A Pedagogical Shift Needed for Digital Success

In a previous post I discussed in detail strategies to help ensure the effective use of technology to improve learning outcomes. You don’t have to be a fan of technology, but you do need to understand that it’s a catalyst for some exciting pedagogical changes.  The purposeful use of technology can innovate assessment, transform time frames around learning, increase collaboration, enable learning about information and research thanks to unprecedented access, and provide a level of student ownership like never before. These are all outcomes that any educator would (or should) openly embrace. 

I get the fact that technology can increase engagement, but if that engagement does not lead to evidence of learning then what’s the point?  Like it or not, all educators are being held accountable in some form or another for improvement in learning outcomes that result in an increase in achievement.  This is why evidence of a return on instruction (ROI) when integrating technology is critical. Just using it to access information is also not a sound use. As teachers and administrators we must be more intentional when it comes to digital learning.  If the norm is surface-level integration that asks students to demonstrate knowledge and comprehension the most beneficial aspects of digital are missed. A recent article by Beth Holland for Edutopia reinforced many of my thoughts as of late on this topic. Below some words of caution from her:

“The dissemination of digitized, teacher-driven content is not full blended learning. Though this can be viewed as a first step toward new models of learning, the peril lies in complacency. When blended learning is equated with digital workflow, students remain consumers of teacher-directed content instead of becoming creators of knowledge within a context that they can actively control.”

Student agency is one of the most powerful improvements that technology can provide.  This is the ultimate goal in my opinion, but to begin to set the stage for consistent, effective use a uniform pedagogical shift has to be our focus when it comes to digital learning.  The Rigor Relevance Framework provides a solid lens to look at the learning tasks that students are engaged in and redesign them in ways that move away from telling us what they know and instead showing whether or not they actually understand.

This simple, yet powerful shift can be applied to all digital activities. Now I full understand there is a time and place for basic knowledge acquisition and recall, especially at elementary level. However, the goal should be an evolution in pedagogy, especially assessment, where students can demonstrate conceptual mastery in a variety of ways. Instead of using technology to ask students what the capitol is of a state or country ask them to create a brochure using a tool of their choice and explain why the capitol is located where it is.  When designing digital learning tasks think about how students can demonstrate understanding aligned to standards by:

• Arguing  
• Creating
• Designing 
• Inventing
• Concluding
• Predicting
• Exploring
• Planning
• Rating
• Justifying
• Defending
• Comparing

It is important to understand that the verbs above should apply to a range of innovative learning activities, not just those involving digital tools.  By moving away from the use of technology to support low-level learning tasks we can really begin to unleash it’s potential while providing students with greater relevance through authentic work.  This shift will take some time, but the ultimate learning payoff is well worth it. Below are some examples of how my teachers made this shift when I was the principal at New Milford High School:

Mr. Groff’s history classes utilized Paperlet, a participatory technology platform where students created digital stories that incorporated various multimedia elements including video, sound, and image files. The students worked with Mrs. Fleming on Google Chromebooks in the library to design their e-books. During the course of the activity students made recommendations to Paperlet designers on needed changes and enhancements, which were immediately made to improve student experiences.  

Students in Mrs. Groff’s Voices in Poetry and Prose classes had been reading independently since the beginning of the school year. They chose their own books to read based on their interests and reading levels. Students then worked with Mrs. Groff and Mrs. Fleming to create book trailers on their favorite books. Students used WeVideo, Windows Movie Maker, iMovie, and other available technologies to create their videos. These trailers were then loaded onto WeVideo and a hash tag was used to share and get feedback from all over the world. 

Jessica Groff and Joanna Westbrook created an ELA task that incorporated Twitter into their unit on Julius Caesar and built on content authentic to the play – i.e. social media repurposed with and for academic discourse. To accomplish their goals, these teachers began with an informational text on the history of the Roman Forum to ground their use of social media in historical discourse and academic content. In addition, the teachers worked with students to reverse engineer the rhetoric of Twitter and generate a list of the style of the tweets students see currently in their daily lives. They also used Mozilla Thimble to create memes that allowed both the tech-savvy and non-tech savvy to present their visuals in a more professional manner. The use of this technology allowed students to bring visual clarity, some humor, and some creativity to their responses.  

Mr. Devereaux's AP Biology class used the apps iMotion and Stop Motion Studio to create stop-motion videos showing the process of meiosis. They used iMovie to put voice-overs into their videos to describe the process.

Lend a critical lens to your digital learning activities to being to develop more activities where students demonstrate what they understand as opposed to what they just know. As pedagogy evolves in step with technology, a key to success will be to ensure that meaningful, high-level, and valuable learning results. 

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