Literature Review
Introduction
Digital instruction does not mean simply moving classroom related activities onto a computer. Teachers should research best practices to maximize their digital instruction. Stakeholders must see the value of online learning or they will not support/complete assignments given by the teacher. In addition to discussing these issues, this literature review presents an overview of different learning theories and how they are applied to digital learning environments. Student and parent support, engaging content, and teacher professional development are needed to ensure the digital learning environments are utilized effectively.
Justification of Research
Lack of textbook access and a greater variety of digital resources have forced many schools to add an online component to their schools. It is important for all teachers and administrators to remember that the use of technology does not ensure better teaching and learning (Walsh, 2017). Looking at online learning components of a class through a lens of a constructivist learning theory, teachers can see how students perceive the role of the digital environment as an essential part of class (Kay and Kibble, 2016). Through this viewpoint students will use the online platform to create an environment that they see as adding value to their education.
This way of thinking is also similar to a transformative learning theory approach where students view their world through a specific lens (Christie, Carey, Robertson, Grainger, 2015). Students view the online environment as an essential part of their class, especially if their parents or guardians can help them (Portier, Peterson, Capitao-Tavares, and Rambaran, 2013). Students learn new knowledge and skills through their perceived constructed environment as they interact with materials provided by the teacher (Kay and Kibble, 2016; Christie, Carey, Robertson, and Grainger, 2015). As technology advances online learning is becoming an integral part of the school experience.
Stakeholder Buy-In
In order for students to be successful in their learning environment it is imperative that they see the value in participating fully (Christie, Carey, Robertson, Grainger, 2015). A variety of strategies can be incorporated to enhance the learning experience for students. Positive reinforcement in class has always produced good results and most online learning environments provide educators with the ability to distribute some type of a positive reward. The use of digital badges encourages students to complete tasks in a timely manner and participate fully in online discussions (Chou and He, 2016). Learning must be goal driven in a constructivist learning approach in order for students to be fully invested (Kay and Kibble, 2016). Parents are also more motivated if they can see some type of positive feedback to their student. Just like a sticker on a paper, some type of digital encouragement will enable students to be more attached to their learning environment.
Other aspects that must be included for online sections of a class to be successful, as identified in a study by Mojica-Casey, Dekkers, and Thrupp (2014) are usefulness of the online interaction, empowerment of the student, and teacher interaction. The student’s ability to work with their peers digitally allows for a greater sense of the class being worthwhile. A student having the option to work on their materials when or how they want can allow a greater sense of owning their learning. As with a traditional classroom setting, teacher feedback is key for students to be successful in a learning environment. Parental tracking of their child’s online academic activities are extremely important to the learning process and for encouraging parents to know what is occurring in the classroom (Portier et al, 2013). Parents need to have the ability to monitor their child in a safe digital learning environment just like they expect at school. Greater parental involvement in their child’s education should equal greater gains in the classroom.
It is important that teachers have an understanding of how their students and parents view online learning environments.
The perceptions and expectations of the target audience should be understood in order for the teacher to manage an effective digital classroom. The teacher is the architect of the constructed environment the student is interacting with (Kay and Kibble, 2016). Receiving constructive feedback from the stakeholders involved is an effective way for teachers to determine how their digital instruction is perceived by their target audience (Portier et al, 2013). Student perception of the online learning environment being beneficial is an important factor for teachers to be aware. Educators must constantly be up to date on how effective their mode of instruction is perceived by their students (Kay and Kibble, 2016). Any positive reinforcement of those activities that students see as worthwhile to their education must be utilized. Students want to be told that what they are doing is worthwhile to the learning process in order for them to see the learning as beneficial (Chou and He, 2016). Online learning is not going to be leaving the classroom anytime soon, and research suggests that teachers should continue to embrace it.
Teacher Professional Development
It is important for teachers to also be up to date on the on best practices for delivering digital content. Once teachers have gained the perspective of stakeholders on the purpose of digital lessons, they have to update their method of lesson design to meet the unique environment that digital platforms provide. Teachers who want to enhance their lesson designs to incorporate better technology use can follow the Substitution, Augmentation, Modification, and Redefinition (SAMR) model (Puentedura, 2014). The purpose of the SAMR model is to give teachers a framework to change their use of digital instruction to a higher cognitive level for students. Moving from Substitution towards Redefinition on the SAMR model allows teachers to challenge their students. Simply replacing a worksheet in class with an online worksheet for students does not guarantee greater success in the classroom. Teachers should be striving to create unique digital lessons that challenge and engage students.
Often school districts do not always focus on changing instruction but jump on the bandwagon for the newest fad in schools. Years ago many schools touted integrating more digital instruction in schools because Smartboards were being added into every classroom. With any new technology effective professional development should accompany the purchase. Teachers should be shown how to use new resources effectively so that students can benefit from quality instruction.
Conclusion and Research Project Connection
Research suggests that when integrating digital resources into the classroom, using learning theories, knowing the purpose of student and parent support, and changing how the content is delivered may enhance the learning experience. This literature review highlights the research findings that if teachers understand how students learn and seek out the support of stakeholders, their instruction can allow for greater engagement with digital content. Teachers must also change how their content is delivered and utilize current best practices to deliver quality digital instruction. Phase one of this action research project was focused on gathering information from students on how the teacher could enhance learning in? the classroom. Phase two will focus on how changing the type of lesson impacts student work completion.
Digital instruction does not mean simply moving classroom related activities onto a computer. Teachers should research best practices to maximize their digital instruction. Stakeholders must see the value of online learning or they will not support/complete assignments given by the teacher. In addition to discussing these issues, this literature review presents an overview of different learning theories and how they are applied to digital learning environments. Student and parent support, engaging content, and teacher professional development are needed to ensure the digital learning environments are utilized effectively.
Justification of Research
Lack of textbook access and a greater variety of digital resources have forced many schools to add an online component to their schools. It is important for all teachers and administrators to remember that the use of technology does not ensure better teaching and learning (Walsh, 2017). Looking at online learning components of a class through a lens of a constructivist learning theory, teachers can see how students perceive the role of the digital environment as an essential part of class (Kay and Kibble, 2016). Through this viewpoint students will use the online platform to create an environment that they see as adding value to their education.
This way of thinking is also similar to a transformative learning theory approach where students view their world through a specific lens (Christie, Carey, Robertson, Grainger, 2015). Students view the online environment as an essential part of their class, especially if their parents or guardians can help them (Portier, Peterson, Capitao-Tavares, and Rambaran, 2013). Students learn new knowledge and skills through their perceived constructed environment as they interact with materials provided by the teacher (Kay and Kibble, 2016; Christie, Carey, Robertson, and Grainger, 2015). As technology advances online learning is becoming an integral part of the school experience.
Stakeholder Buy-In
In order for students to be successful in their learning environment it is imperative that they see the value in participating fully (Christie, Carey, Robertson, Grainger, 2015). A variety of strategies can be incorporated to enhance the learning experience for students. Positive reinforcement in class has always produced good results and most online learning environments provide educators with the ability to distribute some type of a positive reward. The use of digital badges encourages students to complete tasks in a timely manner and participate fully in online discussions (Chou and He, 2016). Learning must be goal driven in a constructivist learning approach in order for students to be fully invested (Kay and Kibble, 2016). Parents are also more motivated if they can see some type of positive feedback to their student. Just like a sticker on a paper, some type of digital encouragement will enable students to be more attached to their learning environment.
Other aspects that must be included for online sections of a class to be successful, as identified in a study by Mojica-Casey, Dekkers, and Thrupp (2014) are usefulness of the online interaction, empowerment of the student, and teacher interaction. The student’s ability to work with their peers digitally allows for a greater sense of the class being worthwhile. A student having the option to work on their materials when or how they want can allow a greater sense of owning their learning. As with a traditional classroom setting, teacher feedback is key for students to be successful in a learning environment. Parental tracking of their child’s online academic activities are extremely important to the learning process and for encouraging parents to know what is occurring in the classroom (Portier et al, 2013). Parents need to have the ability to monitor their child in a safe digital learning environment just like they expect at school. Greater parental involvement in their child’s education should equal greater gains in the classroom.
It is important that teachers have an understanding of how their students and parents view online learning environments.
The perceptions and expectations of the target audience should be understood in order for the teacher to manage an effective digital classroom. The teacher is the architect of the constructed environment the student is interacting with (Kay and Kibble, 2016). Receiving constructive feedback from the stakeholders involved is an effective way for teachers to determine how their digital instruction is perceived by their target audience (Portier et al, 2013). Student perception of the online learning environment being beneficial is an important factor for teachers to be aware. Educators must constantly be up to date on how effective their mode of instruction is perceived by their students (Kay and Kibble, 2016). Any positive reinforcement of those activities that students see as worthwhile to their education must be utilized. Students want to be told that what they are doing is worthwhile to the learning process in order for them to see the learning as beneficial (Chou and He, 2016). Online learning is not going to be leaving the classroom anytime soon, and research suggests that teachers should continue to embrace it.
Teacher Professional Development
It is important for teachers to also be up to date on the on best practices for delivering digital content. Once teachers have gained the perspective of stakeholders on the purpose of digital lessons, they have to update their method of lesson design to meet the unique environment that digital platforms provide. Teachers who want to enhance their lesson designs to incorporate better technology use can follow the Substitution, Augmentation, Modification, and Redefinition (SAMR) model (Puentedura, 2014). The purpose of the SAMR model is to give teachers a framework to change their use of digital instruction to a higher cognitive level for students. Moving from Substitution towards Redefinition on the SAMR model allows teachers to challenge their students. Simply replacing a worksheet in class with an online worksheet for students does not guarantee greater success in the classroom. Teachers should be striving to create unique digital lessons that challenge and engage students.
Often school districts do not always focus on changing instruction but jump on the bandwagon for the newest fad in schools. Years ago many schools touted integrating more digital instruction in schools because Smartboards were being added into every classroom. With any new technology effective professional development should accompany the purchase. Teachers should be shown how to use new resources effectively so that students can benefit from quality instruction.
Conclusion and Research Project Connection
Research suggests that when integrating digital resources into the classroom, using learning theories, knowing the purpose of student and parent support, and changing how the content is delivered may enhance the learning experience. This literature review highlights the research findings that if teachers understand how students learn and seek out the support of stakeholders, their instruction can allow for greater engagement with digital content. Teachers must also change how their content is delivered and utilize current best practices to deliver quality digital instruction. Phase one of this action research project was focused on gathering information from students on how the teacher could enhance learning in? the classroom. Phase two will focus on how changing the type of lesson impacts student work completion.