Beyond teaching with technology: Deeper learning,  distance learning, and ELA assignments

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Research on technology integration within K-12 classrooms has generally focused on the use of technology for instruction. Frameworks such as TPACK and ISTE provide guidance on how educators can use technology to deepen learning. The uptake of technology integration for instruction has increased over the last decade, particularly in light of the pandemic. However much of the uptake is centered on how teachers use technology to engage students in learning; minimal attention has been focused on how assignments allow/require students to use technology to demonstrate mastery. This study provides a framework for how technology integration within ELA assignments can provide students opportunities to demonstrating mastery.

The framework utilizes Deeper Learning and Multimodal Assessment principles to evaluate the opportunity for students to leverage technology to demonstrate understanding. The framework was designed through two iterative phases of scoring 199 ELA assignments gathered through the Deeper Learning Study.

Initial implementation of the framework within one teacher education program demonstrates a need for teacher education candidates to have more practice in aligning the use of technology in assignments to clear content standards and objectives. This preliminary finding is aligned to early patterns of technology integration for instruction wherein teacher candidates selected technological tools that were “cool” or “fun” but not necessarily aligned to the content standards or objectives.

As schools continue to leverage distance learning to address school disruptions, it will be vital for teacher education candidates to be able to both utilize technology for instruction and within ELA assignments.

Author

• Lanette Jimerson, University of Houston