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Traditional education systems are based on a common series of cognitive functions involving memorization and repetition. Instruments such as multiple-choice questions, short answer, and essays are used to evaluate learner proficiency. A variety of measures are used to verify the accuracy of the assessment and authenticity of the results. Exam invigilation, online proctoring, randomized questions, plagiarism checks, testing room restrictions, no cellphone rules, and other measures help to ensure validity of the testing. A significant amount of time is required to develop and maintain memorization-based assessment systems.
This type of learning environment is highly confusing to digital learners, who can easily locate information on the internet. No cellphone or no internet policies are rooted in uninformed practices that impede learner enhancement and engagement. The are three common causes of these restrictive practices:
- Lack of institutional plans regarding educational technology
- Departmental rules restricting the use of technology
- Individuals or groups of educators who restrict technology
Digital learners should be able to use technology in the classroom to facilitate their learning. Technology can be used for a variety of purposes, such as:
- Organizing and managing information
- Conducting research
- Communicating with others
- Collaborating on projects
- Creating and presenting content
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Each of these practices can be evaluated to assess learner proficiency. Educators will also be able to assess beyond foundational levels of remembering and understanding. Learners will benefit by engaging in higher order thinking and problem solving.
Policies restricting technology use in the classroom need to be changed to accommodate digital learners. Educational leaders can develop institutional standards and practices to facilitate the use of technology to support learning. The development of strategic plans regarding technology use and providing training and development opportunities can serve as a foundation for change.
Departmental rules should be modified to allow for the use of technology. These changes will align with strategic plans and customized models can be designed for programs. Individual educators should be encouraged to use technology in their classrooms. Mentorship and training sessions provided by educators will help solidify practices among colleagues.
Digital learners will benefit from being able to use technology to facilitate their learning. Allowing for the use of technology will provide a more engaging and supportive learning environment. These changes will also benefit educators, who will have access to new tools to support instruction. Technology can be used in a variety of ways to support both digital learners and educators.