Curtain Call on Challenges: Reflecting on My Research Journey as a Theatre Educator

 As I consider the possibility of incorporating technology into the drama classroom, I am filled with a range of thoughts and emotions. I am excited about the potential to create new opportunities for creativity and learning among my students. I envision my students collaborating on virtual set designs, using their imagination to explore the endless possibilities provided by 3D software. Additionally, enhancing my students' knowledge through virtual tours of historical sites or interactive storytelling apps inspires me (Hetland et al., 2007).

As I approach the challenges ahead, I feel a sense of unease. The possibility of unequal access to technology and technical glitches is a cause for concern. A well-planned and adaptable approach is essential to ensure everyone can participate and that learning is not disrupted. Finding a balance between leveraging the potential of technology and preserving the fundamental principles of drama education, including developing essential social, emotional, and communicative skills through live performances, is an ongoing challenge (Roschelle, 2019).


The insights gained from Adams & Petty (2003) and UNESCO (2002) provide a guiding light for the use of technology in drama education. It is essential to prioritize ongoing professional development to stay current with the ever-changing technology landscape. Seeking opportunities to learn, collaborate, and share experiences with other educators is crucial in this process.


In the drama classroom, using technology is a reflexive practice that requires continuous examination and adaptation. Every success story inspires, and every challenge is an opportunity for progress. The key is to embrace technology's potential while remaining true to the core values of drama education, fostering a creative environment that enables every student to thrive. As I begin my journey, I am cautiously optimistic and committed to enhancing my students' learning experiences. I acknowledge drama education's established benefits in improving academic performance and social-emotional learning (Hetland et al., 2007). While technology may offer new avenues for inquiry, it is crucial to maintain the human connection and physical engagement that are fundamental to the drama experience (Roschelle, 2019). This journey has been an ongoing process of reflecting on and changing my teaching methods to incorporate technology constructively. By embracing this reflective practice, I can learn from my successes and failures and constantly adjust my approach to ensure that technology enhances my students' learning experience.








References: 

 

Adams, J., & Petty, G. (2003). Preparing Teachers for the Challenge of Teaching and Learning with Technology. Pearsonschool. http://assets.pearsonschool.com/asset_mgr/legacy/200727/2003_06Adams_401_1.pdf

 

Hetland, H. L., Winner, E., Veenema, S., & Monkman, C. M. (2007). The effects of student drama experiences on academic achievement and social-emotional learning. The Journal of Educational Psychology, 99(3), 523-536. https://www.apa.org/ed/schools/primer/trauma

 

Roschelle, J. (2019). No robot is an island: Learning from embodied interaction with intelligent technology. Educational Psychologist, 54(3), 166-182. https://sled.eecs.umich.edu/

 

UNESCO. (2002). Information and communication technologies in teacher education. https://iite.unesco.org/pics/publications/en/files/3214684.pdf

 

 

 





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