The International Society for Technology in Education (ISTE) provides quality standards for educators on how to approach teaching technology in the classroom. The guiding principles of an educator are leaders and citizens. Educators seek opportunities for leadership to ensure students’ success and empowerment and improve learning and teaching (Morgan, 2020). The principle of citizen focuses on creating experiences for learners to enhance socially responsible contributions, including inclusiveness in the community. Practicing teachers face several challenges that may impede the effective integration of digital learning technology into the classroom. Professional learning opportunities, including technology coaches and free online classes, can support instructors in utilizing digital learning tools. The vision is to become a leader in technology education through the value of service, promote inclusive and equitable quality online learning for all students, and create a community of digital learners.
Leader
The use of technology to transform, influence learning, and develop a shared vision for how technology may meet the needs of all learners is a requirement for technology leaders (Raman & Thannimalai, 2019). Although most instructors prefer to rely on conventional teaching techniques, integrating technology into the classroom opens up opportunities. As a result, there are now multiple educational opportunities, various learning methods, and degree alternatives (Raman & Thannimalai, 2019). Thus, school administrators must plan for and encourage students growing up in the digital age to use technology. Educators can use technology to track student growth and plan creative lessons. For instance, educators can use the Triple E framework to extend, enhance, and determine how well technological tools have been integrated into the class (Raman & Thannimalai, 2019). In addition, students who use technology to learn can develop abilities that will be useful to them in their future jobs. However, the most significant obstacle to successfully implementing technology in learning may be weak leadership.
In distance learning, the separation between the learners and instructors results in communication gaps and misunderstandings between the students and the instructor’s behaviors. According to Moore’s Theory of Transactional Distance (TTD), the psychological and communication distance between the learner and the teacher results in insufficient understanding and can prevent successful digital learning (Moore, 1997). Every learning environment consists of three elements: structure, dialog, and autonomy (Moore, 1997). Altering the level of each element can increase the psychological distance between the student and the teacher. The three elements must be considered, given that a course characterized by an inflexible structure can result in a decline in the dialogue’s quality and sense of student autonomy and subsequently increase the learners’ perception of transactional distance (Falloon, 2011). Therefore, a leader should ensure that the learners do not feel distant by using synchronous communication that supports two-way interaction to increase dialogue.
The type of leadership influences the level of inspiration and motivation of the e-learners in embracing online and digital education. Servant leadership promotes the values of compassion, reliability, and adaptability necessary for digital learning (Sahawneh & Benuto, 2018). The servant leadership of instructors provides a supportive role for the students and the online learning community. For example, an educator who is a servant leader can compassionately empower students, provide feedback, and e committed to creating a community of learners (Sahawneh & Benuto, 2018). A reliable instructor is available for the students and can help address the challenges of online learning, including late submission of assignments. Cartee (2021) explained that a genuinely flexible teacher is inclusive and ensures that the student population’s needs are addressed in distance learning. For instance, the teacher can accommodate students who miss assignment submissions and ensure all other issues related to online learning are resolved. A servant leader prioritizes the needs of others as part of empowering process and improves the quality of education (Georgolopoulos et al., 2018). When community members experience instructors’ commitment and passion through learning activities, they are motivated to be part of the change (Georgolopoulos et al., 2018). Therefore, an instructor is available for the students through servant leadership through compassion, reliability, and adaptability.
Online students may find it challenging to develop a feeling of community (Berry, 2019). In distance learning environments, the absence of in-person interactions with classmates can exacerbate emotions of separation and erode students’ sense of community. In addition, while attempting to pursue their personal and professional objectives, students may find it difficult to form and keep connections (Berry, 2019). Students feel closer to one another when teachers actively participate in leading dialogues. Students are also more likely to experience a sense of community when online professors provide an environment where they may express themselves honestly and present alternate opinions (Berry, 2019). Instructors are the primary contact for online students, and they can play a significant part in fostering a feeling of community. An instructor’s facilitation style can impact students’ sense of community (Berry, 2019). Practicing teachers can face the challenges of successfully and effectively integrating digital learning technology into their classrooms. As a result, the teachers will require professional learning opportunities such as technology coaches to support using tools in digital learning. Teachers can be provided with professional learning opportunities, including extra training and free educational classes and technology to ensure the effective integration of digital tools(Lembke et al., 2018). According to Ottenbreit-Leftwich et al. (2020), technology coaches can allow teachers to improve their knowledge and skills in online education and how to utilize new digital learning tools.
The value of a leader in the field of technology education is to empower students with skills for digital learning. As a leader, I would accelerate and advance a shared vision for empowered learning opportunities for all students. As an effective leader, I would advocate for equitable access to digital content, educational technology, and learning to ensure that the diverse needs of all Vietnamese students are met. The value of self-motivation to lead by example and become a better version to become a better educator is a fundamental value for educators.
Citizen
Online instructors must foster a sense of inclusivity by promoting a feeling of community among students, ensuring access to course materials, and assisting students in meeting the learning objectives and equity (Berry, 2019). Instructors can consider incorporating relevant course materials that provide various perspectives and examples using multiple web resources. The instructors can form small-group discussions for students to engage, reflect and exchange insightful opinions (Berry, 2019). Although some online learners prefer working alone, group projects with their peers can help foster a sense of community. Students can volunteer in their communities and share their experiences with the online class which can promote inclusive citizens (Manikas et al., 2018). Inclusive service projects have the potential to introduce all students to new experiences as they assist in addressing community problems together. The inclusive experience helps students to develop their leadership abilities and become more self-reliant. For instance, community service has been one of the Vietnamese students’ activities for the distance climate change class. Despite the positive outcome, empathy is a value that educators do not practice enough, and it is one of the most valuable when interacting with students from different cultural, socioeconomic, and environmental backgrounds. What seems intuitive, readily available, or easily accessible might not be for someone else. For example, volunteering at a local hospital to promote students’ inclusivity might not be doable for rural students, but volunteering with the local elderlies by instituting a genuine connection and fostering a sense of inclusion might be perfect for students who live far away from the city. Educators must consider students’ lives, experiences, location, and possibilities when asking for commitment outside the classroom.
The Incheon Declaration of the 2015 World Education Forum refers to inclusion and equality as the cornerstone of a revolutionary education agenda (Omoeva, 2017). The fourth United Nations Sustainable Development Goal advocates for inclusive and equitable quality education to promote lifelong learning opportunities for all (Omoeva, 2017). The main component of comprehending educational development success is broadening learning opportunities by focusing on disadvantaged people owing to their financial status, disability, ethnic identity, gender, effects of displacement, or other traits and forms of adversity. Initiatives financed by governmental and private donors in developing nations encourage females, children, and underprivileged youths to access education (Omoeva, 2017). As an online educator, I would like to focus on inclusivity by being a citizen and inspiring students to participate in the digital world by making socially responsible contributions. Inclusion is the learning and teaching aspect of digital equity that an instructor can promote. My goal will be to integrate digital inclusion and equity into the vision of hybrid learning to achieve an equitable education for all Vietnamese students. As a citizen, an instructor fosters digital literacy through a learning culture that promotes inclusivity, equity, ad curiosity.
My value as an educator is bringing equity and practicing empathy to the community’s poorest students using educational digital technology tools. Equitable access to online learning can be realized by providing opportunities for all students to utilize and enjoy the advantages of digital access. Also, equitable access can be achieved by providing physical and software programs and applications that enable digital activities.
Conclusion
As an educator, my vision is to be a leader in the technology education field through the value of service, be an inclusive citizen, and bring equality to the poorest students. The ISTE values and ethical standards addressed are leaders and citizens. The leading obstacle to successfully implementing technology in learning for students can be weak leadership. However, servant leadership can effectively solve this problem by ensuring that educators prioritize the needs of others. As an educator, creating personalized learning experiences can be achieved through technology. Based on Moore’s TTD, students can feel distant from their teachers when undertaking distance learning. However, an instructor who is a leader increases dialogue through synchronous communication that supports two-way interaction. My vision is to integrate inclusive digital learning to promote online education for all Vietnamese students.
References
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Digital Ethics Audit
The administrator (Mrs. Nguyen Thi Thu Nhuan) was asked about the student’s barriers to successful online learning in Vietnam. The response was that lack of supply and focus were the major challenges to successful online learning. For example, unlike in a traditional classroom where the teacher is present, the students felt that the teacher was distant and could not connect during online classes. In distance learning, the separation between the students and teachers results in communication gaps and misunderstandings between the instructors’ and learners’ behaviors. The physical and communication distance between the learner and the teacher can cause insufficient understanding and hinder successful digital learning. Also, the students feel that online classes are not mandatory, since they do not need to attend class physically.
The question of what needs to change in teachers to ensure the integration of online learning through education in rural Vietnam was addressed. According to the administrator, students and teachers were responsible for the successful integration of online education. The administrator emphasized that the teachers were willing to engage in online classes if the students showed commitment to digital learning. Motivating teachers through training and collaborative tools for technology can encourage the integration of digital learning.
When asked about the adequacy of resources in rural Vietnam to support successful online education through technology platforms, the lack of technical skills was the main issue. The administrator explained that designing an online class from scratch was demanding for Vietnamese teachers because they lacked technological knowledge. However, the educators were willing to teach the classes without designing if the online classes already existed. Providing personalized professional learning opportunities can reduce the digital gap and help teachers to implement digital learning in rural Vietnam successfully. The teachers will require professional learning opportunities such as technology coaches to support the utilization of tools in digital learning.
The administrator was asked about the content that can be included in the online classes on global change to ensure the students use available resources in the community. The response was that Vietnamese students did not directly see climate change’s impact on their lives. Therefore, the content on climate change had to be specific to the students and involve them directly in order to have a positive outcome. If not, then according to the Vietnamese students, their effort would be minimal in addressing global change ramifications.
The question regarding the type of technology that can be used to positively contribute to society and ensure students’ engagement was satisfactorily answered. The administrator explained that purchasing three-dimensional (3D) goggles for the metaverse experience would be appropriate but expensive for the school. Also, the students only owned devices with small random access memory (RAM), such as mobile phones, tablets, or laptops, so high resolution would not work. The only technology that supported simple formats and tasks would ensure the students were engaged.
The administrator noted that privacy was not an issue because the students’ identity cards, names, or other private information were never shared online. However, most students lacked the money to buy and install an antivirus on their devices, which increased the risks of being infected with viruses and malware. The solution was to ensure that all the shared videos were safe and clean before being uploaded for the students.
According to the administrator, the issues that categorize hybrid and fully online classes included some students walking twenty or thirty kilometers to participate in the hybrid class. Also, hybrid classes require a large physical space for the students. A big screen was necessary to ensure the instructor projected the hybrid class for the students to see and learn successfully.
I asked the administrator how we could ensure that the students benefit from the online and hybrid classes through technology-rich instruction. The response was to keep the hybrid classes simple. The administrator advised to opt for hybrid classes rather than fully online ones. Hybrid classes were effective because they had an in-person component, which made the courses more interactive and engaging.
The administrator recommended teacher-learner interactions to ensure that technology-enriched activities facilitated learning for all students through hybrid classes. For instance, the instructor can use group chats to interact with the students and ask questions regarding the lecture. The goal is to help students connect with the instructor and the lecture and have them excited to attend the hybrid classes.
