EMERGING

TECHNOLOGIES
CHAPTER 5 (GROUP 3)

INTRODUCTION

• Learning analytics, artificial intelligence, makerspaces, and wearable devices are some
for the emerging technologies that truly enhance the learning experience in the
classroom and reshape education. These technologies combine engineering and
 research design in the classroom. They also engage students in the classroom and
promote higher student achievement. Teachers believe that the use of these
technologies prepare students for future careers. Get to know the features, benefits, and
drawbacks of these technologies in the classroom. Ponder on how you can better
utilize these in your context.

In this chapter, you are expected to:

• Identify the application of learning analytics, artificial intelligence, makerspaces, and

wearable devices in education; and

• Analyze the benefits and drawbacks of learning analytics, artificial intelligence,

makerspaces, and wearable devices as applied in the context of education.
 LEARNING
ANALYTICS
LEARNING TARGETS

At the end of this lesson, you are expected to:

• Identify the applications of learning analytics in education;

• Analyze the benefits and drawbacks of learning analytics as applied in the context of
education; and
• Discuss some experiences of Asian universities on the use of learning analytics.

INTRODUCTION

• Have you ever thought search engines seem to know the next word that you will key in
the search bar? Perhaps, you have already wondered why the advertisements popping
out on your social media are within your interest and taste. This concept is the power of
data analytics- the science of analyzing raw data in order to make conclusions about
that information. What if we use this power of technology in education? Could there be
any advantages and drawbacks? In this lesson. You will be exposed to “learning
analytics” and how it could be potentially used in the parlance of educational
technology. Are you ready? Read on!
LEARNING ANALYTICS:
DEFINITION AND
APPLICATION
Because of the fast pace of Internet development, data has
been easily accessible and openly available. Through the use
of artificial intelligence, analysts can make use of the data
online to come up with decisions primarily used in advertising
and business. This concept is called data analytics.

The same concept is also used in the context of education.

Granular and massive data from student interactions in online
activities can be used to understand and measure learning.
 Educational technologists label it as learning analytics,
educational data mining, or academic analytics (Bienkowski,
Feng, & Means, 2012; Elias, 2011). The primordial aim of
learning analytics is to capture a better understanding of the
educational settings and ultimately improve learning
capabilities. In this sense, teachers' and educators' decisions
could be influenced mainly by using learning analytics
(Scheffel et al., 2014). For instance, teachers can identify the
preferred websites where resources could be retrieved by
mostly studying
and comparing the number of visits to such sites. In that
way

• Teachers can enhance learning resource generation in their classes. Using learning
analytics, teachers can also predict and track learners’ performance and detect
problematic issues of struggling students’ risk (Educause, 2010; Johnson, Smith, Willis,
Levine, & Haywood, 2011). For instance, based on the collected online data, Purdue
 University provided intervention measures to struggling students using predictive
modeling.

• One recent study by Gedrimiene, silvola, pursiainen, Rusanen, and muukkonen (2019) provided a
summary of learning analytics utility ranging from student to government level. It implies that learning
analytics could be essential to students, teachers, institutions and the government. For instance, in using
data analytics, student can have personal interventions to improve their learning of a concept.
Meanwhile, the teachers can monitor students’ learning progress, while the government can use data for
policymaking.
 EDUCATIONAL BENEFITS
IN USING LEARNING
ANALYTICS
The discovery of analytics provides some benefits that can improve the delivery of instruction. Below is
a rundown of these benefits, culled from Avella et al.'s (2016) study:

Identification of target comes - Because artificial intelligence can be used to analyze the Identification
of target courses preference and the needs of the students in terms of the courses that they would like to
learn more, educational institutions can easily decide on what programs could be potentially offered to the
students. In this way, a matching of the needs and the course offerings is ensured.
 Curriculum improvement - By analyzing big data, like national achievement tests and other
nationwide aptitude exams, educators can reconfigure the curriculum. In this way, the curriculum could
be enriched by considering the students' needs to optimize their potentials.

Improvement of student learning experience and processes - The learners' interactions and the
trails they leave online could be converted as big data to reveal learning behavior. In that teachers can
enrich learning experiences and processes. Therefore, teachers can choose the most appropriate
teaching strategy and contextualize learning options to facilitate their way, learning.

Personalization of learning - Using big data online, machine learning and artificial intelligence can help
in the customization of learning. For instance, an online learning management system can provide real-
time feedback through email when learners need additional topics to learn.

or have already achieved the desired skills. Moreover, the teachers could be informed on the frequency of the students logging
in a learning management system and the number of hours they are engaged in accomplishing the course work. In that way,
the teachers can monitor the pace of students' learning and adjust teaching strategies simultaneously.

Research opportunities in education - Using big data, educational researchers can easily collaborate to do studies that could
impact policymaking. Learning analytics can help researchers identify gaps in education, leading to the creation of possible
answers and potential solutions. However, the lack of training among researchers on the use of big data still confronts many
educational researchers.

CHALLENGES IN USING
LEARNING ANALYTICS IN
EDUCATION
While there is seemingly a plethora of benefits to education, learning analytics also advances some challenges to the
education sector. The following are the challenges:

Digital tracking and data collection – Big data comes from tracking and collecting specific data. Many institutions cannot
use big data, because they do not have the necessary tools to track and manage students’ data. It implies that institutions
should have platforms to track the number of times an individual logs into the course room. Aside from social and online
platforms, educators need to satisfy elements in collecting data. These elements include the availability of resources and
determination of suitability for this type of learning environment and knowledge acquisition.

Learning environment – It should be noted that learning cannot happen in just one setting. Many educational institutions
advocate the use of blended learning modalities plus mobile learning. In this way, data can be overwhelmingly present in
many environments. How we can collect, Analyze, and use these multitudes of data is one pressing challenge to educators
nowadays.

Ethical and privacy issues – Ethicality, legality, and confidentiality of the students are prime issues in using learning
analytics. Some privacy considerations include students’ consent, respect to privacy, ensuring anonymity, and data
accuracy. Sclater (2014) also mentioned that ethical and privacy issues could consist of interpreting the data, owning the
data, archiving the data, and sharing the data with others which are not related to the institution from where the data were
culled. Therefore, institutions should adopt a framework and a set of policies to safeguard data privacy and ethical issues.
If institutions do not have such policies and framework, the data could be potentially used for fraudulent activities that may
endanger the lives of the students.
 ARTIFICIAL
INTELLIGENCE
LEARNING TARGETS

At the end of this lesson, you are expected to:

• Define artificial intelligence and some concepts related to it ;

• Explain the role of artificial intelligence in the lives of teachers and students; and
 • Discuss the importance of digital literacy and computational thinking

INTRODUCTION

• The most utilized digital platform in the world today we’re unimaginable many years ago. These sites
connect information and people all over the world. They have a tremendous influence in world
economies, political systems, social structures, and development of nations.

• Information and communication technology captivates the lives of the youth. The usage of online
learning materials is part of the reality of their education. Schools, in turn, have little choice but to
accommodate this situation. Challenge is how to effectively integrate these modern technologies to
foster digital literacy among their students. This lesson is designed to help you appreciate how artificial
intelligence makes its way to shape the conduct of schools and learning.

• In the years to come, we cannot turn a blind eye to the future of learning and teaching. One of
the new avenues that made its way to education is artificial intelligence (AI). As a branch of
 computer science, it refers to the manner by which machines think, react, and work like the
human brain. One may argue tha AI has not fully taken over the traditional classroom, but it is
undeniable that it is present. Our smartphones, web browsers, computer programs, and
computerized machines use AI.

• Like human intelligence, AI allows machines to “ process data, patterns, and models in order to

perceive reason, plan, solve problems, make predictions, and manipulate objects” (karsenti,

2019, p. 106). These complicated tasks are automated by AI, thereby saving time in doing them.

there are other digital systems related to AI. Some of these are listed as follows:
• Algorithm – algorithms are sets of instructions for handling data by computers. Think of these as shortcut commands for
computers.

• Big data – these are digital ecosystem that capture, manage, process, and transfer extremely large data sets. Through AI’s
algorithm. The enormous amount of data, which cannot be processed by ordinary computer techniques, can be handled.
With this, the AI is used to study patterns and make predictions.

• Machine learning – this is an approach where algorithms are tested so they can make data automatically generated results.
In other words, it is the mechanism to achieve AI.

• Deep learning – drawing inspiration from the Brain’s neural network structure, deep learning interprets data though “
interconnections, layers of meaning, and propagation directions” (karsenti, 2019, p. 107). This approach sorts through large
data to predict what is being searched by the user.

• Data mining – this is the process of looking for useful patterns and relationships in big data.
• Learning analytics – this pertains to the critical evaluation of raw data and the generation of patterns of leaner habits,
predicting their response and providing feedback.
 THE ROLES OF AI IN
EDUCATION
• Now that we have an idea of what AI is, let us take a look at its role on education. According to borge (2016), there
are different ways AI shape the future of educational experience for teachers and students:

• Automation of basic activities in education – this means the use of any computer in managing the data. Through
AI tools, teachers can save time grading, scheduling, testing, and checking all kinds of tests.
• Supporting students through additional AI- driven programs – AI Programs can aid students to have a
fundamental knowledge of subjects in basic mathematics, writing, and many other subjects.
• Source of feedback via AI-driven programs – AI helps educators and the students to respond to the constant
shifts in the curriculum. It can give feedback which can inform the teachers in designing relevant and effective
teaching. It can also monitor students’ performance to assist them the success of the course.
• Making trial and error less intimidating – AI offers a mechanism for experimentation and learning in a
judgement-free context. Intelligent computer systems have trial and error methods where learners can go back from
the start and correct their mistakes.
• Transforming the teacher, the learner, and the learning process – The growing use AI takes over some of the
basic tasks of the teacher. AI systems and software allow the student to study anytime and anywhere. Learning
basic skills is now possible through AI. These trends are happening now and can be expected to further develop in
the future.
 DIGITAL COMPETENCIES
AND COMPUTATIONAL
THINKING IN AN
AIPOWERED WORLD
• The changing landscape demands educational institutions to develop among its teacher’s and.
Students certain knowledge and skills geared toward a future powered by AI and digital
technologies. Digital Literacy, therefore, becomes an imperative. It refers to the “ability to
 access, manage, understand, integrate, communicate,, evaluate and create information safely
and appropriately through digital devices and networked technologies for participation in
economic and social life. It includes competencies that are variously referred to as computer
literacy, ICT literacy, information literacy, and media literacy”
(Antonionis & Montoya)

• The United Nations educational, scientific, and cultural organization (UNESCO) Proposed digital literacy
competency areas and competencies as part of their global framework to measure digital literacy. Some
competency areas include fundamentals of hardware and software l, information and data literacy,
communication and collaboration, and digital content creation. The objective is to “reveal the power of digital
competencies that can Analyze, use and decide. Artificial intelligence as a powerful technology, to which we
must necessarily think in a context to understand it’s scope, limitations, potential and challenges” (UNESCO)

• According to the USAs’ international society for technology in education and computer science teachers
association (2011), computational thinking is a problem- solving process that has the following
characteristics::
1. Formulating and solving problems with the use of computer and other tools;
2. Logically organizing and analyzing data;
3. Representing data through abstraction (e.g., models, simulations);
4. Automating solutions through algorithmic thinking;
5. Identifying analyzing, and implementing possible solutions with the aim of determining the most efficient
and effective combination of steps and resources; and
6. Generalizing and transferring this problem-solving process to a wide variety of problems.

• Computational thinking and AI may belong to the realm of computer science, but the
digitisation of education and other fields should not prevent us from learning the
emerging competencies. Since AI is occupying it’s space in many areas of our learning
and living now and in the years to come, digital literacy is helpful resort that must be
 enhanced by schools, teachers, and students to cope with the challenges and
opportunities in an AI-powered society.

MAKERSPACES AND
WEARABLE DEVICES
LEARNING TARGETS

At the end of this lesson, you are expected to:

• Define makerspaces
• Examine the functions and affrodances of makerspaces in education;

• Explore makerspaces in the Philippines;

• Explain the functions and affordances of selecting wearable devices in education; and

• Examine the possible challenges in integrating makerspaces and wearable devices in

education

INTRODUCTION

• Describe your classroom. Are students allowed to play and explore? Are they only
allowed to follow fixed seating arrangements and rules? How about your online learning
environment?
 WHAT IS A MAKERSPACES
• The Oxford dictionary defines makerspaces as “a place in which people with shared interests,
especially in computing our technology, can gather to work on projects while sharing ideas,
equipment, and knowledge”. Makerspaces promote learning through play and can be created in a
classroom, a Library or even in a stand-alone building. Makerspaces are venues for a range of
activities with flexible educational goals and creative purposes. These makerspaces function to:
1. Cultivate paly and exploration;
2. Engage students in informal learning opportunities;
3. Promote collaborative learning; and
4. Establish a culture of creating

• The possible are endless inside the makerspaces as they could be based on anything, as long as it fosters
curiosity and ingenuity.
 WEARABLE DEVICES
IN EDUCATION
• Both educators and researchers in educational technology in have shown increased
interest in the application of wearable technology in education. Wearable
technologies are wearable digital devices that often “incorporate wireless
connectivity for the purposes of seamlessly accessing and exchanging contextually
relevant information” (bower, sturman, & Alvarez, 2016). Wearable technology
enables opportunities for students to understand more quickly and access.
Information with less mental input or actions
• Virtual reality allows students to experience learning differently and without the risk
involved. It provides love scenarios for students and takes them to place that are
either difficult, or something impossible, to access in real life.
• There measures virtual realities that provide a unique classroom experience via enabling educator’s
to accompany their students on guided virtual field trips. The device provides more than 200
different expeditions to places, like museums, underwater, and outer space, where students immerse
in a 360degree experience that enables them to explore some incredible location

• Camera is used to record a lecture or students’ performance on a task. It also enables users to
capture embodied, sensory, and kinesthetic knowledge and skills

• There Is also wearable device that measures Brain activity by generating data and sending it to a
tablet or a smartphone. It supports the learning process of a students by identifying what keeps them
focused. Through this, educators could obtain valuable data on students’ level of engagement and
cognitive data
• Some wearable devices applied in education are smart jewelry or watches, which are
used to alert students and teachers if situations in a laboratory, for instance, become
dangerous. A smart bracelet could be utilized to measure hydration levels, distance
walked, and heart and breathing rates. The smart watch is considered the most precise
information displaying device in education

• Attallah and ilagure (2018) indicated several limitations of wearable devices in

education. These limitations can be clustered into four- Technological, financial,
customer-related, and ethical.

• Technological – wearable devices are rather small, light, and dependent on a smartphone or a
computer to connect to the internet. Other wearable devices also have short battery lifetime, small
screen size, and are prone to overheating issues.

• Financial – the cost of wearable devices may be too much for schools and educator’s to handle.
• Customer-related – while some students overly rely on technology others may not be prepared to
handle technology. Educators also do not believe that the application of this technology in the
teachinglearning process has value.

• Ethical – There are privacy, social, and ethical issues in sharing information. By using these
devices, students are capable of taking photos and recording videos without permission. In addition,
the possibility of cheating during exams has risen with the introduction of wearable devices in
education.

THANKYOU AND
GODBLESS