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Elementary
educators are faced with the difficult task to ensure high achievement of all
students across all subject areas. Interactivity and engagement are essential
answers to student learning and achievement. When students are engaged in fun
activities, they are more motivated to learn (Martins et al.,2021). Teachers
can increase student engagement by creating lessons that are interactive and
incorporate technology. Through a systematic review of research, Martins et
al., concluded that students who were active participants in their learning
had less off task behaviors and higher cognitive performances than peers
engaged in traditional forms of learning (2021). Students who are
intrinsically motivated to learn experience less degrees of burn-out and are
less cynical towards school. They have a positive outlook on learning and
attending school (Martins et al.,2021). School engagement directly impacts
attendance and attitudes of students. Children who are given the opportunity
to co construct their knowledge with peers and interact with curriculum are
less anxious, persist through tasks, and think more elaborately (Martins et
al.,2021). One way to emphasize interactivity and engagement
in the classroom is to incorporate E-learning or learning through the use of technology.
“E-learning
interactivity helps to actively engage the learners’ mind to carry out
learning activities that improve their ability and readiness to learn
effectively” (Kishabale et al., 2019, p.14). Interactivity is at the heart of
E-learning. It provides opportunities for students to explore content and apply
their knowledge in a variety of ways. E-learning embeds instruction through its
design so that students anticipate that’s next rather than focusing on recall
and rote memorization (Kishdale et al., 2019). By focusing on the student’s
desired way of learning, teachers can help increases student motivation and
engagement through the entire learning process (Kishabale et al., 2019). There are many advantages, beyond student
motivation, to using educational technology tools in the classroom for interactivity
and engagement. Technology for education can create collaborative spaces for
students to communicate with one another about a task or assignment, work
together on a project without being in the same room, and display their
knowledge of a topic through a variety of representations (Hossain, 2023). Additionally,
teachers can formatively assess students in real time by viewing student comments
in a discussion post, monitor time spent on a given module of learning, and
differentiate tasks for each and every student in the classroom based on
student ability. The real time response capability for teachers and the ease
of differentiation of content allows the teacher to ensure student success
(Hossain, 2023). Educational technologies can help build community in the
classroom and level the playing field so that students receive the necessary
support and accommodations to learn at a high capacity. Educational technologies
open a door for exploration and learning like never before (Kishdale et al.,
2019;Hossain, 2023). However with the advantages of learning trough
technology there are risk factors. The primary concern for most educators
lies in student information security. The Internet of Things, IoT, presents
security challenges and privacy issues. Because different devices and
applications share data across platforms, student data can be at risk if
proper precautions are not taken (Khadam et al., 2020). Additionally,
students must have reliable access to internet and a reliable devise to use
when teachers leverage educational technologies in the classroom (Kgosi et
al., 2023). Teachers need to understand the learning outcomes and leverage
the appropriate tools to ensure students can demonstrate their knowledge of
the content. Essentially, the technology must fit the learning outcome rather
than forcing the use of technology for the sake of using technology. Khan Academy, Padlet, and Seesaw are three
tools elementary educators can use to engage learners. Khan Academy is a free
and accessible website and application that students can use to learn content,
practice a skill, and assess their knowledge. Teachers can assign coursework
at various levels for a subject based on student need. Khan Academy requires
internet connectivity and student logins if the teacher wants to collect the
data from student learning. However, students can practice skills and learn
new concepts without logging in if the primary goal of the teacher is for
students to learn a new concept. The company provides tutorials, free options,
and the ability to engage in learning regardless if you are distance learning
or face to face with a teacher in the classroom. Padlet is an easy to use, free
or paid, online collaboration board. Students can post questions and respond
to one another, post images and create collages to demonstrate their knowledge
of a subject area, and brainstorm on a given topic. Teachers can use Padlet
to formatively assess students and provide feedback. Responses are easily visible
in real time. It is user friendly and can be used across a variety of devices,
however it requires internet access. Lastly, Seesaw can be used to assign
activities for students to complete and turn in to the teacher. Teachers can
easily take a worksheet and create an interactive and engaging version for
students to utilize. There are free versions and paid versions based on usage.
Seesaw is easily accessible across a variety of devices. Students can record
their thinking, take pictures of work completed by hand, and upload responses
to Seesaw. Seesaw is an accessible and easy to use online portfolio. The
application provides tutorials and explanations for teachers, parents, and
students. Khan Academy, Padlet, and Seesaw all serve a distinct purpose and
are easy to use applications with elementary students. Try using Padlet today. Click the link
provided to the Padlet. https://padlet.com/courtneysimpson4/3-2-1-summary-v1hunnbvfjzclgj7.
Click the plus symbol under each of the
three categories to summarize the learning from the blog post. There are
tutorials and resources that can be found on the Padlet dashboard to assist
in making a post, deleting a post, or reorganizing a post. Responses can be
viewed and organized in real time by both the creator and the responder. The
creator can comment back and provide support in real time as well. Feel free
to respond with words, images, or links in the Padlet post. Remember that the
Padlet can be displayed in the classroom as students respond on personal
devices. It can also be displayed on a teacher device via Zoom, Google meets,
or other virtual collaboration spaces so that responses can be seen as they
are recorded. It is imperative to remember that the most important tool for engagement and interactivity in the classroom is the teacher. Technology supports the amazing work of the educator and the innovative learning processes of the students. “Ensuring that all children, regardless of where they live, have access to a highly effective teacher is one of the biggest challenges of our time” (Hatch and Clark, 2021, p.4). Leveraging technology allows students to connect with high quality teachers and lessons in both synchronous and asynchronous settings. Research shows that early learning students require social interactions for optimal learning. “Given the central role of social interaction in the early learning and development of children, it is likely that social interaction in online spaces is especially critical for PK-5 students” (Wagner, 2021, P.143). Educators should consider platforms like Padlet, Khan Academy, and Seesaw when designing collaborative spaces and learning opportunities with the advancing demands of technology in the classroom. Hatch,
L., & Clark, S. K. (2021). A study of the instructional decisions and
lesson planning strategies of Highly Effective Rural Elementary School
Teachers. Teaching and Teacher Education, 108, 103505.
https://doi.org/10.1016/j.tate.2021.103-505 Hossain,
M. M. (2023). Using educational technologies (padlet) for student
engagement & reflection from the Australian classroom. The International
Journal of Information and Learning Technology, 40(5), 541–547.
https://doi.org/10.1108/ijilt-04-2022-0094 Kgosi,
M. K., Makgato, M., & Skosana, N. M. (2023). Teachers’ views on the
application of educational technologies in the classroom: A case of selected
Tshwane West Secondary Schools in Gauteng. Journal of Curriculum
Studies Research, 5(2), 151–166.
https://doi.org/10.46303/jcsr.2023.23 Khadam,
U., Iqbal, M. M., Alruily, M., Al Ghamdi, M. A., Ramzan, M., & Almotiri, S.
H. (2020). Text data security and privacy in the internet of things: Threats,
challenges, and Future Directions. Wireless Communications and Mobile
Computing, 2020, 1–15. https://doi.org/10.1155/2020/7105625 Kishabale,
B. (2019). Modeling e-learning interactivity, learner satisfaction and
continuance learning intention in Ugandan higher learning institutions. International
Journal of Education and Development Using Information and Communication Technology,
15(1), 14–34. Martins,
J., Cunha, J., Lopes, S., Moreira, T., & Rosário, P. (2021). School
engagement in Elementary School: A systematic review of 35 years of research. Educational
Psychology Review, 34(2), 793–849.
https://doi.org/10.1007/s10648-021-09642-5 Wagner,
C. J. (2021). PK-5 teacher perspectives on the design of remote teaching:
Pedagogies and support structures to sustain student learning online. Journal
of Research on Technology in Education, 54(sup1), 132–147.
https://doi.org/10.1080/15391523.2021.1888340 |
