TECHNOLOGY-BASED COMPONENT 2

Technology-based Component

The use of technology in the learning environment has revolutionized the learning
experience for most learners. The benefits of using technology in the classroom provide unique
opportunities for learning to take place. The strategic employment of technological tools enables
the instructor to better understand how the students are interacting with learning materials
(Hodson, 2016). The tools also provide many diverse opportunities that enhance learner
engagement in the classroom. Thus, the use of technology in both online and offline classrooms
has many advantages. In e-learning environments, adult learners benefit from real-time learning,
where they interact with instructors and peers. The paper analyses two assignments in ENG 121
Course guide and explores how technology has been incorporated to enhance the experience of
learners.

In the week two assignment, the learners were asked to read and analyze one of the
essays provided. They were to choose either “Sister Flowers” or “I Want a Wife.” The learners
were then supposed to clearly state the purpose of the essay. They were also expected to describe
one descriptive writing pattern being used in the selected essay. Another instruction required the
students to explain their thoughts regarding the author’s use of the identified descriptive writing
pattern. Lastly, the assignment required students to explain how they planned to use the same
descriptive writing pattern in their personal essays. Proper use of quotes and citations was a
requirement in completing the assignment. In the week three assignment, the learners were asked
to describe a particular moment or occurrence in their lives that had a special meaning to them.
They were required to use writing techniques provided in reading materials accessible to them.

TECHNOLOGY-BASED COMPONENT 3
Technology has been integrated into the week two assignment. First, the students have
been provided with two links through which they will assess the two articles required to
complete the assignments. Students are required to then choose one of the articles and then apply
it in answering some of the questions asked. Further, the instructor has provided the students
with a video that they should watch to get guidance on how to use Turnitin. The video is readily
available, as there is a link provided. Students will only click on the link, and they will be
directed to the video. The video will come in handy in helping students know how to submit their
papers through the Turnitin program. The video is an example of visual resources. Since students
are taking the course online, the instructor has effectively incorporated a variety of resources to
make learning interesting. Other resources are largely text-based. Thus, incorporating video
helps in ensuring that content is not provided in only one format. Besides, it is one way to
effectively accommodate different learners with diverse learning styles.
Further, students are provided with another link that will guide them on how to provide
in-text citations within their paper. Students are further given a link to an article that will guide
them on proper APA formatting. The use of technology supports the curricular goals for the
week two assignment. Learners are provided with the necessary assistance that will enable them
to successfully complete assigned tasks. The use of technology in week two supports the
curricular goals that are associated with completing the assignment. First, students are required
to integrate a quote to support a point within their essays. One of the links provided help learners
know how to effectively and correctly incorporate a quote in their papers. Thus, through the use
of technology, the students are assisted on how to complete all activities in week two and
achieve the expected learning outcomes.

TECHNOLOGY-BASED COMPONENT 4
Technology has also been incorporated in the week three assignment. The assignment
requires students to write an academic paper that depicts the use of one descriptive writing
pattern. The essay should contain an explanation of why the students chose the paper. The
instructor has provided students with a link to a document that will guide them on how to
paraphrase as they write the essay. The document is readily available through the link provided.
Technology has been used to achieve week goals. Through the incorporation of technology, the
instructor has provided guidance to students on how they will complete the assigned task. One of
the activities for week three is to have students complete a draft for their personal essay. They
are also expected to learn how to correctly paraphrase the content. Through technology, students
will learn how to successfully complete these activities. Consequently, they will have achieved
some of the goals set for week three.
The use of technology in week two and week three assignments have been aimed at
helping learners become savvy consumers of online information (Merriam, & Bierema, 2014). In
both assignments, the instructor provides direct links to online sources that have information that
will benefit the students. According to Bryan, educators have a task to help learners assess new
information for accuracy, relevance, and credibility (Merriam, & Bierema, 2014). Online
information has also to be evaluated for its accuracy, purpose, as well as objectivity. They have
to confirm whether the information has been provided by qualified experts. In this case, the
instructor has directly taken part in the examination, dissemination, and adoption of information
provided through the links to expand the student’s knowledge base. The instructor would have
asked learners to search for online sources on how to cite information correctly. However, since
the aim is to ensure that students use credible sources, the instructor has provided links to ensure
that information disseminated to students is from reputable and credible sources. According to

TECHNOLOGY-BASED COMPONENT 5
Merriam & Bierema (2014), not all adult learners are adequately web literate, and not all web
sources are equally credible and reputable. Evaluating the accuracy and quality of information
that is web-based can be a daunting task for adult learners (Kim & Bonk, 2006). the instructor
has simplified the process by providing the learners with direct links to web sources whose
credibility, relevance and accuracy have been assessed. The aim is to enhance the learning
experience.
Overall, the two assignments have adequately applied technology and, while at it,
enhanced the learning experience for all learners. The instructor has deliberately used technology
and put effort into ensuring that the learners become savvy consumers of web-based information.
Also, the instructor understands that information provided on the web can either be biased or
wrong. As such, the instructor has ensured that students only use sources whose accuracy is
verified. This explains why learners are constantly provided with direct links containing
information that will be useful in completing the assigned tasks.

TECHNOLOGY-BASED COMPONENT 6

References

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Retrieved
from http://ebookcentral.proquest.com
Kim, K. J., & Bonk, C. J. (2006). The future of online teaching and learning in higher
education. Educause quarterly, 29(4), 22-30.
 Hodson, J. (2016, May 23). The wired classroom: Leveraging technology to engage adult
learners (Links to an external site.). Retrieved from
https://evolllution.com/programming/teaching-and-learning/the-wired-classroom-
leveraging-technology-to-engage-adult-learners/