We are part of a digital world. But what does this actually mean? We have access to information ‘anytime, anywhere‘. It’s about being connected through technology where we can share ideas, shape opinion, learn from each other and take advantage of opportunities.
But what does this mean for education? How does a digital world impact the future of teaching and learning? Today, technology has become a major part of our lives, allowing us to stay even more connected than ever to friends, family, and information. It impacts on how we shop, socialize, play and connect. There are many benefits when teaching with technology. For example, some of the benefits include;
- increased collaboration
- the ability to support different learning styles
- problem solving
- being able to access the latest information
- encouraging heutagogy or self-determined learning
- making classroom activities to become more engaging and exciting
Hase and Kenyon (2000), Wainwright (2017).
But like anything, there are some potential drawbacks. With so many new technologies teachers face what Howell (2012), calls ‘digital pressure’ – basically the pressure to use multiple technologies within the classroom. Keenan (2015) suggests that there is the risk that children can become unsociable. This is supported by Daniel Goleman’s in his book titled Focus. He suggests that because children are now linking more closely to machines than people their brain development is being impacted negatively (Goldman, 2013).
However one looks at it, the role of the Digital World is essential to future teaching. To face this Howell (2012) suggests that teachers need a digital pedagogy. It’s about being able to use technology effectively and to provide brilliant learner experiences – making education more interactive and exciting. Classroom teachers are expected to live up to the increasing demand of digital technology to raise students’ participation and motivation. The technology used by students allows new skills to be developed including increasing their knowledge.
References
Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1076/2113
Goleman, D. (2014). Focus: the hidden driver of excellence. London: Bloomsbury.
Hase, S. and Kenyon, C. (2000). From andragogy to heutagogy. Ultibase, RMIT. http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
Howell, J. (2012). Teaching with ICT: digital pedagogies for collaboration & creativity. South Melbourne, Vic.: Oxford University Press.
Keenan, D. (2015, April 18). The ‘digital world’. What does it mean? Retrieved April 13, 2017, from https://donnakeenan.wordpress.com/2015/03/24/the-digital-world-what-does-it-mean/
Wainwright, A. (n.d.). 10 Reasons Today’s Students NEED Technology in the Classroom. Retrieved April 13, 2017, from http://www.securedgenetworks.com/blog/10-Reasons-Today-s-Students-NEED-Technology-in-the-Classroom
Teaching and Learning in a digital wourld 