Readings – Digital Learning Culture

  • 5 Readings (with summary) that address how technology can help provide a rigorous, relevant, and engaging learning environment.
Article/Manuscript Summary
DelaRosa, R. (2007). Incorporating digital devices into a reluctant campus. California English, 12(5), 10-11. This reading encourages schools to incorporate digital devices into the classroom. It describes the typically discouraging attitude of school districts towards the use of personal technologies, such as cell phones and social networking sites, at school sites. Public schools are urged to explore the benefits of utilizing these tools and to take advantage of using digital devices in the classroom.
Herrington, J., & Kervin, L. (2007). Authentic learning supported by technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236. In this reading, authors argue that technology presents the opportunity to utilize powerful cognitive tools that can be used by students to solve complex and authentic problems. For this to occur, students, not teachers, need to regularly, meaningfully, and purposefully engage with technology. Ten ways of using technology effectively and meaningfully in the classroom are presented.
Pellegrino, JW., & Quellmalz., E. (2010). Perspectives on integration of technology and assessment. Journal on Research of Technology in Education, 43(2), 119-134. This reading takes a look at the importance of assessment in the classroom and how technology can be used to improve it. By giving immediate feedback, technology can help improve learning in the classroom. It also discusses how technology can help with assessment on different levels. Not only summative and formative, but across standards and benchmarks to create a more conducive learning environment. The article also enforces the idea of creating “authentic” learning tasks that they believe help with higher order thinking. It asserts that the new era of assessment is learning-centered. Technology improves the quality of tasks presented to students.
Rodrigo, R. (2011). Mobile teaching versus mobile learning. EDUCAUSE Quarterly, 34(1), 2-2. This reading asserts that successful learning includes active, engaging experiences which simulate the real world. Research also supports increased learning when students engage the content using multiple senses. So, why is education limiting students’ technological “learning” to text-heavy, static copies of digital textbooks? With multimedia materials available through smart phones, students have access to “soundtracks, animations, and videos” to go beyond content delivery to transformative technology. While education is making huge strides to integrate technology into education, there are growth opportunities as we “capture raw material from the real world and engage with it based on the concepts we are teaching them.”
U.S. Department of Education, Office of Educational Technology. (2010). Transforming American Education: Learning Powered by Technology: National Education Technology Plan. This reading details a technology plan which calls for using technologies already prevalent in our personal and professional lives to transform public education by improving student learning, scaling best practices, and using data for continuous improvement. The plan outlines a vision “to leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students’ daily lives and the reality of their futures. In contrast to traditional classroom instruction, this requires that we put students at the center and empower them to take control of their own learning by providing flexibility on several dimensions.” The plan also calls for “connected teaching,” in which educators connect to “resources and expertise that improve their own instructional practices and guide them in becoming facilitators and collaborators in their students’ increasingly self-directed learning.”
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