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_ are those that can be accessed by computers.
Some of them are _," or originated in a digital form (for example, pictures taken with a digital camera, web pages, twitter feeds, etc.),
others were _.
Examples of include videos, content presentations, animations, educational games, online articles, and educational materials from traditional print texts that have been scanned and uploaded
Digital materials
"born-digital"
converted into digital files
Instructional materials that are developed for and hosted in online spaces are distinct from _(Choppin & Borys, 2017).
Digital instructional materials have the potential for increased _ (Choppin & Borys, 2017).
Also, digital instructional materials contain a broader array of adaptivity and personalization features, and they have more potential to be accessible to _ (Choppin & Borys, 2017).
Finally, digital instructional materials have a greater occurrence of _ (Choppin & Borys, 2017).
individual interactivity
traditional materials
students with disabilities
built-in assessment programs
As students and teachers return to in-person learning, the educational technology sector is unlikely to relinquish their profits or decrease their product offerings. Some schools will continue to use fully online learning, but many more will use forms of blended learning—where instruction can be provided through both traditional and online modalities in ratios that meet the needs of the students and match the resources in the school (see Martin et al., 2020).
In response to the need for practical guidance about choosing instructional materials Mary Frances Rice and Kelsey R. Ortiz developed a conceptual tool based on implications from research and policy guidance for high quality digital instructional materials in K-12 settings. This tool is called the _. It is abbreviated in this document as the 4A Framework (see Fig. 1). The 4A Framework consists of four elements:
4A Online Instructional Material Evaluation Framework
The 4A Framework consists of four elements:
1. _ addresses whether users can open, view, and interact with the
materials according to applicable laws.
2. _ addresses whether learners are invited to invest effort into
learning from behavioral, cognitive, and emotional perspectives.
3. _ addresses whether diverse peoples are represented with
contextual nuance, compassion, and respect.
4. _ addresses whether the materials share their origins and purposes,
are based on standards or principles, and are open about personal information and user data collection processes.
Accessibility
Active Engagement
Advocacy for Inclusion
Accountability
Other Digital Materials
_ allow images from a computer to be displayed through a digital projector, onto a large (usually wall-mounted) board. Users can interact with the content on the board using fingers or a stylus.
• _ are designed to operate on mobile devices such as smartphones and tablet computers.
• _ refers to the second generation of the World Wide Web. includes features and functionality that were not available before, for example. podcasts, blogs, wikis, RSS (Rich Site Summary – used for updating regularly changing web content), social networking and tagging.
Interactive Whiteboards (IWB)
Software Applications (Apps)
Web 2.0
benefits of digital technologies in the classroom
_ is that in which students are active, engaged and empowered participants in a conversation from which learning emerges. For example, learners working on a math modelling program can start to have conversations about what they see on a computer screen without having to rely on terminology that they may not yet have (look at ‘that’, what happens if you do ‘this’?) The teacher can then add the appropriate language into the conversation as the project develops. Digital technologies in the classroom continued
Dialogic practice
benefits of digital technologies in the classroom
_ is that in which an individual student’s ideas go beyond the learning prescribed by the teacher/syllabus as they draw on knowledge gained outside formal education to construct understanding. For example, in music lessons learners can use their own knowledge and expertise of playing instruments or using technology to construct their own recording environments (perhaps using their mobile phone). They can then bring in ideas that they have created at home or in instrumental music lessons.
Emancipatory practice
Benefits of digital technologies in the classroom
Different technologies can improve learning by _. For example, in a geography lesson two classes in different schools may link up via the internet to explore cultural differences in relation to a particular global issue such as pollution or energy supply. The groups could work together to understand not just the issue itself but its impact on communities and individuals by talking to real people. In situations where bandwidth is limited this could be done at a whole class level via video or even over email or SMS (Short Message Service) messaging.
augmenting and connecting learning activities
Benefits of digital technologies in the classroom
Digital technology can often also be _ for learners and offers a potentially more engaging alternative. At the same time, it is important to be aware that some learners may be less confident in learning with digital technologies and steps need to be taken to ensure equality of access.
exciting
Disadvantages/Challenges of digital technology
_: Some learners may be less confident and steps need to be taken to ensure equality of access.
Digital divide: The divide between those who have access to digital technology and the internet, and those that do not.
Cost: Implementing and then maintaining technology is costly particularly as systems can quickly become out of date.
Infrastructure: Problems with existing infrastructure, such as internet connections that are inconsistent and/or slow.
Safety: Key challenges including prevention of cyber-bullying, hacking of personal information, access to illegal or banned materials, and distractions from learning.
Physical harm: Poor posture and eyestrain from desktop computers; Repetitive Strain Injury (RSI) from controlling mobile devices.
Realization of potential: Evidence suggests the potential of digital technologies is not currently being realized; impact depends upon the way in which it is used.
Inequality of access
How can schools support the use of digital technologies in the classroom?
• Schools can allow teachers and learners the _ to explore potential new uses of devices and systems as well as combinations of technologies into novel digital environments. For example:
– _ is one way to encourage teachers and learners to create technological solutions to problembased tasks (see www.raspberrypi.org).
– the _ interface is a further way of encouraging learners to create their own environments and has been used to develop understanding in a wide range of subjects (see scratch.mit.edu). This will help to foster the effective dialogue and emancipatory practice that is a component of deeper critical understanding.
• Teachers and learners should be encouraged to _ their practice with each other in the classroom and more widely.
freedom
Raspberry Pi
Scratch programming
share
How can teachers support the use of digital technologies in the classroom?
• Teachers can make the best use of technology in the classroom by developing their _ of a range of digital technologies and considering carefully both how and why they can be used to support students’ learning. Effective selection of software and devices is only part of the story. The consideration of what learning will be achieved and how the technology may help is fundamental to its effective deployment.
• The SAMR (_,_,_,&_) model developed by Dr Ruben Puentedura is a useful reference when considering the implementation of technology in the classroom.
awareness
(Substitution, Augmentation, Modification, Redefinition)