Teaching with Tech
The innovation of technology has given academia with many tools to utilize for instruction and learning. Traditional in-class learning has evolved to utilizing technology not only for efficiency, but also for engagement purposes. The Constructivist Learning Theory by Lev Vygotsky suggests that students learn most effectively when they are actively involved in the learning process. Understanding a lesson is built through hands-on experiences, exploration, and thoughtful reflection (Vygotsky & Cole, 1978). The Experiential Learning Theory (ELT) by David Kolb suggests that students achieve deeper understanding through a continuous cycle involving experience, reflection, conceptualization, and experimentation. Kolb (1983) highlighted the importance of learning through action, where knowledge is developed by directly engaging with content and applying it in meaningful ways. So how do we integrate technology with these learning theories?
First, we must identify the content of the lesson, what are we teaching? Then we need to uncover how are we teaching? what methods, strategies, and tools will support student understanding in a meaningful way? By aligning instructional practices with the constructivist and experiential learning theories, technology can serve as a bridge between content and authentic engagement. A study in 2019 on gamification, role-playing, and digital simulations shown that these teaching methods increase engagement and retention (Huang, et al., 2019). For example, interactive simulations, virtual labs, and game-based learning platforms provide students with opportunities to manipulate variables, test hypotheses, and witness outcomes, mirroring real-world problem-solving and critical thinking. Collaborative tools such as discussion forums, shared digital workspaces, and video conferencing can facilitate social interaction, peer learning, and guided support, reinforcing Vygotsky's emphasis on the role of social context in learning.
Meanwhile, digital portfolios, multimedia storytelling, and project-based learning apps allow students to document their experiences, reflect on their learning, and make connections between theory and practice, aligning with Kolb’s experiential cycle. Thus, when technology is thoughtfully integrated, it doesn’t replace the learning process, it enhances it, making it more interactive, reflective, and student-centered.
We also cannot dismiss the evolution of AI in education. Though we do not want to encourage students to solely use programs such as ChatGPT to complete their assignments, educators can guide student how to utilize such tools to help expand on their original work. Many intuitions use software that identifies AI content, although its results can be a false-positive and have negative implications on a student’s academic record. In a case study on evaluating the efficacy of AI content detection tools, the findings state while AI detection tools can provide some insights, their inconsistent performance and dependence on the sophistication of the AI models necessitate a more holistic approach for academic integrity cases, combining AI tools with manual review and contextual considerations (Elkhatat et al., 2023).
Teaching with technology and with the influence of AI, educators will have to navigate evolving terrains in instruction. This includes not only adapting pedagogical strategies but also fostering digital literacy and ethical awareness among students. Rather than viewing AI as a threat to academic integrity, it can be reframed as a learning companion. When AI is used responsibly, it can support brainstorming, enhance writing, and facilitate personalized learning. Educators have a crucial role in modeling and teaching appropriate AI use, helping students understand when and how to integrate AI tools without compromising their own intellectual contributions.
Furthermore, institutions should develop clear guidelines and provide professional development for both students and faculty to understand the limitations and appropriate applications of AI detection software. By promoting transparency, critical thinking, and ethical engagement with technology, educators can empower students to use AI as a resource for deepening understanding, not replacing it. As we continue to welcome and integrate technology into classroom instruction, we open the doors of opportunity to develop effective tools and strategies to best engage students and allow higher potential of the students incorporating the lessons into practical, real-world activities.
References
Elkhatat, A.M., Elsaid, K. & Almeer, S. Evaluating the efficacy of AI content detection tools in differentiating between human and AI-generated text. Int J Educ Integr 19, 17 (2023). https://doi.org/10.1007/s40979-023-00140-5
Huang, A., Fang, N., & Chen, N. (2019). Exploring the effectiveness of financial literacy education using a blended learning approach. Smart Learning Environments, 6(1), 9. https://slejournal.springeropen.com/articles/10.1186/s40561-019-0098-x
Kolb, D. A. (1983). Experiential learning: Experience as the source of learning and development. http://ci.nii.ac.jp/ncid/BB1767575X
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.