Using educational technologies (Padlet) for student engagement – reflection from the Australian classroom

Abstract

PurposeEducational technologies such as Padlet have begun to transform the way teachers teach, students learn, and teachers and students interact. However, relatively little emphasis has been given to explore collaborative learning (CL) using educational technologies such as Padlet as a means of student engagement. Thus, the purpose of this reflective article is to gain insight into the use of educational technologies Padlet in the tutorial workshop in accounting program at an Australian university.Design/methodology/approachThis study adopts a qualitative podcast research approach with a specific focus on the author's personal reflection over the course of a semester in an Australian university classroom.FindingsThe findings of this article (based on the author's own reflection from the classroom) show that a digitally innovative useful tool Padlet works on a variety of different devices and does not require student's technical know-how to use it. The findings further suggest that Padlet technology as a great equaliser has helped students' engagement in classroom activities.Research limitations/implicationsDespite some noticeable limitations, this paper suggests that using Padlet in classroom engagement activities has provided a smoothing space for CL. The findings of this reflective article would be an interest to students, academics, curriculum designers and educational technology experts.Originality/valueThis study provides interesting insights into how Padlet contributes to the student's engagement.