With edtech, joy — not fun — is the goal
Computer or tablet usage in classrooms should be creating edtech joy rather than simply fun without learning, Matt Given of Seesaw asserts.
Technology has a critical role to play in early childhood education, but in today’s digital age, it is crucial to distinguish between passive and active screen time — especially for students in grades pre-K to 6. Part of that comes from distinguishing edtech joy versus screen-time fun.
“[T]echnology — when used properly — holds the potential to remove barriers between kids and their learning experiences,” Sara Dewitt, senior vice president of PBS Kids Digital, said in a whitepaper on edtech. “There is an incredible opportunity … to support early learners by empowering them and putting them in control of their own learning.”
Historically, parents and teachers have been reluctant to use technology with young learners, worrying that too much screen time might be harmful or impede the development of social skills. However, during the pandemic, the value of edtech for all students, even those in very early grades, became clear.
This shift highlights the need for thoughtful technology integration in early education, according to Julie Lange, director of digital literacy at Dubuque Community School District in Iowa. She and a handful of other district leaders joined me at a recent roundtable to discuss solutions to some of the most pressing questions about screen time.
At the heart of edtech’s immense potential to create vital learning experiences and promote equity are a few key distinctions, including the difference between active and passive screen time. Passive screen time involves plugging students in and hoping for an outcome, often removing the teacher and other human elements from the learning process. Active screen time, however, utilizes technology to support the teacher-student-parent learning loop. During the roundtable, I pointed out that this is the difference between learning that is self-directed and learning that is isolated. Students should be the agents of their learning process, but they should never feel alone.
Edtech joy vs. screen-time fun
Educators should draw a distinction between edtech joy and screen-time fun and be thoughtful with fun applications. At the roundtable, Mike Medvinsky, the former dean of pedagogy and innovation at University Liggett School in Michigan and now creative technologist at Detroit Country Day School, emphasized that while school enjoyment is positively associated with academic achievement, the objective of joyful learning is for the student to learn something through a playful activity.
Lange also advocated for digital activities that inspire curiosity, leading to real-world exploration and inquiry for students through offline engagement, social interaction and hands-on learning. When evaluating edtech tools, Medvinsky encourages educators to ask: “Does this promote student creation and active engagement, rather than passive consumption?”
Different ways to leverage edtech tools
Susan Uram, educational technology director at Rockford Public Schools in Illinois, pointed out during the roundtable that well-designed edtech can support all students and facilitate more equitable learning experiences. Edtech can enable increased expression and multimodal demonstrations of learning — all of which advance equity in the classroom. Uram suggested several ways teachers can leverage these tools:
- Adding audio instructions in addition to text in multiple languages
- Adding multimodal scaffolds to lessons
- Providing multiple ways, such as audio, video, text, annotation, drawing and more, for students to demonstrate understanding and share their experiences
- Customizing a vendor’s lessons with multimodal instructions or responses to provide additional support
- Customizing lessons for individuals or small groups
- Utilizing skills tracking and portfolios to streamline documentation and growth
Uram’s experience highlights the particular benefits of edtech for early learners and those with language or developmental challenges, as it provides multiple avenues for expressing knowledge. Technology can also make learning more transparent for parents by using video and other media to help them understand what they are learning and support their child’s growth. This strengthens the home-school connection and promotes a more holistic approach to education.
Do’s and don’ts to help educators frame effective edtech pedagogy:
Do
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- Do use edtech to empower human connections and enhance, not replace, human interaction in the classroom.
- Do use edtech to strengthen school-home communication and keep parents informed and engaged in their child’s learning.
- Do enable teachers to focus on shifting students from edtech consumers to purposeful creators.
- Do use edtech to capture the learning process and document student growth over time, not just final products.
- Do involve students in digital decision-making, which can help build their capacity for making informed choices about technology.
- Do provide multiple methods for students to share their learning in creative ways to motivate and encourage pride of ownership.
Don’t
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- Don’t neglect to communicate the purpose and value of edtech to students and families. Families should understand why you are using a specific tool and its benefits to student learning.
- Don’t use tools that weren’t designed for young learners in your elementary classrooms. Young learners have different needs and different paths to vital learning experiences than older students. You wouldn’t use a high-school textbook in a second-grade classroom, so don’t use a platform designed for secondary schools in elementary schools.
- Don’t use tech tools that isolate students and lead to too much solo device use, as this may lead to isolation. Instead, support students in self-directed learning that will lead to collaboration offline.
Understanding these key differences — between young learners and older ones, between edtech joy and fun and, particularly, between active and passive screen time — can help educators and leaders leverage edtech for student success. Effective pedagogy and best practices, such as fostering human connections and involving students in the learning process, are essential for maximizing the benefits of edtech in the classroom. When used thoughtfully, edtech has the potential to promote equity and inclusion among young learners. Today’s students, as digital natives, will shape the future of edtech as they enter the workforce and perhaps become educators themselves. Educators must look to the future and consider how this generation’s experiences might shape pedagogy over the next five to ten years — and adapt accordingly.
Source: https://www.smartbrief.com/original/with-edtech-joy-not-fun-is-the-goal?utm_term=AEE6C64D-A551-4448-AC86-73E9EA97DDFE&lrh=286d9352d62fd57e4fed3250c88b0f8daf660a6cf28a1a542f1b6f7d4db58c17&utm_campaign=AC59823B-4C3C-4F57-8D2A-7EDD2B31AA42&utm_content=E2CA0653-FE02-4B03-AF35-76C8919E67B0&utm_source=brief
