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Effective Tips and Tricks for Studying
No matter how old you are, there’s always room for improvement when it comes to studying. Whether you’re taking the biggest exam of your life or you know your teacher or professor is going to give a pop quiz soon, efficient studying is a great way to be prepared.
Create a Routine
One of the best things you can do for yourself, whether you’re in fifth grade or college, is to make studying a habit. One helpful way to do that is to find a way to incorporate it into your daily routine at the same time every day. Perhaps it’s after dinner or right when you get home from school. Find the time that works for you, and make yourself sit down to study and handle any homework you have at that time every day or on as many days as possible.
Break It Up
Everyone’s been there. You wait until the very last minute to study, and you do it all in one sitting. Not only is it exhausting, but you probably also don’t even remember half of what you study. This is why it can be better to break it up and do a little bit each day. If you have a big project coming up in a few weeks, break it down into steps, and take on one of the steps every other day until everything is complete. If you have plenty of reading to do, break it down into chapters or pages, and read one section each day.
Get Some Sleep
While it can be tempting to stay up all night studying before a big exam, you’re better off getting sleep. Your brain and memory function better when you’re rested, so you can retain more of the information and do better on your test. If you didn’t get a full night of sleep, consider napping briefly during the day to help catch yourself up on sleep.
Clear Your Mind
Before you sit down to study, make sure you have a clear mind and that you’re not focused on something else. Take a walk, listen to some music, read a book or do some stretches. Try meditation. Do whatever it takes to get your mind in the right mood for study time. Be sure to take breaks while you study too. Resting for five minutes every 30 to 60 minutes may help you retain the information.
Create the Right Environment
Finally, create a good study environment. It can be hard to pay attention when the TV is on or when you’re constantly receiving texts from friends. Turn off your devices. If you don’t do well with quiet, use a fan for background noise, or turn on a radio. You may find it more effective to study to music that doesn’t have lyrics. Make sure you’re comfortable and organized. You’ll also want to make sure you have plenty of water and a few healthy snacks on hand if you’ll be studying for a while.
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Essay On Digital Learning
Public education memo.
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The Loss Of The Creature By Walker Percy
“The Loss of the Creature” is an essay written by Walker Percy that was first published in 1954. Percy makes an argument about how humans lost “sovereignty”. Sovereignty is defined as supreme power or authority .In his essay, Percy uses the word “sovereignty” as being able to experience things without anyone’s influence or opinion. In other words, he implies that people are unable to make their own decisions because their decisions are based on their expectations rather than what they actually experience.
Importance Of Hi Bailee: Improving Education
I agree with you that we need to change the way we teach because technologies got more advanced and it would be helpful if we ultilize it in our teaching routine. Technologies can also help students be more engage in the classroom instead of listening to boring lecture. This will help entertain students while improve education.
American Families In The 1900's
American families has changed drastically since the 1900’s. There are changes to our economy, food, jobs, education, family lifestyle, religion, technology and healthcare just to name a few. While we have made huge advancements; there are also many short comings that we are experiencing every day. Many of the changes has either helped or hindered the American people. The topics that will be the most advantageous or disadvantageous to children are healthcare, marriage, divorce, and technology.
Allegory Of The Cave In Fahrenheit 451 By Ray Bradbury
al.). Whether we like it or not, technology is here, and here to stay, so it is imperative that students are allowed to use it freely in the classroom, “78 percent of students believe the internet helps them with school work” (Lenhart, et. al.) indicating that students are not simply using the internet for their personal pleasure, they are using it to better themselves in their education. Technology is here, and here to stay, students everywhere are using it, and for even less than half of the schools in the United states to believe that it is causing their students to be in a “cave”, it would give those students an unfair disadvantage in life after high school because they would lack the skills necessary in the current work force. Another problem that many believe technology causes is the way students compare themselves to each other, and how it can be harmful to their self esteem, and ultimately their education. However, what most people don’t realizes is that the comparison of oneself to another has been happening for thousands of years. Proving that new technology has nothing to do with a new concept of comparing ourselves to others, “Exemplars of excellence against which rank-and-file citizens could measure themselves… we do the same thing when we catch our own image in a store window, or when we enjoy mingling
The Four Negative Side Effects Of Technology In Schools
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Essay On Virtual Education
Throughout this unit, there have been many reasons addressed as to how and why students learn at a different pace according to their personal interests, life experiences, skills and current knowledge. This is the basis of Thompson’s ‘virtual schoolbag’ concept. Although the curriculum is created to teach all students the same lessons inside the classroom, it is imperative that educators understand the diversity of student learning, and how it will progress at different rates, depending on their past experiences in learning, both within and outside of the classroom. This can be involving friends, parents, doctors, shopkeepers –anyone who has been involved in the child’s life in some way.
The Disadvantages Of Technology In The Classroom
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Argumentative Essay About Technology In Education
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Teacher's Perceptions
Limitations: The age group in which this experiment was tested was too young to show an increase in academic performance. The age group tested was grade six; this is an age group, which hasn’t reached the peak of their academic performance. This experiment is also an international experiment, which makes it in some ways not relatable to South Africans. This would be different as the lifestyle, languages and overall understanding of technology is a step behind in 3rd world countries.
Summary: The Benefits Of Technology
Last but not least, technology is also helpful because it benefits educated people. This is a true fact because students can use online resources as a learning aid, and teachers can use different software and presentations to teach. For example, “technology is helping teachers to expand beyond linear, text-based learning and to engage students who learn best in other ways” (). Another example of technology helping educated people is, “its role in schools has evolved from a contained “computer class” into a versatile learning tool that could
Essay On Digital Technology
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More about Essay On Digital Learning
Digital Learning Essay
April 15, 2014 Digital Learning and Affects on Education Education is one of the biggest factors in our life because it determines what we will be doing in the future. The reason I want to research how digital learning will change our schools and education is not for my benefit, but for the benefit of my children in the future. I would like to know what benefits and drawbacks my children would experience from this. Will schooling be done from home and online? Will every child be required to have a laptop, IPad, or Tablet? Is face to face contact with a teacher something that is necessary in our day and age of technology? For my children's future I want to know the answer to these questions. Throughout history we have many advancements. Technology has been one of the biggest. The top five advancements that have changed the face of education are Social Media, Online Classrooms, Tablets, Smartphones, and Free Online Resources. We can almost guarantee that in the future another advancement will be released that can help further our education or our children's education. This paper is going to introduce and further explore how digital learning will change education in the future. Listed below will be a few key subjects that will be discussed and further researched in the paper. How Students Learn Changes for Teachers Advantages and Disadvantages These key subjects will answer the question of how digital learning will change our education and our future. Before going further we should know exactly what digital learning is. A company called Alliance for Excellent Education has the best definition. “Digital learning is any instructional practice that is effectively using technology to strengthen the student learning experience. Di... ... middle of paper ... ... all ages do not know how to write in cursive anymore. Some students may not know how to sign their name in cursive since it wont be taught anymore. One thing that many people worry about with digital learning is that students will spend too much time in front of a screen and keyboard. It is believed that these kids will have less of a social life and will be less likely to communicate through talking, but choosing to communicate through online messaging and texting. Though students have a variety of information at their finger tips, this can cause temptation for students to plagiarize. Devices such as iPads and laptops are useful learning tools, but at the same time they can be a huge source of distractions. While students should be taking notes, they could be browsing the web, updating social media sites, watching videos, playing games or other distracting things.
In this essay, the author
- Explains that they want to research how digital learning will change their schools and education for their children's future. social media, online classrooms, tablets, smartphones, and free online resources are the top five advancements.
- Explains that digital learning is a wide spectrum of tools and practice, including online and formative assessment, increasing focus and quality of teaching resources and time, online content and courses, adaptive software for students with special needs, learning platforms, participating in professional communities of practice.
- Explains that education is important in today's economy, and that digital technology has changed the classroom.
- Opines that the learning experience is evolving and so are the teachers. there are many changes that are occurring for teachers in this age.
- Explains the advantages and disadvantages of digital learning, such as the ability to adjust content to student level and the temptation for students to plagiarize.
- argumentative
- explanatory
- Describes pretorius, naude, a culture in transition: poor reading and writing ability among children in south africa townships.
- Explains that the article was about malnutrition children in south africa, and how educational and nutritional programs are being set up in low-income families.
- Explains that future perspective-what issues in education technology will help shape the next millennium?
- Analyzes how the article provided information about the future and how technology will change the way we look at education. it gave examples of technology that has already changed classrooms.
- Explains that the article focuses on nutrition and physical activities that have shaped the young children in what they will become.
- Explains that the encyclopedia showed the educational view on nutrition and how it has affected students.
- Explains that the effects of nutrition can begin before birth, with the nutrition of the mother.
- Explains that the rise in poverty has led to the increase in nutritional needs for young ones.
- Explains that children who live in low-income housing tend to be under nutrition which results in loss of knowledge, brain power, and productivity. their ability to learn in school fails because of diminished attention spans and memory.
- Explains that the school breakfast program is a wonderful program that allows children to receive the nutrition they need. the only problem with the program is that most school districts are not required to offer it.
- Explains that nutrition affects the learning ability of children no matter the socioeconomic background. children are consuming more diets high in fat, sugar, and sodium than healthier items like vegetables and fruits.
- Explains the importance of a consistent sleep pattern when dealing with adolescents.
- Explains that lack of sleep is hindering children's performance in and out of the classroom. studies have shown that sleeping after a lesson is very important.
- Explains that the world around us is always changing, so for us to catch up we are changing too. many of these new technologies can improve the education system.
- Explains how technology such as the web makes it easier for disabled children to have one-on-one attention with a teacher.
- Explains how nutrition and sleep work together to produce a successful student in and out of the classroom.
- Analyzes how the book connected the psychology area of studies with the link between learning and nutrition, providing a different view on the subject.
- Analyzes how the article demonstrates to the reader that any child, no matter what socioeconomic status, is at risk for poor nutrition. it focuses on the link between nutrition and learning.
- Cites designs for measuring how the school breakfast program affects... (2000, may).
- Explains that the article provided different aspects in which the school breakfast program has affected students, including statistics and studies that supported the idea of nutrition affecting learning.
- Explains glewwe, jacoby, and king, e. early childhood nutrition and academic achievement: a longitudinal analysis.
- Explains that this article compared nutrition and learning and showed the affects each other has on one another. it also provided experiences that scientists have done in the past.
- Explains that nutrition in the early years of education can affect performance down the road. the article's facts are based on nutritional research.
- Analyzes how the article focuses on the importance of a balanced breakfast to begin the day. without this morning boost many children cannot function or learn properly.
- Explains rosenberg's statement on the link between nutrition and cognitive development in children.
- Analyzes how the article presents a look on how nutrition affects the cognitive development in children, including behavior, thought, and thinking process.
- Explains that afhk reports show link between nutrition and academic achievement.
- Presents the arguments and comparison of nutrition and academic achievement. key findings pertaining to this scenario are presented and defined.
- Explains that adolescents are in their growing years of development and sleep plays a very big role.
- Analyzes how the article helps the reader understand the importance of a healthy life style especially pertaining to nutrition.
- Analyzes the link between slow brain waves and learning success.
- Analyzes how the article pointed out how wave lengths can show how a student will learn. slow brain waves can equal to great success.
- States that even moderate under-nutrition can have permanent and long-lasting effects on the child. students need to eat healthy and exercise regularly.
- Explains that digital technology and its impact on education. illinois:national center for super coming applications.
- Describes how technology has changed the world of education through technology and what we can look out for the future.
- Explains that troccoli, k., pregnancy and early stimulation of babies.
- Explains that the article is devoted to the importance of nutrition in babies and its great effects down the road. it also focuses on poor eating habits in poverty.
- Explains bajcsy, r. technologies and learning. california: center of information technology research in the interest of society.
- Explains that this article was about children and what their sleep patterns should be. it gave information to parents of new-born on how the child should sleep at night.
- Opines that technology is a fundamental facilitator in the learning process and an important commodity in education.
- Explains the scale, the levels of technology implementation or loti, developed by dr. christopher moersch to measure the degree to which teachers use technology in the classroom.
- Explains that technology is ultimately a tool to enhance learning, and the most important consideration when selecting technology should be how to most effectively engage students in the learning goals that are set forth for them.
- Cites wolf, m. (2005, april). assessing technology integration in schools. the journal. retrieved on april 11, 2005.
- Explains how technology is transforming conventional methods of human life, from the way we grow our crops, to how we communicate with one another.
- Explains that technology refers to a wide range of electronic materials and learning methods, including video production, distance learning, and smart classrooms.
- Argues that technology can support higher-order thinking by engaging students in authentic, complex tasks within collaborative learning contexts.
- Cites barron, harmes, kalaydjian, kemker, and russell, m. (2004). measuring teachers' technology uses: why multiple-measures are more revealing.
- Explains that the smarter kids research program validates benefits of technology in classroom.
- Opines that technology will eventually replace classrooms and teachers in the future. the topic is important because it could result in jobless teachers and cheaper schooling for students.
- Opines that transitioning completely to online classes could change a lot about learning for the positives and the negatives for our country.
- Opines that converting to online classes would improve the student's intelligence, as it would save money and improve students' intelligence.
- Explains that wendy kopp, ceo of teach for all, believes that teachers are the motivators for students, and online classes do not have teachers.
- Explains that in order to get the full argument on a topic, there needs to be ideas from individuals that are neutral about the topic.
- Opines that there are many positive outcomes that this idea could bring, but there is many negative outcomes.
- Explains that computers can't replace real teachers. they also discuss the pros and cons of online education.
- Explains that technology has rapidly changed over the years and expanded our infrastructure greatly. the world of technology brings about many new improvements and shows no sign of slowing down.
- Explains that technology has allowed students, teachers, and parents to access unlimited resources instantly. the internet is a portal for students to connect to everything around the world.
- Explains that technology improves the use of resourcefulness and easiness to access materials, allowing students to take advantage of their education.
- Explains that technology has allowed distance learning to be effective and useful. it eases the workload on students and educators to provide a better learning experience.
- Explains that technology is everywhere in the world, so people learn to adapt with it. distance learning creates a more interactive environment and in some way makes students take higher responsibility for their education.
- Explains that technology has improved and broadened the means of communication between educators, students, and parents promoting a better learning environment.
- Analyzes how technology provides easiness to access materials and broadens the range of communication between students and teachers.
- Explains that technology stimulates the minds of students and teachers allowing a homegrown ingenuity unimaginable. different demands from different backgrounds have shown the advantages of technology into education.
- Explains how technology allows teachers and students to enrich the curriculum. technology provides a gateway for instructors to enhance their learning and engage students more.
- Concludes that technology has changed education for the better allowing access to unlimited resources, distance learning, and broadening the means of communication.
- Explains the premise of constructivist theory that learning is an active process of mental construction.
- Explains that digital learning provides an efficient way of studying, in which students access resources for studying through the internet using various digital devices.
- Analyzes elaine allen and jeff seaman's changing course: ten years of tracking online education in the united states.
- Summarizes cynthia stewart, christine bachman, stephanie babb's book, replacing professor monologues with online dialogue: a constructivist approach to online course template design.
- Describes digital learning as learning through computers, tablets, or smart phones over the internet.
- Explains that instructors are using different pedagogical methods to introduce interactive experiences for students, such as flip classroom method or blended learning method.
- Analyzes the percentage increase in enrolment in web-based courses between 2002 and 2012, which is 9.3%.
- Opines that modern technology has made it so much easier to obtain educational information for classroom or homework assignments. it offers educational games that stimulate the brain and helps children who have difficulty focusing on traditional teaching and learning procedures.
- Explains that the hardest part of typing was remembering where each key was, but once they learned the various keystrokes, it became second nature to type.
- Describes how they became obsessed with learning how to format and use a "floppy disk" that contained all their important projects. wordperfect revolutionized how we did business.
- Explains that the "modem" and "windows" environment are probably the most important advances in computers and completely changed our way of life.
- Explains that the internet, along with many online programs, has made the personal computer a virtual classroom in itself.
- Explains that pre-school children are learning alphabets and counting numbers through interactive educational programs that motivate them to learn the same as they would in a classroom environment and stimulate their imagination.
- Explains that college students are also benefiting from internet technology in taking college classes online. the internet and online class rooms have become a convenient way for students to receive an education and still fulfill family and job obligations.
- Opines that the internet has opened the doors of the world and unleashed limitless possibilities in research and education.
- Explains that smart technologies are reducing reading and writing ability, causing spelling and grammatical problems. smartphones, autocorrect, and word prediction besides texting have affected spelling.
- Opines that technology is making us smarter or dumber with the increase in the use of smartphones and autocorrect technology for the past ten years.
- Explains that autocorrect technology can misspell a word by automatically changing the intended word. this can cause miscommunication due to misspelled words and incorrect usage of grammar.
- Explains that drouin and davis (2009) conducted an analysis on people who use text language while communicating and non-text speak users to assess their levels of learning and misspelling of common words.
- Explains that they would like to conduct research by taking a group of 15 voluntary participants who are frequent and infrequent texting users of different age groups, gender, major, and student status from our university.
- Evaluates the impact of autocorrect, spell check, and texting on spelling and grammar.
- Explains that texting, techspeak, and tweens: the relationship between text messaging and english grammar skills.
- Explains that the nation has completely evolved from past times, with technology being one of the greatest improvements. the online learning system has proven to be just as effective as traditional learning, but with some minor differences.
- Opines that even with online education, employers are inclined to hire someone with a traditional degree versus an online degree.
- Explains that online learning exceeds the standards of traditional and non-traditional students for its accessibility.
- Analyzes how angiello's article, study looks at online learning vs. traditional instruction, states that students taking online courses are more prepared and properly adequate candidates for employment positions.
- Opines that online education is easier to acclimate and more time-consuming than traditional colleges. employers remain uncertain and some, with an inclusive, critical perception.
- Explains that computers are an essential item to have in the household. accountants and typists are no longer the only ones buying computers. children, teenagers, adults, and senior citizens use computers for different purposes.
- Explains how computers have brought school to the home. the mobile author can be used by human instructors to create their own intelligent tutoring systems and distribute them to their students.
- Opines that computers help uninterested children become more interested in their school work. although tutoring and learning on the internet is exciting and engaging, internet learning is in no way here to replace classroom learning in a physical classroom.
- Explains that teenagers have become dependent on computers for their social life, home work, and other aspects. the internet is to some degree replacing the phone.
- Opines that having a computer in the household is convenient for teenagers to work on assignments.
- Explains that computers have opened many different windows for adults especially in the work area and the social aspect of their lives.
- Explains that senior citizens don't have much experience with computers but still need one in their household. in 1995, the overall computer ownership in 55-75 age groups was 30%.
- Opines that computers are a must-have item in today's world, and that everyone should have one in their home.
- Explains that technology has been the driving force of change throughout history. the digital revolution has altered conceptions of time and distance.
- Opines that technology plays a huge role in the lives of students. students rely heavily on electronic and digital communications such as email, texting, and mobile phones.
- Opines that the modern classroom is undergoing a revolution in the way students learn and teachers teach. it is imperative that policymakers, educators, and citizens embrace and adapt to the change.
- Opines that students need to be exposed to and familiar with current technologies in order to compete in a world marketplace.
- Explains that students of all levels and abilities, as well as teachers, benefit from technology in the classroom.
- Cites bennett, maton, kervin, and spires, in the ceo forum school technology and readiness report.
- Cites sawyer's cambridge handbook of the learning sciences (pp. 97-118) and schacter, j. milken exchange on education technology.
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DIGITAL LEARNING
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“Once you stop Learning, you start dying”
Albert Einstein
INTRODUCTION
Digital is a word with numerous potential implications and suppositions. The strict significance references innovation or encoding data in zeros. We live in the advanced age, a time unmistakable as a result of pervasive systems administration and productive utilization of innovation in practically all parts of every day human life. We have been living in this time since the Internet started to change how we live, making Digital communication an essential normal for human activity.
A large portion of you more likely than not caught wind of Digital learning. The E-Education has surely lighted the instructing division. Gone are the times of slates, the chalks and the dusters. They have been substituted with electronic instruction which fortifies understudy’s learning knowledge.
SCOPE OF DIGITAL LEARNING
Freedom to choose the place.
Digital learning or e-education is not bounded with the traditional classroom type of teaching where every period was supposed to be of forty minutes but it has given the freedom to both the students as well as the teachers to choose their place.
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You can take online classes anyplace as indicated by your accommodation including going to it at the solace of your home. Be that as it may, this is appropriate for generally expert courses and not for the school going kids.
Time Consumption
Another gigantic bit of leeway that online learning has given to the understudies worldwide is that learning is not any more confined to explicit timings when the classes were led.
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You can pick your very own adaptable time and begin realizing when you are free. You can download recordings of the classes from web and you can comprehend what was educated in the class today.
Speed and Convenience
There is no compelling reason to contend with the remainder of the class but instead e learning enables you to learn at your very own leisure. The tutorial videos are available online and you can view it as many times as you want to make your concepts clear about a topic. This implies you don’t need to invest much time in one exercise as then the sections become progressively intelligent.
The Digitalized Content
Digitalized substance implies you get fantastic scholastic substance which is anything but difficult to peruse and get it. It is conveyed through the different specialized instruments, for example, PCs, PCs, mobile phones and other electronic contraptions. The substance is composed by exceptionally experienced scholastic substance journalists and they are enlightening upheld by videos and images for better understanding.
DIGITAL LEARNING TECHNOLOGIES
Portable devices.
Computers used to be the primary gadget for accessing the Internet, yet tablets and smart phones are leading the pack. These days individuals utilize an assortment of mobile phones, contingent upon where they are and what they are doing. Portability and simple access have turned out to be significant elements for Internet users.
Cloud-based learning
Cloud-based learning alludes to learning online while data are stored in the cloud. Learning resources are virtually available and can be accessed by multiple digital devices. Benefits of having a cloud-based learning system are:
- Secured Data Collection
- Time Consumption and easy maintenance
Flexible learning
The primary concern raised with respect to cloud-based learning is the security hazard. E-Learning suppliers should pick among facilitating and dealing with their own virtual stage and utilizing an outside supplier. In the second case, an intensive comprehension of the supplier’s terms, conditions, and arrangements is principal to guarantee an unhindered business activity.
Learning collaboration with Digital devices
Digital portfolios are online data collections that users can store, edit, and download, and these collections can include various formats as text, multimedia, and links. Such portfolios can be utilized for continuing learning video, yet in addition building advanced profiles, investigating learning information, and as a device for overseeing learning networks. Understudies will progressively utilize computerized portfolios to show their abilities and learning as they apply for school and employments.
E-LEARNING METHODS
Autodidactic Method These days this is the most well-known technique which uses wiki, blog and any perusing material like ppt, pdf documents to offer the initial knowledge to the employees. This also allows additionally enables Subject Matter experts to the group of learners on the classroom training to resolve their queries and doubts.
CBTs and WBTs
In this kind of learning, E-Courses are made accessible to the students as a CD or a Computer-based preparing (CBT), which can be kept running on the student’s framework. E-courses can likewise be made accessible through Web-based preparing (WBT), which use the web as a stage like a Learning Management System. The courses are self-guided, and the student has no connection with a teacher or individual students. This works very well for adult learners who are more motivated to learn, in order to learn new skills, update their resumes and attain professional excellence.
Mobile Learning
The simple accessibility and reasonableness of mobile phones has made the space for versatile empowered learning or mobile learning. Basically changing over e-courses to versatile perfect modules isn’t sufficient. The capacities of the mobile phone, including disk space, Internet connection, and the screen size must be thought about. Writing apparatuses like charm 8 give responsive plans to the e-course. This is a colossal advantage, as it chops down the expenses of generation just as the time taken to create e-courses for mobile delivery.
Social Learning
The impact of social media is very strong and it can be utilized for corporate learning as well. An ever increasing number of associations are understanding the genuine intensity of social learning and urging their representatives to collaborate more inside themselves and other similarly invested individuals. Employees collaborate and network on social platforms to discuss problems, queries, and experiences.
Simulation Tools Simulation eLearning is relies heavily upon graphics, video, audio. Importantly, there are often custom simulations videos or games, which could very well include 3D components. New software training is an example of a course that often includes a high degree of interactivity and simulations.
Game-based Interactive learning
Games are considered to be fun by all, but they can be a powerful techniques of experiential learning as well. Nowadays many organizations focus on the term Gamification which helps them to increase employee productivity and knowledge by motivating them to learn with game-based courses. Gamification focus on creating engagement and motivation for the learners to learn the things while they play.
The timing has never been better for using technology to enable and improve learning at all levels, in all places, and for people of all backgrounds. From the modernization of E-rate to the proliferation and adoption of openly licensed educational resources, the key pieces necessary to realize best the transformations made possible by technology in education are in place.
Digital Learning dashboards and collaboration and communication tools can help connect teachers and families with instantaneous ease. This all is made more likely with the guidance of strong vision and leadership at all levels from teacher-leaders to school, district, and state administrators. For these roles, too, technology allows greater communication, resource sharing, and improved practice so that the vision is owned by all and dedicated to helping every individual in the system improve learning for students. It is a time of great possibility and progress for the use of technology to support Digital learning.
- D. Picar, E-Learning and Motivation, White Paper, ITEC at SFSU, 2004.
- Tsai, C. W. (2011a). How much can computers and internet help? A long-term study of web-mediated problem-based learning and self-regulated learning. International Journal of Technology and Human Interaction, 7(1), 67-81.
- Trespalacios, J. & Rand, J. (2015). Using asynchronous activities to promote sense of community and learning in an online course. International Journal of Online Pedagogy and Course Design, 5(4), 1- 13. doi:10.4018/IJOPCD.2015100101
- Lin, Hung-Ming &Tsai Chin-Chung (2011). College students’ conceptions oflearning management: the difference between traditional (face-to-face)instruction and Web-based learning environments. Learning, Media andTechnology, 36(4): 437-452.
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Digital Learning In Higher Education
- Topics: E-learning
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The technological revolution holds great promise for education. Technology in communication, image and data processing in evolving at lightning speed, while also becoming cheaper and more reliable. The consequences for education are enormous. Technology has gone from being a set of solution in search of a problem to increasingly offering precise and well-defined potential for education. A technological revolution in education is becoming possible, even though it has not yet happened. Technology based education must help to build higher – order cognitive abilities, strengthen processes of inquiry, enable collaborative problem solving, and prepare people to complete in global markets and become productive members of democracies. Technologies are an important part of these approaches and strategies.
“Teaching in the Internet age means we must teach tomorrow’s skills today.”
INTRODUCTION
Current period is termed as digital age in which the information technology has resulted into major transformation in education, services, work and business practices. In the perspective of higher education, the IT based digital intervention has led to the situation where access is no more a challenge and the knowledge is ubiquitous. The on-going expansion of higher education for realizing the targeted gross enrolment ratio of 30 by 2030 has made the situation precarious due to unavailability of good quality teachers in requisite numbers and desired infrastructure support. A look in past indicates that this challenge of quality and infrastructure was realized many decades ago, when video lectures used to be recorded in video cassettes and then in CD ROM for mass usage, which has evolved into e-learning content and YouTube videos due to technological development. Digital learning technology increases student engagement in course, barrier free access to learning materials and the use of adaptive technology in digital content shows definite improvement in their performance.
In recent past, number of digital learning platforms have come up and are being successfully used by students and teachers alike. The degeneration in the class room teaching quality due to non-availability of teachers in both quantity and quality has made it inevitable for the students to look for good quality learning resources through different e-learning platforms like edX by Harward and MIT; Connect , ALEKS -adaptive artificial intelligent learning system, LearnSmart, Create etc. by Mc Graw Hill, NPTEL and online courses by IITs and top Universities of world, Coursera. As per a report, the India’s education market is likely to grow upto $180 billion by 2020 due to the expanding digital learning market and the demographic dividend. The share of digital learning market alone is likely to go up to $5.7 billion by 2020 due to fast expanding number of internet users, which may reach around 550 million by 2020 with about 40 percent penetration in the country’s population. Thus, it is obvious that there exists congenial atmosphere for growth of digital learning and its critical evaluation in the context of our nation is the need of hour.
Some of the positive features of digital learning are as
Access and Equity: Online access to similar learning resources offers the biggest advantage of all time access to all irrespective of their location, race, religion etc. i.e. it is barrier free and of same quality for all. It results in availability of learning opportunity to every human being on this planet earth without any discrimination and every society/community/nation can march ahead for knowledge driven growth. Also, the different learners with different learning capability can access the learning resources as per their capability and limitations.
Affordable: Digital learning is quite affordable as the major cost is usually incurred in the initial phase of setting up of digital learning platform and populating it with learning resources while, the recurring cost of providing access, its maintenance and up gradation are not that large with the prevalent technological solutions. This less price for good quality learning resource with lot of ease makes the digital learning very attractive.
Better engagement: The use of technology in digital learning has an attraction in presentation, and content, which is loved by the learners and leads to their better engagement. It also permits for use of gamification in learning, which really fascinates the learners.
Collaboration: Uniform availability of digital learning resources creates ample opportunities for collaboration and networking amongst different learners and teachers even without meeting physically.
Career development: Digital learning resources facilitate those with the quest to learn at any span of their age and build their career suitably as per the changing industry/society requirements.
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Formal and Informal education: Digital learning platforms integrated with certification based on testing through learning assessment tools have potential of being used for both formal and informal type of education.
Mentoring: Conventional formal education system is limited contact type education system and the students fail to get the mentoring as per their need. The digital learning platforms are evolving with the facilitation for as and when mentoring of the learners with minimum response time. It also offers the capability to adapt to the individual’s needs, personalized instructions, personalized doubts removal, and customized instruction based on analysis of learning capability of students and preserving it for continuous improvement using study behaviour and analytics.
Best quality and adaptability: Differing quality of teaching-learning in the conventional class room education is one of the big challenges. This variance in quality leads to varying interests of learners and a perennial desire of being taught by the best teachers in the respective field. Digital learning platforms once populated with the learning resources of requisite quality by the suitable course instructors can be invariably used by all for learning. Thus, the best quality education is available to all through the digital learning platform having the high quality learning resource with them. The quality of digital form of the learning resources has capability of being enriched and upgraded as per fast changing requirements of society/industry and making it available to learners as early as possible.
Teachers’ up gradation: Up gradation of teachers attaining higher age is a challenge in the current education system due to various reasons like social perception, no possible disruption in responsibilities shouldered by them, non-availability of time etc. Digital learning resources can be suitably used by the teachers for their up gradation and improvement without any hesitation and can continue to be a learner at every age, which eventually improves their teaching quality.
Virtual experiencing: Digital learning platforms have potential to offer hands on training to the students through virtual laboratory and industrial working & practices. This hands on working experience leads to better visualization and enhanced creativity of students.
Self-learning: The availability of digital learning resource from different sources for the same subject provides students with opportunity to improve their understanding through different perspectives of educators and proceed with self-learning.
Transparency and feedback: Digital learning platform is capable of keeping complete trail of the learners learning and testing. The electronic form of this learning process management is quite transparent and the feedback mechanism is quite effective. In view of easy availability of electronic version of knowledge resources, the teaching processes have been challenged significantly.
The students of present digital era have access to the virtual courses being offered by good quality teachers from different parts of the world and have access to the virtual laboratories, which is leading to the gradual loss of interest amongst students for attending structured classes. The informal delivery of courses in the form of nearly free e-content has limitations due to complete non-contact type learning environment which eventually leaves certain gaps in teaching of the courses. Shifting focus from faculty and their teaching to students and their learning is equally concerning as it leads to social disconnect. Learning hierarchies are not maintained as complete content is accessible and it leads to difficulties in application of knowledge at later stage. It is equally concerning to see that in the country like ours where good quality broadband internet access is in the state of getting expanded, the complete dependence upon digital education cannot be thought of.
Sometimes, the technology becomes a cause of distraction to the learner and paves way for the cheating in assessment processes. It also leads to degradation of handwriting skills of the learners, as they do not get ample writing opportunities. The content creation process involves technology support as well which means that more intellectual capital is required in the content creation and management as compared to the traditional education system which leads to shift in focus from quality to the presentation format and ease of access.
- Kamal Deep Singh,S. (2012). Computer in Education New Delhi, Dhanpat Raj Publishing Company (Pvt) Ltd.
- Arulsamy.S. and Sivakumar. (2009). Application of ICT in Education New Delhi, Neelkamal publication (Pvt) Ltd
- https://www.thehighereducationreview.com/magazine/digital-learning-in-higher-education.
- https://en.unesco.org/themes/higher-education/digital
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The Importance Of Digital Learning
Show More In the modern education system, digital learning is a major focus in order to improve and enhance the deeper learning among the students. In many K-12 schools in the United States, it is assured that every student has his own tablet through which students can easily get assistance in completing their assignments. As technology has altered almost every area of human life, there is an imperative need of upgrading our education system according to modern technological needs as well. To meet the economical and technological challenges of the world, the digital learning approach is been greatly emphasized. Digital learning, according to research, can be very effective to promote deeper learning and boost the academic achievements of students. Along …show more content… Due to greater amount of interest in technology, children can find it exciting to work on their assignments online and learn through creativity. As Brian Handwerk, a freelancer writer based in Amherst, New Hampshire, explained in his report for National Geographic News that, “Students saw learning gains after as little as 20 minutes of study on the iPad, the research found, and if supported with guidance from an instructor their improvement may have been even more pronounced, the scientists suggest” (IPads Improve Classroom Learning, Study Finds). He also included the reviews of physicist Matthew Schneps, who is a founding member of the Science Education Department at the Harvard-Smithsonian Center for Astrophysics in Massachusetts, to highlight the importance of using digital tools in order to promote academic achievements and make students highly motivated to learn with interest. In the United States, almost all learning institutions are now technology-transformed where students are prepared to be innovative in both education and research. It is also important for our students to be digitally literate because at the present time almost every matter of our life is dealt online, whether it is school application or medical record, economic matters or workforce requirements. According to the data shared by the …show more content… With the help of digital learning, the academic success of individual student can be facilitated by determining each student’s academic level, needs and interests. In fact, by involving digital tools for literacy purposes, students may not only stick to a single piece of information which they are looking for. Students will, instead, gather a chain of information by navigating through different sites showing the required material according to their assignments. As the authors clearly state in the article "The Digital Reading Path: Researching Modes And Multidirectionality With Ipads" that, “As we will demonstrate through a close analysis of student dyads working with iPads, the multidirectional nature of their reading pathways is a result of the facilities of the digital technology. The use of touch is read as a signal of student awareness of both the medium and the message they were trying to create” (Alyson, Walsh and Rowsell, p.123). The effectiveness of using iPad as a digital medium for literacy lessons is proved to work efficiently and promote deeper learning among
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The Various Effects Of Digital Learning On The Academic Performance
Digital learning has various effects on the academic performance of the students and this digital learning can help the students to improve their performance in the classroom. Digital learning really makes the students work easier. Because of this, the students may have an advanced knowledge by easily searching their lesson using this technology. With this digital technology, it gives more information to the students to gain more knowledge about their school works. There are lots of technology that were integrated into the classroom that help the students learn with comfort, and that allows the student to gain and recall more information. With the use of digital learning, it will help the students to be more active engaged in their lesson,
Analysis Of Have Smartphones Destroyed A Generation
For some of us, it is difficult to comprehend why our education systems have not yet made the transition to technology-based forms of teaching especially when we are in the era of technology. To others, the reasoning is clear and they support the original, dated usage of textbooks in a “traditional classroom” setting. The changes in our society are undeniable with the innovation of technology and social media. Although some authors, such as Neil Howe and Jean Twenge, argue that technology is deteriorating the minds of Millennials, technology is also providing Millennials with a way to create connections across communities.
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The topic I am going to focus on throughout this paper is how education has changed over time. Over the many years of education changing, technology has had a great impact on how we learn and how teachers go about teaching. The three main topics I am going to focus on throughout this paper is how technology has taken over, what new teaching and learning styles we have, and whether or not technology has really helped with education.
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In the next three years I hope to see technology more evenly spread across the learning spectrum. Currently the core classes are the ones bursting with technological capabilities, which allows our teachers to reach the 21st century learner by being able to connect with them at their level. The 21st century uses technology for everything; they have digital calendars, notes, and they visit one another through virtual facetime sessions. We need to adapt our teaching styles to be innovative with technology so we can teach our students the timeless skills otherwise known as 21st century skills. We need to teach to the unknown, so that our students can be prepared for their
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Born in the digital age and surrounded by digital products, students today are referred as “digital natives” who have gained specific technical skills and are fundamentally different from the older generations in the way of thinking and processing information, thus they require a new educational approach (Prensky, 2001). To engage with the younger generations, Prensky (2001) suggests that educators, who are considered as digital immigrants, should change their teaching methodology and content. As the development of information technology in the 21st century has significantly increased the speed and greatly ameliorates the way students communicate and gather information, digital technologies such as computers and digital games are now suggested
The Impact Of Technology On Education
As we navigate through the 21st century, technology in the classroom is becoming further predominant. iPads are replacing our textbooks, and we can research any desired topic on our smartphones. The impact that technology has had on today’s schools has been utterly momentous. Educators have now seen firsthand the numerous benefits of technology in the classroom. According to a study by IT Trade Association CompTIA, around 75 percent of educators have come to the conclusion that technology has a positive impact on the education process. Educators have also recognized the significance of developing these technological skills in students so they will be prepared to enter the workforce after they graduate (Cox). By incorporating technology in the classroom, teachers are setting our students up for a successful life outside of school. The increase of technology has even changed how teachers teach along with how
Compare And Contrast Digital Literacy And Digital Literacies
As schools promote 21st-century learning, there has been a push for literacies which encourage students to be 21st-century learners. The two overarching literacies, new and digital, has taken over the three R’s literacy, reading, writing, and arithmetic. New Literacies continuously change due to the new technology emerging providing different ways to get information and communicate with others (Leu et al., 2015). In contrast, digital literacy is the ability to use digital tools to access information for understanding and communication (Jose, 2016). New literacies and digital literacies also differ in aspects of use in the classroom. New literacies are the building blocks for digital literacy; which are the skills students need to understand the internet (Maloy, Verock-O'Loughlin, Edwards, & Woolf, 2017). New literacies can be taught without the use of technology because students are learning to locate, evaluate, synthesize, and communicate information. Teachers can demonstrate these skills using encyclopedias and journal articles to gain a minimalistic comprehension. Once students learn the necessary understanding, teachers can transfer these skills to online which will promote digital literacy; furthermore, digital literacy can only be taught using digital tools. Teachers would teach students how to use computers and the social practices of the new literacies to gain an understanding of the digital literacy (Jose, 2016). Furthermore, digital literacies
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Essay on Online Education | Advantages and Disadvantages of Online Education Essay
March 3, 2023 by Prasanna
Essay on Online Education: Online learning is one of the imminent trends in the education sector around the globe. This mode of learning is done through the internet. With advanced and upgraded technologies, this mode of learning has been made simpler. Online Education is also preferred in higher learning Institutions. This article will render the students about online education, its outcomes, and advantage in short and long essays on Online Education.
You can also find more Essay Writing articles on events, persons, sports, technology and many more.
Long and Short Essays on Online Education for Students and Children in English
We provide children and students with essay samples on a long essay of 500 words and a short essay on Online Education in Lockdown of 150 words on the topic “Online education in India Essay” for reference.
Short Essay on Online Education 150 Words in English
Short Essay on Online Education advantages and Disadvantages is helpful to students of classes 1, 2, 3, 4, 5 and 6.
Education is an integral part of people’s lives; it will either make them or break them in the prospect depending on their careers. Education is broadly diverse today compared to the 1950s because of progressions in teaching methods and other prominent inventions that implement more apparent teaching techniques.
In E-learning, the students study from home or any other place, that is most convenient for them. They can acquire learning material online. The study materials in online education could be texts, audio, notes, videos, and images. However, the method of study has its benefits and various drawbacks too.
Online education is suitable for those who can not visit or obtain the traditional education method for one reason or the other. Nearly 6.1 million college students are currently attending online courses, and this number is growing by around 30 percent yearly.
Online education provides a myriad of advantages for people, as well as companies because it allows for, among others, flexibility. A great way to benefit more from online education is to consolidate online education and traditional ways of teaching.
Online Education Essay 500 Words in English
Long Essay on Online Education 400 Words in English is helpful to students of classes 7, 8, 9, 10, 11 and 12.
Introduction: Online education is an amenable instructional delivery process that includes any learning that takes place via the internet. Online learning enables educators to communicate with students who may not be capable of enrolling in a traditional classroom course and assists students who need to work on their own schedule and at their own speed.
Every discipline is registering a surge in the volume of distance learning and imparting of online degrees, with remarkable pace. Schools and institutions that offer online education are also growing in number. Students pursuing degrees through online methods must be scrupulous in ensuring their coursework is completed through a valued and credentialed university.
Online education is known to offer the benefit of synergy. Here, the format employed makes room for dynamic communications between students and the teachers. Through these communications, sources are shared, and an open-ended synergy evolves through a learning process. When each person bestows a view or opinion through discussions and comments on others’ work course, it benefits the student to learn better. This unique advantage is manifested in a student-centred virtual learning environment that online learning format alone can contribute.
With online classes, we don’t need to travel to a different city or commute long distances. We can stay where we are and keep our current job while we work toward improving our career with an online degree. Online education also helps digital nomads—someone who espouses a technology-enabled or location-independent lifestyle. We can watch lectures and complete our coursework wherever we are.
Whether we are a full-time or part-time online student, the online education experience provides a much more manageable schedule. Online education has gained much approval on account of its cheapness. Such is the fact that online courses are more affordable than those offered at schools or colleges. While studying in universities, we may have to spend some money such as transportation, lodging, and meals, online education may not require such expenses.
One of the important aspects of online learning is its inherent flexibility, however, there is a catch, one has to be extremely self-motivated. The best online students develop various approaches for staying up to date on their coursework. Things like setting aside time every week to study and create a workspace with minimal distractions can help immensely.
Conclusion on Online Education Essay
Online education’s potential advantages involve increased educational access; it provides a high-quality learning opportunity, improves student outcomes and skills, and expands educational choice options. Therefore, location, time, and quality are no longer considered factors in seeking degree courses or higher education because of online education.
Advantages and Disadvantages of Online Education Essay
Introduction to Online Education Essay: Online education refers to the type of knowledge which is imparted through the internet. Millions of people globally are enrolled in online courses and can learn from the comfort of their homes. Online education can come in different ways; they could be educational webinars and videos on the internet or even face to face learning on the laptop with the teacher, which utilises the internet.
Online education contributes a myriad of advantages for people, as well as companies because it provides flexibility among other work. This indicates that despite people’s physical locations, they can accomplish the same level of education by taking similar online courses.
Teachers and professors optimise the timelessness and focus of the learning curriculum while students are able to fit learning time into their hectic schedules. Online education offers extensive benefits to students by giving a manageable schedule, student enhancement and augmented education access and choice.
Advantages of Online Education
Online education enables us to learn from various mentors and teachers in different areas, increasing our knowledge and perspective. It reduces nervousness among students, as many are able to communicate more through online education than regular classes. One can learn from merely anyplace as long as they have an available internet device.
Online education normally provides a chance to study at our own speed as there is no rush. Most online courses are usually enjoyable and more comfortable compared to attending traditional classes. It spares you the inconvenience of having to travel to a particular destination every single day.
Online education usually is more affordable. Online education further happens to be comparatively cheaper in comparison to conventional educational approaches. Under traditional university programs, the students are required to compensate for transportation, textbooks, institutional facilities such as gyms, libraries, swimming pools, and other costs that expedite the cost of university education up. Online education, on its part, charges only for tuition and additional essential expenses. Virtual education thus offers both the wealthy and the poor an opportunity.
It allows one to learn innovative approaches through the internet and therefore become more skilful. In online education, if there are any variations in the syllabus, updates can be done instantly compared to conventional means of education.
Online education is flexible and adaptable since one can study at any time, even at midnight. It can help increase the grades of some people as compared to standard traditional education. Some people learn more through online education.
There is no need to wait for office hours to speak to the instructor; you can immediately access them through chat or email. There is considerably a large amount of educational information on the internet. Online education can also help one to be in the mix of a diverse group of people from varied educational, social, cultural and philosophical backgrounds. The subject matter is always available on the internet, unlike traditional education.
Disadvantages of Online Education
The advantages that online education brings to students are immense and indisputable. Pursuing an online course is an excellent option in education, particularly when traditional learning situations have many obstacles, such as commuting or distance. However, as everything has two sides, online education also has some fundamental drawbacks that can be inconvenient.
Using the computer too much can make the students prone to plagiarism. It can also cause vision problems as we sit near the laptop almost the whole day. Online education may also hinder physical development. Online education can be quite complicated for a person to be accountable for their own learning without someone to drive them to do something.
Online education detaches you from your classmates. One might need to put in extra time in some cases to understand the learning process. It is easier to cheat in an online exam than when in a class and hence may not be advisable during exams. Online education also gives one a lot of autonomy which may be critical for our learning. There are a number of distractions on the internet through adverts, and this might interrupt our learning. Online education also has significantly less self-assessment.
Online education has both advantages and shortcomings, but it is an excellent method of learning that can help develop a student’s performance. To succeed in online education, one should choose an ideal university and course to avoid pursuing education from among the various suspicious universities that employers may reject. The other most essential thing is to assure that one needs to maintain communication with the school faculty and fellow students. The important point is proper time administration that helps one manage our time to complete and submit prescribed assignments in time.
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In This Section
- Bridging the Digital Divide
- Project Summary
- Note to Instructors
- Photoanalysis of a Family Photograph
- Finding the Historical Context for the Family Photograph
- Sephardic Jews and Their History
- The Ladino Language
- Sara's Story
- Jacob's Story
- Morris's Story
- Clara's Story
- Photoanalysis of the Marriage Photograph
- How This Family History Project Has Been Researched
- Connections to World History
Bridging the Digital Divide: Reflective Essay on "Teaching and Learning in the Digital Age"
Introduction.
During the past decade there has been considerable discussion about the "digital divide," the widening gap between the technological "haves" and "have nots" in the US and globally. 1 Many have predicted that this gap will become ever wider over the next decades, and that significant numbers of poor peoples and nations will be left behind in the revolution in information technology that is sweeping the globe. It is indeed disquieting to think that the global technological transformation now occurring will only serve to intensify disparities and inequities among peoples, however, my observations of this project in relation to recent trends, I am optimistic that over time, the "digital divide" in the US will be narrowed, and that most sectors of society, domestically and globally, will partake of the new technologies and utilize them towards their ends. While digital divide issues have played a role in the experiences of the Southern California cluster in this project, I believe that the conditions that created them are rapidly changing and that the spread of new technologies will shortly lead to an outburst of creative development in higher education, and possibly towards the emergence of a new paradigm in teaching and learning.
Historians and The Digital Divide
My role in "Teaching and Learning in the Digital Age" as Southern California cluster leader has largely been that of coordinating the efforts of six historians to develop web-based teaching materials for the world history survey course, and to identify and work with a small group of historians to review and "field test" those materials. Our objective has been to see ways in which web-based materials can facilitate the use of active learning strategies using primary sources in the survey course, so that history survey courses can also be used to enhance the teaching of critical thinking skills in the general education curriculum. Through all, our objective has nurture a small "learning community" of historians who span the gap between two and four year institutions and who engage in constructive dialogue on the nature of the project and the teaching and learning issues it embodies. Although "digital divide" issues have played a role in the unfolding of the project during the past two or more years, these will cease to be as critical as the new educational technologies become more commonplace, easy to use, and as more computer-literate persons enter the historical profession in years to come. When the technologies become more familiar, we will be able to reflect on the teaching and learning issues with greater assurance than we are at present.
Many history faculty express some reluctance to incorporate Internet-based assignments into their classes because of the problem of access. On my campus, for example, a recent survey indicated that 30% of our students do not have Internet access at home. Thus, if we assign our students web-based materials, many will have to work on the project at one of the computer labs on campus. Additionally, some colleges have very limited student computer facilities, further complicating the problem of access. As many students are juggling their education with work and family obligations, problems of access are sometimes viewed as a hardship. Many instructors have worried about this problem. Are we discriminating against our students if we mandate that they complete computer and Internet-driven assignments? At the same time, we know that to be competitive and functional in their world, they must be computer literate. Paradoxically, are we discriminating against them if we do not require them to do computer-based assignments.
Although this has been the first question raised by faculty with respect to this project and hence has become the de facto framework guiding discussion, I believe there is often a deeper reluctance at work. The fact is that many faculty members in history and other fields in the humanities are only minimally computer literate (simple word processing and, increasingly, email). In my small History department, which consists of eight tenured or tenure track faculty and a cadre of approximately 4-6 part-time instructors, three of the eight full-timers do not have Internet access from their home office computers and are only now getting office computers that will enable easy Internet access.
Moreover, and more to the point, most of my colleagues believe that the Internet has little to offer them as a research tool, as either they work with textual materials not presently available on the Web or they specialize in types of research (e.g., close reading of texts) that makes the Web irrelevant. They have little incentive to explore the use of the new technology in their teaching, nor any particular interest in the use of technology for its own sake. It is a hard sell to convince them that they should try something new and technologically different from what has been tried and true both in their classes and in their experience as professional historians.
Thus if my department is not atypical, although the reluctance of history faculty to explore the new teaching technologies may be framed in terms of concern for students, the "culture" of the historical profession is an equally significant or even greater factor. In a subtle way, I believe these factors have also emerged in the work of our core group. Completing our projects has required far more computer literacy than we had anticipated, and for a majority of the core faculty, the technological dimension was the most challenging aspect of the project.
While at present use of the Internet is largely "transparent," i.e., easy to access and user friendly, at this time in the history of the technology, construction of web-based sites is not so transparent, although it is becoming easier all the time. That is to say, construction of web-based lessons requires much more than minimal computer literacy, as well as use of fairly expensive equipment such as fast and large computers, scanners, digital cameras, etc. While many people in the US do have such equipment for their personal use, the struggling academics I have worked with by and large do not, nor do they have lots of disposable income with which to purchase them. This equipment has not yet become part of their repertory of home consumer products the way that television sets and other appliances are, for example.
For most of the Southern California core faculty in this AHA project, the technology has been the most daunting aspect of our charge. Except for Nancy Fitch of CSU Fullerton, who easily was the most advanced among us in terms of her experience with the technology of developing web-based materials, the others were inexperienced and had varying degrees of understanding of the enterprise as a whole. Again, most of us had little or no experience engaging in our own research using the Web and no experience at all in using computer-based technologies in our teaching. Although Professor Jan Reiff of UCLA helped to orient us to the issues implicit in the project, most of us have had to learn by doing-evidence for the constructivist learning model?
For most of us, technical support from our institutions ranged from non-existent (Bill Jones at Mount SAC and Tom Reins at Fullerton College) to partial (Dave Smith at CSU Pomona and Lael Sorenson at CSU Los Angeles). For myself, I relied upon a colleague who teaches computer-based instruction courses at my university. Without Nancy Fitch's personal one-on-one assistance to several core faculty, we all would have had a far more difficult time. Thus our institutions reflected the digital divide in American higher education--between two and four year institutions and between teaching institutions and research-focused institutions--in terms of computing capability and especially in terms of technical support. In this respect, the participants in this project have been on the other (wrong) side of the digital divide during the time the project was underway.
Problems in the History Survey
As our charge in this AHA project was to focus on the role of new educational technologies in the teaching of the world history survey course, it is of interest to see ways that the core faculty considered the use of technology to address the problems inherent in the teaching of the survey course. These problems are: 1) the problem of student motivation; 2) the problem of "coverage" and, 3) the problem of integration of skill development with content delivery. 2 Although these problems are interrelated, we will consider them separately here.
With regard to student motivation, the survey course is primarily designed as a venue for students to learn basic historical information as well as basic historical concepts. The former often consists inevitably and unavoidably in the retention of historical facts, such as names of historically important people and dates of historically important events, while the historical concepts are most commonly comprised of notions such as chronological thinking or cause/effect sequences. It is probably fair to say that in our assignments and exams for the survey courses, retention of factual information is emphasized at least equally as understanding of basic historical concepts, and probably more so.
We have a basic contradiction with regard to history survey courses, in that we focus on historical facts but we are reasonably certain, based on anecdotal evidence that students offer, that the majority of these historical facts will not be retained in the students' memories for very long after the class has ended. We must teach our students the historical facts if the students are to achieve any of the other skills and insights associated with historical knowledge. In particular, analysis of documentary materials, interpretation of historical events, and construction of historical narratives all require knowledge of the basic historical facts, and the survey course is where this knowledge, precursor to higher forms of historical understanding, is introduced at the college level.
Yet we know that many students find the memorization of names and dates to be onerous and boring. How many of us have heard from students that they "hated" history in high school because "all we did" was memorize names and dates? A student will likely be turned off to the joys of historical investigation because the names and dates that have to be learned have little or no intrinsic meaning.
By and large, our core faculty did not directly address a technology-based solution to this problem, although it was an implicit element in their projects. A technology-neutral approach to the problem of motivation of students in survey courses generally focuses on three types of classroom assignments or activities: 1) those that personalize history through examples; 2) those that study a certain number of events or topics in-depth ("post-holing"); and, 3) those that emphasize active learning, or "doing history" through investigation of primary sources.
The first solution, personalizing history, is often attempted through lectures and readings about persons who lived in the past, but can also be linked to autobiographical or family history assignments. The second solution, in-depth focus, is usually modeled in lectures and then accomplished through assignment of a term paper based on secondary sources, or through a series of shorter writing assignments based on additional reading of secondary sources. The third, active learning through historical investigation based on primary sources, is less frequently employed in the survey courses but often provides the basis for discussion sections or full classroom sessions devoted to discussion of primary sources from readers that often are companions to world history textbooks.
All of the web-based projects developed by the Southern California core faculty can be used to implement one or more of the solutions to the problem of motivation. All of the projects use primary sources in conjunction with discussion questions developed by the lesson designer (active learning through primary sources); all lend themselves to production of one or more specialized writing assignments (post-holing); and at least two (Fitch and Pomerantz) provide the basis for biography and family history projects (personalizing history).
However, in general the core faculty themselves did not overtly address the issue of the role of technology in dealing with student motivation. As a rule, each instructor develops and refines solutions on a dynamic, on-going basis through the process of teaching, and generally these solutions are achieved by relying more on in-class discussions, either whole class or in small group format, and through refining the selection of assigned materials. These solutions have been made, for the most part, without having thought about technology as an aspect to the solution of a teaching and learning problem, and most of the core faculty simply reproduced the structure for in-class discussions and group work onto the web. A basic question that needs to be asked, and which has not yet been asked, is: what do these web-based lessons add to the solution of the problem of motivation that is unique, that cannot be solved effectively through non-technological means?
The second problem, related to the first, is that of "coverage." The greater the chronological and geographical scope of the survey course, the harder it is to cover all the material, and the more critical the problem of student motivation becomes. If what I have noted above is true, then students become more interested when there is time to stop and smell the flowers, so to speak, rather than "viewing flowers on horseback," as the Chinese expression goes. I think it is fair to say that none of the Southern California core faculty in this project consciously considered the role of technology in addressing this problem, although it was implicit in their choice of lessons to develop in the web environment. As with the first problem, a next step is to consciously ask the question of whether technology can provide a different or better solution to the problem of "coverage" in the survey course. Is there some new or different way that computer-technology can assist us in addressing this problem?
Finally, we have the problem of the integration of basic skill development with course content. All of us fret about how to organize our courses so that all the relevant periods of history are covered in sufficient depth, while at the same time using the opportunity afforded by the course to teach or reinforce basic skills such as critical reading, writing and analytical thinking. While in theory this interface should work smoothly, in practice it often involves a constant juggling act in the allocation of instructional time between skill development and content coverage. Many faculty members express frustration at what they perceive as their students' low level of basic skill mastery and resent having to "take time away" from the content of the course to spend time working with the class on writing effective theses statements or topic sentences, for example, or ways to develop a good paragraph, or how to read for the main idea.
As with the issues described above, each instructor develops his or her own individual solution to deal with the problem of integration of basic skills, and in general, as in the cases described above, these solutions have generally been made without regard to technological solutions. Indeed, some faculty may feel that adding technology to the mix poses additional problems for the instructor. Not only does one have reading, writing and critical thinking skills to take time away from the course content, but now one has to deal with problems of computer literacy! Rather than being an enhancement, therefore, technology may be seen as a burden by faculty struggling with the problem of covering a great deal of course material.
The task of the Southern California cluster in this AHA project was specifically to see how we could use the new technologies to facilitate the development of critical reasoning skills of students in the survey courses through use of different types of primary sources. The focus on critical thinking derived from our view that history as a discipline lends itself to strengthening of critical reasoning skills, especially by teaching students how to read texts closely and evaluate their utility as historical sources. While historical habits of mind may differ somewhat from critical reasoning as defined in the general education curricula, there is still considerable overlap, and this is where our group of historians wanted to focus their efforts.
As in the case of the other problems delineated above, however, there was some ambiguity in the ways we dealt specifically with the role of technology in addressing this problem. At least three of the six projects (Fitch, Sorenson, Pomerantz) sought to integrate pictorial sources with written texts, and in one case also began to experiment with incorporation of audio-based source materials as well, thereby utilizing one of the important features of the new technology. We have yet to address the question, however, of what is different about using these sources in a computer and Internet-based environment from using multimedia resources in an in-class environment.
Similarly, we did not address ways to use hyperlink technology to specifically focus on basic skill development. For example, we have become accustomed to using spell checkers and sometimes grammar checking software to improve writing and expect our students to use these word processing features. Dictionaries and multimedia encyclopedias are yet other examples of hyperlink reference functions that aid in writing, as is software specifically designed to help students organize essays and develop generalizations. Are there ways we could have used hyperlink functions to aid in critical reasoning skills? Perhaps, this must remain for further research and exploration.
Thus, the Southern California historians who have participated in this project have varied in their approaches to the questions posed above. For all of us, I think it is fair to say that the web-based projects we developed have served as "extras" rather than as "staples" in the survey course "diet." For most of us that diet consists largely of lecture/discussion format, with some emphasizing the former over the latter. For example, one core faculty member, Dave Smith, has developed his own survey teaching method that emphasizes group projects oriented along structured comparative categories for analysis ("Doing World History"); this method was developed for use in an in-class environment and has not been expanded to consider its functioning in a web environment. Others are eclectic, incorporating group work as aspects of class discussion time. As our classes vary in size from about 40 over 100 students, there are different choices instructors make about how to structure in-class as well as out-of-class time.
One further point needs to be noted about the experiences of the core faculty in developing their materials, and that is the problem with fair use of copyrighted materials. For in-class use, instructors tend to be very informal about their use of Xeroxed materials and rarely perceive the need to obtain permission of the author or publisher. For our web-based lessons, however, we had to be very cautious in this regard and could utilize or link only to materials in the public domain. This necessitated considerable searching in some cases, and considerable hand-wringing. In one case, that of Lael Sorenson's lesson, the web-based lesson differs considerably from its printed version because of the constraints the project observed with regard to copyright regulations.
In general, the core faculty approached the problem of their "assignment" in this project by thinking about topics and assignments they were already teaching, and seeing how those topics and assignments could "translate" to the web environment. This is a reflection of our current level of understanding of technology and its impact on learning. If we consider teaching, especially the integration of new technologies into teaching, as a developmental process, then this project has served to provide each of us with a "snapshot" of our stage of development at this particular point. I think that as the technologies become more familiar and more transparent, we will become more sophisticated in our thinking about their role in the teaching and learning process and more adept at using them to inform our work.
Towards a New Paradigm?
In November 2000 my campus (relatively small and underfunded, beset with many of the same problems experienced by other small, relatively poor colleges nationwide) celebrated its first ever "Technology Day." This day-long program provided an opportunity for the campus community to learn about the technological infrastructure that has been put in place during the past few years on our campus. In the past ten years, approximately $2-$2.5 million has been spent (in campus, CSU system, and federal funds) to upgrade the campus "backbone" and to purchase up-to-date desktop PCs for each faculty office. Starting next year, the University plans to provide each class and each faculty member with individual web sites, so that on-line discussion groups, class sessions and examinations, in addition to web-based lessons and assignments, will be feasible. Additionally, in the next couple of years, "smart" classrooms will be constructed throughout the campus, giving faculty instant access to our multimedia resources in their classrooms, including digitized films and videotapes. Faculty will be able to access Internet sites directly in the classroom as well, and students will have enhanced Internet access from campus computer labs and from terminals at student housing facilities.
One may think that even the relatively modest capital investment made by my university is beyond the means of many struggling colleges and universities in the US, but on the contrary, it is within the resources of many more. My university is about in the middle of the nationwide curve technologically. It is also worth noting that the rapid expansion of wireless technology may soon lower even these relatively modest capital outlay costs. The wireless revolution is presently enabling the "have nots" to leap directly into a wireless-based technological transformation without much capital outlay at all. This means that what I have described above either has happened already at your institution, or will be happening soon. We in higher education will soon no longer be able to think of ourselves as "have nots" with respect to the "digital divide," and it is time to examine the possibilities embodied in the new educational technologies and to think about what implications they hold for the teaching and learning process in our field.
We are in the midst of an era in which many changes are occurring in higher education, some but not all of them fueled by new communications technologies. In particular, Internet technology is facilitating an explosion in distance learning or mediated instruction courses and programs. The web-based projects developed in the AHA's "Teaching and Learning in the Digital Age" are ambiguous as to the ways they might be used by instructors. They might be used as an adjunct to the traditional survey classroom, or they could conceivably form part of a course taught entirely through Internet-based distance learning. Both non-profit and for-profit educational institutions are experimenting with the use of synchronous and asynchronous instructional modes that allow students to take courses "anywhere, anytime," at their own convenience, a phenomenon that may be a fad but more likely is not.
From teacher-centered instruction, the focus shifts with computer-based technologies, subtly or not so subtly, to student-centered learning. The student's active learning is facilitated in that the computer-using student is in a better position to direct his or her own access to information through use of the Internet. This possibility carries with it enormous potential for shifts in the teaching and learning process.
The changes in the "teaching" part of the "teaching and learning process" as a result of the new educational technologies are more readily apparent than are those in the "learning" part. As we undergo transformation from a teaching-centered to a learning-centered model, from passivity to activity on the part of the student, and from information-centered to analysis-centered as to course content, it appears that the role of the instructor is diminished. From master of the classroom, quite literally dominating the classroom from the lectern, the instructor now becomes a guide or facilitator. It is a more modest, and perhaps a more passive role than that to which we are accustomed, and instructors may feel that they have less control over their student's learning. The outcomes seem even more intangible and transient than in the conventionally taught class, because at least in the traditional classroom we knew that something had happened, because we made it happen. As noted recently by Lloyd Armstrong in Change , the publication of the American Association of Higher Education, the role of the instructor in the new educational technology is now "unbundled," with potential that poses many problematic issues for us as faculty:
The knowledgeable professor defines the material to be taught; experts in multimedia pedagogy create the structure of the course, technical people implement it; and assessment experts evaluate the course's success in enabling students to learn. The resulting course may contain lectures by the professor who defined the course, a multiplicity of experts lecturing on specific points, or lectures by a hired presenter to reinforce the course's concepts, or it is also possible the course may have no "talking heads" at all. 3
It is more difficult to get at the changes we might anticipate in the "learning" part of the "teaching and learning process" under this technological transformation. Instructors who have taught recently using asynchronous Internet transmissions report anecdotally that they feel their students are more actively engaged in the class material through the virtual discussion groups and greater opportunity for student-instructor interaction. 4
But to date the research on student learning in distance learning or mediated instruction environments is generally unhelpful in addressing more concretely the question of how or in what ways the student learning differs from that in the traditional classroom. Much of the research has framed this issue in terms of whether or not the learning in distance learning is comparable with that in on-campus classrooms, by looking at various equivalencies, e.g., whether the student is receiving the same level of quality in instruction and services, and by examining student attitudes towards their educational experience in the distance learning environment. Although a great deal of effort is going into the study of these questions (by accrediting bodies and funding agencies, for example), to date the research is inconclusive. 5
The "Teaching and Learning in the Digital Age" project has provided us with the opportunity to reflect upon these issues as we developed our materials and began teaching with them. It think it is fair to say that we are still at the stage of framing questions for research and reflection. Because we as a group have been at such an early stage in our understanding of the new instructional technologies, our formulation of these questions is still tentative. There are two areas of particular interest and concern to historians, however, with regard to the impact of computer technology on student learning. These are, first, the implications for short-range versus sustained examination of materials and concepts, and the second concerns the distinction between linear and associational thinking.
In her thoughtful reflective essay, Nancy Fitch has speculated about the inherent distinctiveness of texts in their printed and electronic forms. 6 In the latter, text is limited by the size of the computer monitor rather than by the size of the printed page, and the thrust of the technology leads to fewer lines, fewer words, and a more distinctive graphic arrangement of text on the screen. Readers become accustomed to taking in text a screen at a time. We can speculate on the unhappy implications of this mode of reading for historical thinking skill and critical reasoning skill development, but these speculations remain just that at present. This is clearly an area of research that historians will find of great interest.
The second area of interest concerns the distinction between linear and associational modes of thought. At least part of the package of "historical habits of mind," particularly chronological thinking development, is linear in nature, as is what we commonly think of as "logical" thought patterns stressed in critical reasoning. Yet we are all aware that hyperlink technology facilitates associational thought, wherein the way links are structured on the Internet enables the student to break out of the instructor's proscribed linear progression into a vastly wider world of associations.
The implications of this shift in thinking modes are yet to be analyzed from the perspective of the historian's craft. Should we be celebrating the creative possibilities of associational thinking, of the prospect of ranging through vast fields of knowledge by means of a few mouse clicks? Should we rethink our goals in the light of this technological shift? Where do linear thinking modes intersect in this new domain, or do they?
These are but two of the types of significant questions around which to frame pedagogical questions in the future. It will take years of experimentation and reflection to arrive at a more sophisticated understanding of how to define or redefine our pedagogical goals in the new era, and how to accomplish our pedagogical goals with the new means at hand. We have made a good beginning, thanks to the American Historical Association and the National Endowment for the Humanities, but it is only a beginning.
1. See, e.g., http://www.digitaldivide.gov/
2. These problems, in my opinion, boil down to the essential problem of attempting to incorporate a constructivist learning model into the structure of the survey course. They seem antithetically opposed, and what emerges is an uneasy hybrid.
3. Lloyd Armstrong, "Distance Learning: An Academic Leader's Perspective on a Disruptive Product," Change, 32.6 (Nov.-Dec. 2000) 20-27.
4. Ronald Bergman, November 14, 2000.
5. "What's the Difference? A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education," Institute for Higher Education Policy, April 1999.
6. Nancy Fitch, " Reflective Essay ."
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How Digital Learning is going to Change Schools and Education
Updated 18 April 2021
Subject Learning
Downloads 72
Category Education
Topic Education System , Student
How Digital Learning is going to Change Schools and Education Digital studying is a new technological advancement in the field of schooling that has since presented each positive and negative outcomes. While there have been various benefits including a various way of delivering content and multiplied research capacity, it has been particularly perturbing that there are related addiction and a shift from the traditional to on line learning settings. The outcome has resulted in a discount in the quality of education and college students tend to abscond classes opting to interact with their digital learning gadgets. It is thus crucial to formulate alternative and solution to the developing challenge that is threatening the quality of education in the long-term as the shift from the traditional learning setting become imminent. The recommended policy of change that is relevant in this case involves all stakeholders including parents and teachers engaging in the monitoring of use to avoid overindulgence while ensuring that the learners use the digital learning media for productive reasons.
The area of interest will be on the adverse effects that digital education brings to schools and learning in the traditional setting with reports identifying that the whole system is a waste of resources (Spitzer). The rapid technological advancements that have been witnessed in the past have had varying implications in many sectors of the economy. For the education department and institutions of learning, the implications have had both positive and negative effects (Webs; Quillen). Digital learning has enabled the appreciation of both opportunities and challenges especially regarding the impacts on education quality (Jacob). Notable positives have included providing supplemental material, increased motivation in learning, and facilitation of research (McCoy; Kurzweil; Costley 5).
Among the adverse effects associated with digital learning have been the idea of opting for online rather than traditional learning options and dependence on the gadgets more than other educational resources (Sutton 7; Adhia). Varying amounts of research have since been described to help in averting the implications and ensure that digitalization of education has a positive effect on the learner (Higgins, Xiao, and Maria Katsipataki 7; Argentin et al. 3; Bennett and Lockyer 2).
To overcome the problem, a critical area of change would be assessment of the critical challenges and the assessment of its effect on perceived evidence (Becta 11-22). To counter the negative effects of digital education on learning, it is recommended that teachers and other stakeholders should advocate for responsible usage of the device, enhance familiarity, and ensure that there is monitoring to limit the potential of overreliance (DeLoatch). Overall, the ability to exercise a community of practice would help manage in ensuring that all stakeholders promote quality use of digital technology to bring positive change to both the individual and schools (Olson et al. 39).
Works Cited
Adhia, Hasmukh. “The Side-Effects of Digital Learning.” Digital Learning (2012): n. pag. Web.
Argentin, Gianluca et al. “The Impact of Digital Literacy on Educational Outcomes: Evidence from Performance Tests.” University of Milan, Bicocca (2014): n. pag. Web.
Becta. “The Impact of Digital Technology.” Becta (2009): n. pag. Web.
Bennett, Sue, and Lori Lockyer. “The Impact of Digital Technologies on Teaching and Learning in K-12 Education.” Faculty of Education: Curriculum Corporation (1999): n. pag. Web.
Costley, Kevin C. “The Positive Effects of Technology on Teaching and Student Learning.” Curriculum & Instruction (2014): n. pag. Web.
DeLoatch, Pamela. “The Four Negative Sides of Technology.” Edudemic May 2015. Web.
Higgins, Steven, ZhiMin Xiao, and Maria Katsipataki. “The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation.” School of Education, Durham University (2012): n. pag. Web.
Jacob, Brian A. “The Opportunities and Challenges of Digital Learning.” Brookings 5 May 2016. Web.
Kurzweil. “5 Positive Effects Technology Has on Teaching & Learning.” Kurzweil Education. N.p., 2015. Web.
McCoy, William. “Five Positive Effects of Technology on Education.” Hearst Newspapers, LLC (2017): n. pag. Web.
Olson, Jennifer et al. “An Analysis of E-Learning Impacts & Best Practices in Developing Countries.” Michigan state university (2011): n. pag. Web.
Quillen, Ian. “Teachers Report Mixed Impact of Digital Media.” Education Week. N.p., 2012. Web.
Spitzer, Manfred. “Is the Digital Learning Revolution a Waste of Money?” New Scientist 21 Sept. 2015. Web.
Sutton, Brian. “The Effects of Technology in Society and Education.” Education and Human Development 4.1 (2013): n. pag. Web.
Webs, Berry. “What Is Digital Learning?” Seecup. N.p., 2015. Web.
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Technology for Learning: Digital Students Essay
The digitalization of nearly every aspect of life, which started in the last quarter of the twentieth century, has had an impact on nearly every aspect of normal human life. The world today is on the verge of technology, and nearly all processes are being digitalized. For example, people are now using online banking, online booking of rooms and air tickets, online dating, and so forth. The education sector has not been left behind since it is in this era that we have the online application of degree courses, e-learning facilities, and online studies, among other digitalized education services. Digitalization in the education fields has created a new class of learners known as digital students. With the increased use of technology in delivering educational services, most students in this era and age fall within this new breed of learners. This paper defines who the digital students are and outline the differences that exist between them and previous-generation counterparts.
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Introduction
Digital students can be defined as young adults who have been raised up in an environment where they enjoy active participation in technology as an everyday aspect of their lives (Shelly, Gunter, & Gunter, 2010, p. 15). The technology they are exposed to include the daily use of computers in their studies, and daily use of the internet and mobile phones. This paper defines digital students and explains why they are different from their previous generation colleagues.
This technology, in which these students are exposed to, is firmly embedded in their lives in that they cannot function normally without it. It forms part of their academic life as well as their social life, and most of them are well versed in computer competency (Johnson & Maddux, 2003, p. 34). These students are known for taking advantage of the availability of email services, instant messaging, and text messaging and making use of the unlimited online resources in their studies (Daugherty & Russo, 2007, p. 105).
Features That Distinguish Digital Students from the Previous Generation Ones
Digital students possess a strong desire for instantaneity and a strong will to control their environment and to channel their social aspect of life through the extensive use of technology. Exposure to technology makes them treat the internet and mobile phones as daily life tools (Jones & Madden, 2002, p. 34). Digital students normally use technology in communication, and this has led to the asynchronous form of communication that incorporates technology devices. These students also have a need and a strong desire to control their online and e-learning environments (Livingstone & Bovill, 2001, p. 43). This great desire to gain control is attributed to their high use of technology.
Why digital students are different from the previous generation of students
The major reasons why digital students are different from the previous generation ones are;
- Most of the digital students were born after 1980 when the digital world was more present and pervasive. Due to this fact, they grew up in an environment that was exposed to technology. The earlier generations lacked this privilege and did not have great technology savvy like their digital counterparts.
- Digital students are not only quick to learn, but also technology-dependent, and this makes them differ from earlier generations. Their frequent use of technology makes them different, in terms of technological skills, from previous generations who are less likely to use technology and are therefore less digitally experienced.
- Digital students are able to use many digital technologies in their every day lives. In addition to this use, they have ready access to web-enabled personal computers and other personal digital devices like mobile phones. The previous generation lacked this use since, at such a time, technological inventions were not advanced as they are nowadays.
- The previous generation students also tend to shun away from the use of these technological devices for fear of being perceived as outdated by the techno-savvy generation. This fear and lack of the desire to learn makes them differ from the digital students, who are always open to learning and are ready to compete to be knowledgeable in terms of the latest technology.
- Being technology-dependent, digital students have higher access to new forms of technologically based educational materials (Pour, 2006, p. 713). They are quick in technology-related issues and will not hesitate to try out new ideas. The previous generations of students are not so, but on the contrary, they are more reserved.
- However, digital students include the generation of children who grew up with a mouse in their hand and a screen in front of their face. Unfortunately, this generation lacked much experience in playing fields with fellow children. This lack denied them good socializing skills.
In conclusion, digital students are becoming the predominant type of learners in this era and age. The previous generation students are either forced to embrace technology and teach themselves the required skills since the world is becoming more digitalized every day.
Daugherty, A., & Russo, M. F. (2007). Information literacy programs in the digital age: Educating College and University students online. New York, NY: Association of College & Research Libraries. Web.
Johnson, D. L., & Maddux, C. D. (2003). Technology in Education: A twenty-Year Retrospective. New York, NY: The Haworth Press. Web.
Jones, S,. & Madden, M. (2002). The internet goes to College: How students are living in the future with today’s technology. Web.
Livingstone, S., & Bovill, M. (2001). Children and their changing media environment: A European comparative study. Mahwah, NJ: Lawrence Erlbaum Associates. Web.
Pour, M. K. (2006). Emerging trends and challenges in information technology management. Hershey, PA: Idea Group Publishing. Web.
Shelly, B., Gunter, G., & Gunter, R. (2010). Teachers discovering computers: Integrating technology and digital media in the classroom (6th ed.). Boston, MA: Cengage Learning. Web.
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