Benefits and Difficulties of Digital Learning in the

Classroom

(Betsy) Elizabeth Compton

EDAD 6313: Supervision of Instruction

DBU

Summer 2015

Digital learning cannot be described as new anymore. Although new

inventions and adaptations make it seem new and different every year,
online learning is actually a seasoned discipline. What was once
controversial within and outside of education is now commonplace. Many
colleges and universities offer classes exclusively online and in recent years,
high schools have begun to follow their models to create virtual high school
experiences. Obviously, not all schools have switched to a completely
online format. Many classrooms in kindergarten throughout college use
online resources and personal technological devices to enhance learning.
With these enhancements come some limitations and difficulties. This paper
will strive to show the benefits of including digital learning in the classroom,
as well as some of the difficulties it poses for teachers and administrators
whom must assess learning and growth.
A mastery of internet use is regarded as an important determinant in
quality of life (Matzat 2). It is important for all twenty-first century students
to learn digital skills. Although some students may come to elementary
school already proficient in swiping tablets and playing online games, others
do not have access to technology or the opportunity to utilize online sources
at home. These students may encounter challenges and inequitable
opportunities compared to their peers. In their article, Does the Do-ItYourself Approach Reduce Digital Inequity? Evidence of Self Learning of
Digital Skills, Matzat and Sadowski look at the differences between guided
digital learning and learning by trial and error. They divide the concept of

digital skills into informational operational, and strategic. Searching for and
processing information are skills defined as informational, utilizing hardware
and software are considered operational skills, and the ability to use skills to
complete personal goals is strategic. The authors claim all three categories
are important for digital competency.
The research of Matzat and Sadowski was conducted in the
Netherlands with participants of various ages. Their study was not focused
on digital learning within classrooms, but rather just the act of digital
learning in and of itself. Ultimately, their data showed that there was not
much difference between learners of the same age who utilized the do-ityourself approach versus those who had directed learning. Therefore, we
can infer students in the same class or grade level can learn either way and
be successful. However, the authors also note, the most important policy
conclusion that can be drawn from the findings is that self-learning by trial
and error could be promoted in order to increase digital skills (Matzat 10).
This reminds educators of the importance of self-learning and discovery and
infers that students without access to technology outside of the classroom
may learn at a disproportionate rate than their peers with chances to utilize
the do-it-yourself approach outside of the classroom. The important thing is
that all students have the opportunity to learn the digital skills necessary to
be a twenty-first century learner.
In A principle-based pedagogical design framework for developing
constructivist learning in a seamless learning environment: A teacher

development model for learning and teaching in digital classrooms, authors

Kong and Song present a teacher development model specific for digital
learning. The very essence of their work shows the importance of digital
learning and benefits for twenty-first century learners. Twenty-first century
skills include a wide range of generic skills that are required to cope with
day-to-day challenges in the twenty-first century, including inquiry skills,
critical thinking skills, communication skills and collaboration skills (Kong
209). To answer their own research, the authors also offer five constructivist
principles for seamless digital learning and a circular model that supports
both student and teacher learning. The principles further support the
necessity of digital learning skills and student-centered learning.
For many teachers, the most difficult task in teaching digital skills is
the necessary paradigm shift. Kong and Song argue that effective digital
learning must come from a student-centered environment. They urge
teachers to move away from the teacher-centered paradigm of the past.
However, even within classrooms that are student-centered, problems can
arise with digital learning. Kong and Song state the other two most common
problems with teaching digital skills are the lack of pedagogical competence
in implementing technology-supported innovative practices and the
reluctance to accept technology-supported innovative approaches because
they are deemed not only complex, but also contrary to standard
pedagogical designs (Kong 210). While serious and challenging, these
issues can be overcome with effective teacher training and support.

It is clear that digital learning is vital to the success of all twenty-first

century learners. The skills discussed in both previously mentioned articles
are also transferrable to learning in non-traditional ways outside of
technology as well. While the principles and necessary skills are no longer
widely debated, the assessment of such still is. In her article, Assessing
Student Learning Online: Its More Than Multiple Choice, Elizabeth Reed
Osika addresses some of the most common misconceptions of online
learning and provides suggestions for assessment. It is not necessary to
reinvent the wheel. Osika begins by reminding readers that assessments
should directly relate to the goals and objectives of the lesson and that the
course should still be structured using pedagogical principles of learning.
Using a variety of assessment methods should give the teacher a clear
picture of understanding or misunderstanding from each student.
Since papers, graphs, flow charts, and opinion statements can be
found online for nearly any subject, one worry of many instructors is knowing
that the work of a student is truly authentic. Osika points out that this same
concern should be present in traditional classroom environments as well.
Quality assessments should be designed to incorporate higher-level thinking
skills. Multiple choice tests should not be the only source of assessment
because they may not reflect the students actual knowledge and instead
reflect the quick answer found and copied from elsewhere. Rather than
avoiding the possibility of answer sharing online or with fellow learners, she
recommends embracing it by encouraging the students to approach it like

real life. She states, if we are faced with a question we dont know the
answer to, we Google the topic, seek knowledge from others, and, if
necessary, pull out texts to determine the answer. Why not encourage this
problem-solving strategy in your students by posing complex questions that
aim at higher-level thinking skills (Osika 7)? Her article discusses a few
more issues and offers suggestions for each. The big take away is that
although digital learning presents complications that may not be found in all
traditional classrooms, the complications, especially the complications of
assessment, should not diminish the need for digital learning to take place.
Clearly, we have entered into a new age of learning. Students today
will use technology throughout their educational careers. Twenty-first
century learners must become proficient in digital skills. Teachers and
administrators must embrace the new technological advances and work to
find solutions for the problems that may arise. The problems of assessment
and accessibility can be overcome through effective instructional practices.
Overall, the benefits of digital learning in the classroom far outweigh the
disadvantages.

References:
Kong, S., Song, Y. (2013). A principle-based
pedagogical design framework for developing constructivist learning in a
seamless learning environment: A teacher development model
for learning and teaching in digital classrooms. British Journal of Educational
Technology. November 2013, volume 44, issue 6, pages 209-212.

Matzat, U. and Sadowski, B. (2012). Does the Do-It-Yourself Approach

Reduce Digital
Inequality? Evidence of Self-Learning of Digital Skills. Information Society.
January/February 2012, volume 28, issue 1, pages 1-12.

Osika, E. (2006). Assessing Student Learning Online: Its More Than Multiple
Choice, Online Classroom. June 2006, pages 3-7.