• Introduction (5 mins): The Problem of 'More.' A relatable narrative of EdTech overload and an interactive poll. Introduction of Cognitive Load Theory as the core framework. • Deconstructing Cognitive Load (15 mins): A jargon-free explanation of intrinsic, extraneous, and germane load. Engagement: A 'Think-Pair-Share' activity for attendees to identify extraneous load in their schools. • The 'Simplicity Mindset' in Action (25 mins): Live demos of practical strategies using Google Workspace. Engagement: A hands-on, device-based activity, followed by peer-to-peer discussion. • Leading the Change (10 mins): Actionable strategies for coaching and leading PL. Engagement: A dynamic Q&A and a final call to action.
※If the presentation format changes, I will adjust accordingly to fit the allotted time.
After this session, participants will be able to:
• Identify the root causes of EdTech overload and cognitive load in their school context. • Apply cognitive load theory to design simpler, more effective digital learning experiences.
• Implement practical Google Workspace strategies to streamline workflows.
• Champion a 'simplicity mindset' to foster a more productive and equitable technology culture.
1. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science. 2. CAST (2018). Universal Design for Learning Guidelines. 3. Newport, C. (2019). Digital Minimalism. 4. "App Overload: How A Fragmented Digital Landscape Is Failing K-12 Education" (2025). 5. Van Merriënboer, J. J., & Sweller, J. (2005). Cognitive load theory and complex learning. Educational Psychology Review.
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