED-Tech Models

ED-tech algorithm is composed of three models representing the themes at the heart of my learning experience. Each model offers contingent elements and a careful selection of artifacts providing possible reinscriptions for the educational-technical situation. 

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Teaching & Learning
Model

The foundational model allowed me to immerse into the insiders’ context. I gained a more profound understanding of the principles of the most prominent learning theories, research methods and analysis, as well as the constructivist philosophy and approaches shaping the learning view.

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Technology
Model

The model has been valuable for  evaluating, interpreting and possibly adopting the new gadgets that promise silver bullet solutions. Through the practical interactions with LMSs, LA tools, and gamified platforms, I gained insights of refinements required to meet the needs of our educational partners. 

Socio-Technical
Model

The model allowed me to think beyond the apparent obstacles via understanding political, historical, cultural, and epistemological factors that hinder or support participation. I traversed into relational thinking perspective and new visions to improve CS education and tools serving minority groups.

Use of Spiral Model

Each element of the three models will be discussed in terms of the spiral model we commonly use in the development industry:

Spiral Model

Learn Online at Your Own Pace

It also attempts to bring gadgets to a place of absence, a sort of technology vacuum (Philip et al., 2012). Our universal models, for instance, are completed with additions of context and particulars rather than beginning with them. As a result, some of the emerging trends are truly ineffective solutions trivializing the wealth of academic knowledge and the complexities of the learning context

Professional Certification

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Testimonials

Trusted by Thousand of
Students and Tutors

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Statement of Philosophy

The traditional thinking of educational technology has been shaped by substain

    • Bringing gadgets to a place of absence, a sort of technology vacuum (Philip, Irani, & Dourish, 2012). Our universal models, for instance, are completed with additions of context and particulars rather than beginning with them. As a result, some of the emerging trends are ineffective solutions trivializing the wealth of academic knowledge and the complexities of the learning context.
    •  Developing technologies mirroring the biases of the elite privilege , which limits accessibility and engagement with technology and computing, particularly for the minority groups (Resnick, Berg, & Eisenberg, 2000)

Technologies You Will Learn

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JavaScript Instructor

Paul Santos

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Marketing Instructor

Donna Carroll

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PHP Instructor

Scott Valdez

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