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Currently available opportunities for learning and developing competencies are based on applying technologies. This situation creates a range of challenges and barriers for graduate students in the field of Speech Pathology because of the necessity of adapting to these new conditions. To succeed in this learning environment, students need to develop organizational and clinical skills and strategies to achieve academic success; challenges may be associated with the quality of received information and consequences of using devices.
A graduate student can potentially succeed academically and clinically when applying specific skills necessary for working with technologies. In this context, professional and academic skills include an individual’s adaptability, self-accountability, and developed time management competencies. The reason for implementing these skills is that the overuse of certain technologies can have a negative effect on the emotional state of users (Curran et al., 2017). It is important to be open to innovation but remain focused on the task when using new technologies. Moreover, the familiarization with new resources and devices should be supported by effective self-control (Campbell et al., 2016). In this case, it will be possible to develop skills in researching databases and finding evidence quickly, as well as in applying multiple learning modalities associated with auditory, visual, or kinesthetic learning styles. The availability of technologies allows for making the learning process adapted to students’ needs, and better academic results are expected.
It is also important to develop clinical skills in using technologies, such as the presentation of therapies to clients privately, at their home. The task of a service provider in this context is to ensure that the target audience is familiar with technologies and receives information in the most appropriate format (Curran et al., 2017). These formats can be numerous, including videos and posts, like those presented on social media platforms.
The changing learning environment also requires the adaptation of strategies to succeed academically. These strategies include the concentration on motivation to remain self-driven and involved in completing tasks. Furthermore, it is also important to eliminate all possible distractions associated with using technologies, such as turning off notifications on social media and websites. The fast development of technologies also requires focusing on the latest and unfamiliar ones (Campbell et al., 2016). In addition, it is necessary to use technologies to develop positive and productive relationships with classmates.
However, the application of the latest technologies in learning and clinical practices can be related to certain challenges. These barriers and problems include the presence of an extremely high number of technologies, resources, and options to choose from. When selecting the most appropriate or latest technology, it is possible to face the challenge associated with a high price or limited compatibility with other devices. The quality of information available with the help of technologies can also be questionable, and only credible resources should be used. In addition, using various devices, it is important to remember about cybersecurity and privacy protection (Yot-Domínguez & Marcelo, 2017). Other challenges associated with using many technologies are related to work-life balance and health issues (Curran et al., 2017). The problem is that the use of technologies and being constantly online impose a specific burden on users as clients can try to reach specialists during non-working hours, and the use of devices can result in developing computer vision syndrome, among other conditions. Thus, creating many opportunities for learning, technologies have specific disadvantages.
The environment of ever-evolving technologies in academic and clinical settings enables students to receive knowledge in the most effective manner, with a focus on their specific needs and learning styles. Opportunities for finding resources, accessing databases, and managing the work on tasks are considerable. Nevertheless, this particular modern situation also creates obstacles for students that need to be overcome, and key challenges include the quality of information, cybersecurity, and health conditions, among others.
References
Campbell, S., Chong, S., Ewen, V., Toombs, E., Tzalazidis, R., & Maranzan, K. A. (2016). Social media policy for graduate students: Challenges and opportunities for professional psychology training programs. Canadian Psychology/Psychologie Canadienne, 57(3), 202-210.
Curran, V., Matthews, L., Fleet, L., Simmons, K., Gustafson, D. L., & Wetsch, L. (2017). A review of digital, social, and mobile technologies in health professional education. Journal of Continuing Education in the Health Professions, 37(3), 195-206.
Yot-Domínguez, C., & Marcelo, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 14(1), 38-49.
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