Technology provides additional modalities but should not come at the cost of accessibility.
I view technology not as an end in itself but as one of several means to engage with my course material. Universal Design for Learning (UDL) is a key goal of mine, and I think that technology increasingly allows me to expand the multitude of means by which I encourage students to engage with, represent, and express their learning. While technology can introduce accessibility challenges, I believe that thoughtful implementation can broaden access. Increasingly, digital tools are designed to be compatible with assistive technologies. Additionally, the wealth of high-quality education resources available online allows me to present complex concepts through a variety of formats to accommodate diverse learning preferences.
Traditional lectures do not resonate with all learners, though they remain the predominant modality in biomedical education. To address this concern, I strive to provide interactive in-class activities, and additional alternative pathways to understanding, whenever possible. For example, alongside my lectures, online tools allow me to easily share curated resources, including short YouTube videos detailing the history of Germ Theory, Henry Stewart Talks by other experts on specific pathogens, animations of complex immunological pathways, news articles discussing current infectious disease outbreaks, or primary research articles exploring emerging discoveries. These complementary resources allow students to engage with material that best matches their interests and enhances their motivation to continue learning.
New technologies can be game-changing if they align with goals and do not introduce distractions.
I approach the adoption of new educational technologies with what I would call “cautious curiosity.” Like many modern educators and students, I was trained to utilize PowerPoint and Canvas, both of which have become integral to organizing and presenting course materials. The familiarity and ease of use of these tools enables students to focus on learning the material instead of learning the technology itself. Yet these now-familiar tools were once brand-new innovations, that required educators to adapt. Recognizing that perspective reminds me to remain open to emerging technologies, while evaluating them critically for their alignment with my course goals.
To stay informed about educational technologies, I regularly engage with professional development opportunities, such as those run by the Center for the Advancement of Teaching, reading journals like the Journal of Microbiology & Biology Education (JMBE), and conversations with colleagues at conferences and on social media. Most recently, I have learned about Genially, an interactive presentation tool, particularly useful for interconnected concept maps/flow charts and I have already started to prepare it for supplemental study materials for my classes. It is particularly useful in immunology, where all systems we discuss are intricately interconnected and students can sometimes struggle to integrate these ideas. I consider my teaching philosophy to be iterative and reflective: I have yet to teach the same class twice without making improvements, aiming to incorporate more interactivity and enhance student engagement; often these goals are aided by ever-improving technologies. I anticipate this process of continuous refinement will continue throughout my career.
Thus, when evaluating new technologies, I focus on two primary criteria: (1) integration with learning goals and assessments, and (2) accessibility and ease of use. I draw on the SAMR framework, considering whether the technology simply Substitutes an existing activity, Augments it with improved functionality, or fundamentally Modifies or Redefines the activity in ways impossible without the technology. The value of the tool depends on whether it meaningfully advances student learning, without creating new barriers or distraction. If it fails, I will not adopt it; I am interested in innovation, but the tool should ultimately serve learning.