What is online teaching in a 21st-century society?
When I think about online teaching, I reflect on the role of technology in the classroom and our daily lives. Every day individuals interact with technology for learning and leisure. In the classroom, this occurs typically using Chromebooks, Smart Boards, and other digital learning tools and applications. I bring technology to the forefront by allowing students to improve their digital technology skills in my classroom and try to incorporate as much meaningful technology as possible.
What is learning?
Before thinking about online learning, one must reflect on what learning is. Learning is about understanding and comprehending people, places, and things and why they exist (Bransford et al., 2000). It begins with an individual's question or observation, and the rest becomes the journey of learning that challenges the mind to think outside the box. It is an active process that never stops, no matter how old you are. In and outside the classroom, real-world experiences can encourage children to apply what they have learned.
What structures can teachers incorporate to make online learning student-centered?
Students ' education must be at the forefront when designing and creating online learning for students. Since learning online takes away from human interaction, teachers must take a humanizing approach to bring that into the online experiences to help create a student-centered approach and a welcoming environment. For example, learning inventories act as a survey that allows students to share their thoughts about learning, the content, their learning needs, and other information to help them succeed (Pacansky-Brock, n.d.). This survey helps teachers understand their students from various questions and categories, allowing teachers to know more. They can then use this information to help plan activities with students' needs and interests in mind.
When thinking about how students learn, it is interesting to think about learning without digital tools. What does it look like? Learning without technology is more bookwork, paper copies, experiences, and more. This approach is the foundation for what digital platforms and tools can build on. Digital technology has transformed learning experiences. Bayne et al. (2020) explains that we need to bring these tools into the classroom and allow them to actively assist in the learning process rather than just becoming a tool to monitor. Combining old-school techniques and digital ideas can change the learning outlook for both students and teachers.
Online learning has changed the way that teachers and students learn and teach. Using different formats, such as synchronous and asynchronous learning, still happens in a digital environment with different strategies and techniques. When designing online learning lessons, one must evaluate the learning methods used in lessons and the organization within the different modes (Baumgartner, n.d.). For example, collaboration would still occur with asynchronous teaching with additional online tools to bring students together, unlike synchronous learning, where live interactive activities could be done throughout a Zoom call and breakout room for discussions. Digital tools have transformed the learning experience no matter where you are because the classroom is at your fingertips.
Since the COVID-19 pandemic, digital learning has been brought to the forefront. We have expanded its capabilities, allowing for meaningful learning experiences with endless opportunities for applications that aid understanding. For instance, in my classroom, technology is used daily and in various ways. From the beginning of class to the end, I have approached technology as a tool that enhances my students' learning and teaching practices. My students can access assignments, course materials, supplementals, Google Products, and online assessments using applications such as Google Classroom and Performance Matters by PowerSchool. These allow students to work on class assignments, access resources, and take assessments at their fingertips from anywhere.
How have I struggled with teaching online?
As I learned how to teach online during the COVID-19 pandemic, I have struggled with technology. Since then, my skills have progressed, but there have been some bumps in the road. For example, when it comes to online learning, I needed guidance about the design of synchronous learning sessions and how to organize the collaboration of students. I had lessons and activities where students were not connecting with what they were learning and other students. I knew how to do this in person, but how could I transfer my teaching style to a digital format?
After reaching out to colleagues for suggestions and looking at digital resources, I went back to my foundation of teaching. I wanted to plan online activities that were meaningful for students and brought collaboration to the forefront. As I redesigned my online teaching, the ideas, and conversations around structuring better online learning and looking at more online learning strategies helped me. Still, I knew I wanted to learn more. This drive to learn more as a student and educator motivated me to join the Master of Arts in Education Technology program at Michigan State University. I wanted to further my education in online learning to build my technology skill set and incorporate more technology into my classroom.
How can the design thinking process transform how we look at online learning?
Who knew online learning would become what it is today at the scale it transformed into? Knowledge comes from different means that surround an individual. It might be through old-school methods like reading, thought technology, and the Internet, or more engaging creative ways like drawing and Playdough. It is about what you take from the experiences and what it teaches you truly matters in education and learning through various learning designs.
How can teachers organize online learning?
When it comes to the organization of online learning, teachers need to make sure every step of the way aligns with the standards and goals of the course. Within the course structure, alignment tables are a tool that can help teachers plan student activities in units. Alignment tables help discover gaps in the design of activities (happen2day, 2020). The point is to take one standard and break the unit into lessons for the individual days. On those days, one can see the teacher and the student activities, the assessments given, and the technology needed. It can be a quick guide to what teachers need for the unit and for communicating the ideas of each lesson.
For example, as I created my alignment table, I organized my thoughts for the unit. As I planned each day, I explained what I would do and what my students would do. Every activity was listed, and the tools used were noted. This fall, I plan to incorporate this into my planning to help make my lesson more concise and practical. I will also link my resources and activities to this document so everything is in one place, and I will not have to search for it. I appreciate the alignment table for its planning of units, but its overall view of the beginning of the unit until the summative assessment.
So, what does the future look like for digital technology and education?
Since I began to pursue a Master of Arts in Education Technology program, I have been able to redesign my approach to online learning using the foundation I learned in the early days of teaching during the pandemic. It has been an adventure, but this experience demonstrated the need for various tools and teaching methods for online teaching. As the world of education continues to transform, and as technology changes, we need to adapt and grow with them. Education technology can assist with using more technology in the classroom (Selwyn, 2011). This not only improves technology skills but helps students to use them in a variety of ways that helps to make technology more beneficial for students and educators. It is vital to ensure educators reflect on the teaching methods for both and keep changing how we use them for our students to their full potential as learners.
Learning is a never-ending process that begins outside of school and transitions into classroom experiences and opportunities to understand new concepts in person and digitally. Students use their knowledge of technology to push themselves to understand the world around them. If learning is about this drive to question the world around us, why not aid it with technology? Technology is changing, so educators must continue to create a positive digital learning element that helps transform the learning experiences, not hinder them, no matter how the learning occurs.
What is learning?
Before thinking about online learning, one must reflect on what learning is. Learning is about understanding and comprehending people, places, and things and why they exist (Bransford et al., 2000). It begins with an individual's question or observation, and the rest becomes the journey of learning that challenges the mind to think outside the box. It is an active process that never stops, no matter how old you are. In and outside the classroom, real-world experiences can encourage children to apply what they have learned.
What structures can teachers incorporate to make online learning student-centered?
Students ' education must be at the forefront when designing and creating online learning for students. Since learning online takes away from human interaction, teachers must take a humanizing approach to bring that into the online experiences to help create a student-centered approach and a welcoming environment. For example, learning inventories act as a survey that allows students to share their thoughts about learning, the content, their learning needs, and other information to help them succeed (Pacansky-Brock, n.d.). This survey helps teachers understand their students from various questions and categories, allowing teachers to know more. They can then use this information to help plan activities with students' needs and interests in mind.
When thinking about how students learn, it is interesting to think about learning without digital tools. What does it look like? Learning without technology is more bookwork, paper copies, experiences, and more. This approach is the foundation for what digital platforms and tools can build on. Digital technology has transformed learning experiences. Bayne et al. (2020) explains that we need to bring these tools into the classroom and allow them to actively assist in the learning process rather than just becoming a tool to monitor. Combining old-school techniques and digital ideas can change the learning outlook for both students and teachers.
Online learning has changed the way that teachers and students learn and teach. Using different formats, such as synchronous and asynchronous learning, still happens in a digital environment with different strategies and techniques. When designing online learning lessons, one must evaluate the learning methods used in lessons and the organization within the different modes (Baumgartner, n.d.). For example, collaboration would still occur with asynchronous teaching with additional online tools to bring students together, unlike synchronous learning, where live interactive activities could be done throughout a Zoom call and breakout room for discussions. Digital tools have transformed the learning experience no matter where you are because the classroom is at your fingertips.
Since the COVID-19 pandemic, digital learning has been brought to the forefront. We have expanded its capabilities, allowing for meaningful learning experiences with endless opportunities for applications that aid understanding. For instance, in my classroom, technology is used daily and in various ways. From the beginning of class to the end, I have approached technology as a tool that enhances my students' learning and teaching practices. My students can access assignments, course materials, supplementals, Google Products, and online assessments using applications such as Google Classroom and Performance Matters by PowerSchool. These allow students to work on class assignments, access resources, and take assessments at their fingertips from anywhere.
How have I struggled with teaching online?
As I learned how to teach online during the COVID-19 pandemic, I have struggled with technology. Since then, my skills have progressed, but there have been some bumps in the road. For example, when it comes to online learning, I needed guidance about the design of synchronous learning sessions and how to organize the collaboration of students. I had lessons and activities where students were not connecting with what they were learning and other students. I knew how to do this in person, but how could I transfer my teaching style to a digital format?
After reaching out to colleagues for suggestions and looking at digital resources, I went back to my foundation of teaching. I wanted to plan online activities that were meaningful for students and brought collaboration to the forefront. As I redesigned my online teaching, the ideas, and conversations around structuring better online learning and looking at more online learning strategies helped me. Still, I knew I wanted to learn more. This drive to learn more as a student and educator motivated me to join the Master of Arts in Education Technology program at Michigan State University. I wanted to further my education in online learning to build my technology skill set and incorporate more technology into my classroom.
Yet, how should teachers use technology to improve the process of taking assessments?
Assessments help to enhance teaching practices because they allow for reflections on the lessons and activities used during the learning process. Through formative and summative assessments, teachers can give low- and high-stakes opportunities to see where the learning is throughout the unit. Formative assessments help students practice the material to see the gaps in knowledge. Applications such as Quizlet, Gimkit, and Kahoot! are examples of low-stakes practices that help students practice their learning. Summative assessments are used to see students understanding at the end of the unit. Assessments through digital platforms such as Performance Matters by PowerSchool allow students to take assessments at the touch of a Chromebook. They provide the student's assessment data that helps teachers reevaluate assessments, lessons, and teaching practices.
With various formative and summative assessments, teachers can see the comprehension of the material and determine if students are ready to move to the next level (Shepard, 2000). Both formative and summative assessments demonstrate students' knowledge and can be used together to help students reach their end goals. Technology is used to help aid the process. Every application brings something new to the learning process that engages students in their learning or helps teachers with how assessments are given in the classroom. Utilizing technology with assessment is crucial because, with proper training and implications, they enhance the test-taking experiences for all users.
Assessments help to enhance teaching practices because they allow for reflections on the lessons and activities used during the learning process. Through formative and summative assessments, teachers can give low- and high-stakes opportunities to see where the learning is throughout the unit. Formative assessments help students practice the material to see the gaps in knowledge. Applications such as Quizlet, Gimkit, and Kahoot! are examples of low-stakes practices that help students practice their learning. Summative assessments are used to see students understanding at the end of the unit. Assessments through digital platforms such as Performance Matters by PowerSchool allow students to take assessments at the touch of a Chromebook. They provide the student's assessment data that helps teachers reevaluate assessments, lessons, and teaching practices.
With various formative and summative assessments, teachers can see the comprehension of the material and determine if students are ready to move to the next level (Shepard, 2000). Both formative and summative assessments demonstrate students' knowledge and can be used together to help students reach their end goals. Technology is used to help aid the process. Every application brings something new to the learning process that engages students in their learning or helps teachers with how assessments are given in the classroom. Utilizing technology with assessment is crucial because, with proper training and implications, they enhance the test-taking experiences for all users.
How can the design thinking process transform how we look at online learning?
The design thinking process is an approach that helps work a problem in a new way for a more effective and efficient solution for all. Within this framework, the concepts of design, empathy, define, ideate, prototype, and test come together to form the approach for solutions for any problems (Plattner, n.d.). The step-by-step progress helps create a well-thought-out perspective of the problem to develop the best solution to test and revise to improve the best. Regarding online learning, this method could be used to rethink the role of technology in one practice, such as using more technology in the classroom or especially applications to enhance engagement.
Who knew online learning would become what it is today at the scale it transformed into? Knowledge comes from different means that surround an individual. It might be through old-school methods like reading, thought technology, and the Internet, or more engaging creative ways like drawing and Playdough. It is about what you take from the experiences and what it teaches you truly matters in education and learning through various learning designs.
How can teachers organize online learning?
When it comes to the organization of online learning, teachers need to make sure every step of the way aligns with the standards and goals of the course. Within the course structure, alignment tables are a tool that can help teachers plan student activities in units. Alignment tables help discover gaps in the design of activities (happen2day, 2020). The point is to take one standard and break the unit into lessons for the individual days. On those days, one can see the teacher and the student activities, the assessments given, and the technology needed. It can be a quick guide to what teachers need for the unit and for communicating the ideas of each lesson.
For example, as I created my alignment table, I organized my thoughts for the unit. As I planned each day, I explained what I would do and what my students would do. Every activity was listed, and the tools used were noted. This fall, I plan to incorporate this into my planning to help make my lesson more concise and practical. I will also link my resources and activities to this document so everything is in one place, and I will not have to search for it. I appreciate the alignment table for its planning of units, but its overall view of the beginning of the unit until the summative assessment.
Why is communication essential in online learning?
Communication is vital in online learning due to the lack of in-person human interaction. It is important to share important information with students, such as due dates, policies and expectations, and directions for coursework. By communicating, students can know what is expected from them, and they can build and practice their existing communication skills. This can happen with feedback from peers and instructors, announcements, discussion posts, and other collaboration opportunities. As students and instructors communicate, being clear when sharing ideas and information is essential.
For example, teachers must create a communication policy for their courses, especially online ones. Communication policies are the expectations for any communication for students. These guidelines explain the ways to communicate with instructors and peers. From emails, discussion boards, feedback, and overall online learning etiquette, ensuring students understand what they should be doing to meet expectations is crucial. In a section of my communication policy, I outline what students need to know before emailing me with any questions. They must review the assignments and syllabus directions and contact two peers before emailing me. This policy allows students to problem-solve their situations and solve problems instead of just going to the instructor.
Communication is vital in online learning due to the lack of in-person human interaction. It is important to share important information with students, such as due dates, policies and expectations, and directions for coursework. By communicating, students can know what is expected from them, and they can build and practice their existing communication skills. This can happen with feedback from peers and instructors, announcements, discussion posts, and other collaboration opportunities. As students and instructors communicate, being clear when sharing ideas and information is essential.
For example, teachers must create a communication policy for their courses, especially online ones. Communication policies are the expectations for any communication for students. These guidelines explain the ways to communicate with instructors and peers. From emails, discussion boards, feedback, and overall online learning etiquette, ensuring students understand what they should be doing to meet expectations is crucial. In a section of my communication policy, I outline what students need to know before emailing me with any questions. They must review the assignments and syllabus directions and contact two peers before emailing me. This policy allows students to problem-solve their situations and solve problems instead of just going to the instructor.
So, what does the future look like for digital technology and education?
Since I began to pursue a Master of Arts in Education Technology program, I have been able to redesign my approach to online learning using the foundation I learned in the early days of teaching during the pandemic. It has been an adventure, but this experience demonstrated the need for various tools and teaching methods for online teaching. As the world of education continues to transform, and as technology changes, we need to adapt and grow with them. Education technology can assist with using more technology in the classroom (Selwyn, 2011). This not only improves technology skills but helps students to use them in a variety of ways that helps to make technology more beneficial for students and educators. It is vital to ensure educators reflect on the teaching methods for both and keep changing how we use them for our students to their full potential as learners.
Learning is a never-ending process that begins outside of school and transitions into classroom experiences and opportunities to understand new concepts in person and digitally. Students use their knowledge of technology to push themselves to understand the world around them. If learning is about this drive to question the world around us, why not aid it with technology? Technology is changing, so educators must continue to create a positive digital learning element that helps transform the learning experiences, not hinder them, no matter how the learning occurs.
References
Baumgartner, J. (n.d.). Teaching tools: Active learning while physically distancing. Louisiana State University. https://docs.google.com/document/d/15ZtTu2pmQRU_eC3gMccVhVwDR57PDs4uxlMB7Bs1os8/edit?fbclid=IwAR0iJ7GyX7D5XQ6H7BuYkMT5yvdXZNb9MkddOZq4O2bvMe3wi0CJqolGXX0span>
Bayne, S., Evans, P., Ewins, R., Knox, J., Lamb, J., Macleod, H., O'Shea, C., Ross, J., Sheail, P., & Sinclair, C. (2020). The manifesto for teaching online. MIT Press.
Bransford, J. L., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. (Expanded Edition). National Academy Press.
Digital Learning Collaborative (DLC). (2020). Snapshot 2020: A review of K-12 online, blended, and digital learning.
happen2day. (2020, June 6).CEP 820 alignment table video [Video]. YouTube. https://www.youtube.com/watch?v=vTdERW2ie8w
Plattner, H. (n.d.). An Introduction to Design Thinking Process Guide. Institute Design at Stanford. https://web.stanford.edu/~mshanks/MichaelShanks/files/509554.pdf
Pacansky-Brock, M. (n.d.). Getting to know you survey. Michelle Pacansky-Brock's website.
Selwyn, N. (2011). Education and technology: Key issues and debates. Continuum International Publishing.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
Baumgartner, J. (n.d.). Teaching tools: Active learning while physically distancing. Louisiana State University. https://docs.google.com/document/d/15ZtTu2pmQRU_eC3gMccVhVwDR57PDs4uxlMB7Bs1os8/edit?fbclid=IwAR0iJ7GyX7D5XQ6H7BuYkMT5yvdXZNb9MkddOZq4O2bvMe3wi0CJqolGXX0span>
Bayne, S., Evans, P., Ewins, R., Knox, J., Lamb, J., Macleod, H., O'Shea, C., Ross, J., Sheail, P., & Sinclair, C. (2020). The manifesto for teaching online. MIT Press.
Bransford, J. L., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. (Expanded Edition). National Academy Press.
Digital Learning Collaborative (DLC). (2020). Snapshot 2020: A review of K-12 online, blended, and digital learning.
happen2day. (2020, June 6).CEP 820 alignment table video [Video]. YouTube. https://www.youtube.com/watch?v=vTdERW2ie8w
Plattner, H. (n.d.). An Introduction to Design Thinking Process Guide. Institute Design at Stanford. https://web.stanford.edu/~mshanks/MichaelShanks/files/509554.pdf
Pacansky-Brock, M. (n.d.). Getting to know you survey. Michelle Pacansky-Brock's website.
Selwyn, N. (2011). Education and technology: Key issues and debates. Continuum International Publishing.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
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