1.3.1: Teaching to Digital Learners
- Page ID
- 29121
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)How Digital Learners Influence Teaching and Learning Practices
Digital learners have certain features and likes about how they learn best. By understanding these and using teaching methods that match their learning styles, teachers can make a classroom where all types of students can stay involved and remember what they learn. Using technology in school helps students in two ways. First, it helps them learn better since it works with their interests and skills with digital devices. Second, it teaches them important technology abilities they will need later in life and careers. So using technology well in education both supports students right now in school and prepares them for success after school.
In future chapters, we will dig deeper into strategies in integrating technology into teaching and learning. The following information and learning strategies are provided to give you more context as we delve deeper into the topics.
- Personalized Learning: Understanding how each student prefers to learn, educators can design personalized learning paths that incorporate visual content, interactive activities, and opportunities for collaboration.
- Blended Learning: Integrating digital tools with traditional teaching methods allows students to engage with content both in and outside the classroom, catering to their digital preferences.
- Micro-learning: Delivering content in bite-sized, easily consumable formats accommodate shorter attention spans and aligns with a student's preference for quick access to information.
- Flipped Classroom: Inverting the traditional classroom model by providing digital resources for self-study at home and using class time for discussions and activities capitalizes on the students' digital literacy.
- Digital Assessments: Leveraging technology for assessments, such as online quizzes and interactive assignments, provides immediate feedback and aligns with digital students' familiarity with technology.
As we continue through this course, we will talk more in-depth about digital learning strategies, but the following are some ideas to get you started thinking about the concepts.
- Social Learning Platforms: Utilize online discussion forums, group projects, and collaborative tools to foster social learning experiences and encourage knowledge-sharing among peers.
- Mobile-Friendly Content: Ensure that learning materials and platforms are mobile-friendly, as digital-native students often access educational resources on their smartphones.
- Virtual Reality (VR) and Augmented Reality (AR): Integrate VR and AR technologies to provide immersive learning experiences, enhancing student engagement and understanding.
- Real-World Connections: Connect classroom learning to real-world applications and current events using online resources, case studies, and multimedia presentations.
- Digital Badges and Rewards: Implement a system of digital badges or rewards for accomplishing specific learning milestones, motivating students to achieve their goals.
- Data-Driven Insights: Use learning analytics to track students' progress and identify areas where additional support or adjustments in teaching methods may be needed.
Access to Digital Resources
We must remember, that many of these tools depend on access to digital resources. Digital technology can help to break down geographical and economic barriers, if we provide the appropriate access to our learners. For example, students who have internet access and a device can attend lectures from anywhere from esteemed institutions like MIT or Harvard through online courses. It is important to acknowledge that equity in access can be a huge barrier and that we cannot assume all learners have access. In later chapters, we will discuss the concept of digital equity more in depth.
Bruno, P. (2015) How People Learn. Edutopia.
US Department of Education, 2021. Digital Learning Teacher Guide.