The use of Digital learning

Introduction:

In this essay, I will attempt to define what we mean by the “use of digital learning”. I will explore ways digital learning in the classroom has been able to impact on both the teachers and learners. I will examine the increased chances of having more “achievement” due to learners having access to digital learning facilities for teachers and learners. In this essay, I will use ‘learners’ and ‘students’ interchangeably to mean the same thing. I will adopt a critical review approach by asking some questions as I progress.  For the avoidance of doubt, let it be known that “digital technologies” are electronic tools, systems, devices and resources that generate, or store, and process data. Examples related to this are social media, multimedia and mobile phones. The second one is “Digital learning”: which is any form of educational learning that uses technology to acquire knowledge. It can cut across all curriculum learning areas or systems.

Achievement and Learning:

There is a need to define what is Achievement in learning? What’s the difference between Achievement and Attainment?  Through my current disposition and employment setting, I have come to understand achievement as the progressional level made by a student through acquiring new skills that are reflected in personal improvement, higher grades, or through a degree examination. “Attainment” could be defined as reaching a skill level which has been set as a benchmark by a recognised authority.  Both words are often used interchangeably. According to Hamilton (2015) book on Integrating Technology in the Classroom, he stated that “no right answers apply to these techniques”.  It is only through a combination of both knowledge and an understanding of the meaning of “effective teaching” itself that can provide a solid foundation for effectiveness. Writing in another joint landmark publication titled:  Using Technology with Classroom Instruction that Works (2^ndedn.), Hubbell, E.R. et al. (2012), broadly examined the sector of digital educational technology tools in the classroom and advised prospective teachers and learners (students) to connect with the kinds of tools they might find convenient to use in their various classroom environments. Writing in her book, Integrating Technology in the Classroom, Hamilton (2015 p4) reminds us that the use of classroom technology has two dimensions – inclusive of “instructional” (teacher use) and “demonstration” (student use).  In the instructional mode, teachers have the privilege of choosing how they implement the use of technology in their classrooms, while students in the demonstration mode should be allowed to demonstrate what they know and projects they can do. The primary aim is to bridge the gap between theory and practice, by accounting for what is being achieved by maintaining the effectiveness of an educational experience. According to Kyriacou (2009, p10), writing on Effective Teaching in Schools: Theory and Practice, the research into “effective teaching” will be examined in two interrelated dimensions: as it relates to teachers’ perspective, and students’/learners’ perspective. From my perspective, any independent digital learning regime requires self-discipline and sustained motivation. Therefore, from my personal experience, the challenges I see within digital learning which might affect the learner include self-discipline and motivation. Having a reduced intrinsic motivation produces achievement deficits, meaning that if students have no personal connection to what they are doing they will likely not be fully engaged in their full cognitive ability. (Higgins) 2009, has questioned the universal suitability of digital online classes for all students. This short study reveals that a wide range of teaching skills are in use by teachers to ensure learning takes place effectively.  Both teachers and students benefit from the use of digital learning technology. The impact on education through digital learning tools in education has been tremendous. Attempt to focus on the factors that highlight the effective themes seem to be slippery.

Theory related to my work environment:

Vygotsky Socal constructivism theory and Bruner’s theory resonates well in my work setting. Vygotsky’s “Zone of Proximal Development” which demonstrates how to create a lesson which is at the best educational level with guided support for the learner, this plays a role in raising learners achievement.

When using digital learning tools to work with students, achievements for students can be raised through sustained support from the educator.  Bruner’s theory on scaffolding, such as tapping into a student’s prior knowledge, breaking tasks into smaller parts, using Modelling, Direct attention, open-ended questions, using visual imagery, gestures and prompts to help facilitate learning and enhancing a learner’s knowledge, all of these are relevant within the digital learning environment in to raise the scope of learners’ achievement.  Another way of raising learners’ achievement is by having smaller class sizes when teaching digitally online, as it allows more educational time for a teacher to interact with each student.

By using Vygotsky collaborative learning approach in my work setting there are arguments to be made that it can raise achievement in learners. Collaborative activities can help reduce the feelings of isolation that can occur when students are working on distance learning (Palloff & Pratt, 2004). Engage learners to facilitate collaborative processes by promoting the initiative of learners to achieve creativity, critical thinking, and dialogue. Due to the separation by time and distance of the learners from one another and given the discussion based on the nature of these courses, the online learning environment becomes the type of learning location that motivates the learners to achieve something unique.

Conclusion:
In conclusion, it seems the use of digital learning may be the catalyst needed for schools in future to help their online students achieve success at higher levels. According to Hamilton (2015) “no right answers apply to these techniques”. It is only through a combination of both knowledge and understanding of the meaning of “effective teaching” itself that can provide a solid foundation for sustained effectiveness and achievement.  Hubbell, E.R. et al. (2012), broadly examined the sector of digital learning technology tools in the educational environment and advised prospective teachers and learners (students) to connect with the kinds of tools they might find convenient to use in their various educational environments.  The amount of time, students spend on the lecture and quality of instruction could determine the quality of achievement.

References 

Elliott, S.N., Kratochwill, T.R., Littlefield Cook, J. & Travers, J. (2000).Educational psychology: Effective teaching, effective learning (3rd ed.). Boston, MA: McGraw-Hill College.

Hamilton, B. (2015) Integrating Technology in the Classroom, ISTE.

Higgins, S. (2009). Interpreting the evidence base for the impact of digital technologies on learning. Coventry: Becta.

Hubbell, E.R. et.al, (2012) Using Technology with Classroom Instruction that Works (2^ndedn.).

Kyriacou, C. (2009) Effective Teaching in Schools: Theory and Practice

(3^rd edn).

Raja, R. & Nagasubramani, P.C. (2018) Impact of Modern Technology in Education, Journal of Applied and Advanced Research, 3(Suppl. 1).

Palloff, R. M., & Pratt, K. (2013). Lessons from the virtual classroom: The realities of online teaching. ProQuest Ebook Central.

Underwood, J., Baguley, T., Banyard, P., Dillon, G., Farrington-Flint, L., Hayes, M., et al., (2009a). Impact 2008. Coventry.

von Glasersfeld, E. V. (1974). Piaget and the radical constructivist epistemology. Epistemology and education, 1-24.