How can we unlock the power of technology to create meaningful, engaging learning experiences for students?
No one can deny that education has changed dramatically from 2019 to today. Lessons, instructional materials, technology, and how students are involved with instruction have all transformed. Before 2020, most schools used technology in supplemental ways to enhance instruction. It was used for assessment and blended learning opportunities as well as traditional applications like research and word processing. While some schools had adopted a 1 to 1 device program for students, most schools relied on sharing carts between classrooms.
The use of educational technology (EdTech) expanded during the pandemic when it became the only way for many students to access school. Reports show that the percentage of schools that assigned electronic devices to students increased from 23% in 2019 to 96% in 2021. A growing number of teachers are now using learning management systems to assign tasks and monitor assignments. In addition, educators have reported that instructional time has increasingly shifted toward individualized digital learning, often replacing more traditional classroom learning experiences.
The technology available today offers a world of possibilities for learners. It provides access to content and processes that support the interests and instructional needs of students. It allows people to connect regardless of language differences and can bring a variety of ideas and experiences to students.
The Challenges of EdTech
Despite its fundamental power for growth, the increase in technology has created challenges for educators.
- Students seem fixated on the use of electronic devices; many seemingly attached physically to their cell phones.
- Students appear less engaged during classroom activities that don’t rely on EdTech.
- Students are demonstrating a lack of focus, an inability to control their use of electronics, a lack of creative and critical thinking, and the inability to communicate effectively with others.
Research has shown that since returning to the classroom, there is an overreliance on digital learning, negatively impacting student engagement.
- 53% of teachers surveyed indicated that technology was used over 3 hours each day with an additional 27% of teachers reporting at least 5 hours of usage a day.
- In another survey, almost 50% of the teachers shared concerns that EdTech was being used at the expense of more important educational opportunities.
- 75% of school leaders questioned in another poll, shared that students’ lack of focus has had a negative impact on learning.
- Secondary school students spend over an hour daily, during school, using their cell phones, most often on social media or video platforms.
A vicious cycle has been created. Teachers use technology because it captures students' attention, but student focus is often on the digital tool rather than learning. This use of technology is causing students to become withdrawn and isolated from the vibrancy of their classroom community and active, rigorous learning experiences.
System Responses
As technology has become a larger part of the school day, school systems have developed guidelines that encourage safe use while helping students stay engaged with their classmates, teachers, and learning. Both Maryland and DC have passed laws that restrict the use of cellphones, personal laptops, and smart watches during the school day. Maryland and DC have also identified digital learning standards which work to empower learners to become the center of the learning process taking an active role in:
- using digital tools to construct meaning.
- solving problems.
- communicating clearly with others.
- expanding their perspectives through collaboration.
In addition to the digital standards, Maryland has developed health and safety best practices for digital devices which suggest that teachers:
- plan for meaningful use of digital resources that support and enhance learning.
- design lessons that elevate active learning.
- include a variety of learning activities, such as rotation stations.
- limit time on devices.
- incorporate both on and offline academic discourse opportunities.
Focus on Active Engagement
Reviews of digital applications show that the most frequently used tools in schools include Google Workplace, Microsoft OneNote, Canvas LMS, Kami, Kahoot, Nearpod, Flip, Read & Write, and others. While all of these applications have the potential to meet the guidelines identified in the Maryland and DC standards and best practices, very often they promote passive use by students.
Instruction that allows for students to engage actively with content and experience hands-on activities improves students’ retention and comprehension. Vygotsky postulated that collaborative thinking and problem solving was necessary for students to learn to think on their own. Active learning opportunities, like collaboration, are often missing when students engage with EdTech. Too often, students are distracted by the technology they are using at the expense of the learning outcomes.
The presence of technology in the classroom does not, by itself, create deeper thinking or more meaningful learning. Teachers need to evaluate the role of digital learning tools in meeting the lesson objectives. EdTech, in conjunction with sound instructional practices should work together to create a rich, multi-faceted learning experience that allows students to connect with others to construct their own knowledge rather than passively receive information.
Suggestions for Instructional Leaders
Instructional leaders can support a transition from technology being the focus of instruction to a well-rounded model that aligns with the Maryland and DC standards and guidelines. The following suggestions support a shift from passive technology use to active learning, emphasizing the quality of engagement over the quantity of technology integration into lessons.
- Ask Key Questions - Use basic coaching questions to find out how teachers are using EdTech. Examples might include
- What learning would be impossible or significantly less effective without this technology?
- When are students thinking independently versus simply interacting with a device?
- How are students collaborating, discussing, or creating because of the technology—not just using it?
- If the technology disappeared tomorrow, what essential learning would remain?
- Limit Screen Time - Encourage no more than 10 - 20 minutes use of EdTech followed by non-screen time for active processing. This time should be even less when using videos.
- Use an EdTech Planning Tool - Use a tool framed around the Maryland and DC standards and guidelines providing prompts for analyzing and revising lessons.
- Include Opportunities for Academic Discourse - Ensure that instructional use of EdTech includes student to student collaboration that elevates content processing.
- Provide Accommodations and Interventions - Ensure that EdTech supports individual student needs.
- Review Policies and Guidelines - Provide time for the staff to examine the technology policy and health guidelines.
- Conduct Informal Class Visits - Use a focused look-for sheet based on the Maryland and DC standards and guidelines to provide feedback to teachers about their inclusion of EdTech into a well-rounded lesson.
Technology connects students to a world of learning, discovery, and opportunity. Research and practical experience have shown, however, that there can be too much of a good thing. By providing teachers guidance and tools to support their planning process, and encouraging active and collaborative learning activities, we can combine the best of great teaching with the power of technology to renew learner interest through rich, engaging, relevant instruction.
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RESOURCES
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