Perhaps we have always been in a time of uncertainty and our current situation only reveals this truth. Opinions seem to differ on the return to “normal”: in some countries, students are returning to school, in others there is still time. Is a return to normal possible knowing that a new crisis is looming? Or is it inevitable that we’ll go back to the way things were? Is it time to change your attitude toward school technology? And do we have the energy, will, and courage to make these changes?
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Some schools are looking for ways to mitigate other disorders. They explore where they can make long-term, impactful, and inclusive investments that support both teachers and students. While containing crises makes sense, digital technologies have the potential to systematically transform learning, but only if teachers are given the support they need to truly understand how to fit into effective pedagogies.This cannot be just another thing that we leave to teachers to fit into an already busy curriculum and workload.
So I offer five factors to consider when designing the new normal with digital technologies:
A Framework to Promote Technological Inclusion
Partnerships and Equality
Digital Can help in many ways when we go back to the classroom. Teachers believe students will need additional instructional support upon their return (Flack, Walker, Bickerstaff, Earle & Margetts, 2020) and online tools allow teachers to reorganize their time and access a wide range of up-to-date information. and follow a variety of learning paths. Digital technologies can also improve communication and feedback between students, teachers and parents to improve back to school. Teachers often use different technologies in their practice and use a mix of traditional teaching methods, with technology serving as an enhancement.
There is a persistent and widespread thinking surrounding the idea of “digital natives” – that this generation of students is tech savvy, spends all of their time on their devices, and is digitally tech savvy. But recent research dispels this overgeneralization. And no doubt everyone’s recent experiences have shown this as well. Young people do not have digital skills by nature: dealing with technology does not equate to the ability to use it. You need advice, support and careful selection of the tools.Just like teachers do. And we all suffer the same frustration when devices fail or the internet goes down. In my experience, students want a mix.
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There are also concerns about the negative impact of technology on the mental well-being of our students. Interestingly, research shows that the relationship between digital technology and negative impacts on adolescent well-being is weak – only 0.4% change in well-being. The researchers concluded that it is too small to justify a policy change.