{"id":26144,"date":"2024-05-19T01:09:14","date_gmt":"2024-05-19T01:09:14","guid":{"rendered":"https:\/\/www.writemyessays.app\/blog\/questions\/can-digital-technology-benefit-you-as-teacher-and-can-it-give-immediate-feedback-in-an-engaging-way\/"},"modified":"2024-05-19T01:09:14","modified_gmt":"2024-05-19T01:09:14","slug":"can-digital-technology-benefit-you-as-teacher-and-can-it-give-immediate-feedback-in-an-engaging-way","status":"publish","type":"questions","link":"https:\/\/www.writemyessays.app\/blog\/questions\/can-digital-technology-benefit-you-as-teacher-and-can-it-give-immediate-feedback-in-an-engaging-way\/","title":{"rendered":"Can digital technology benefit you as teacher, and can it give immediate feedback in an engaging way"},"content":{"rendered":"

Digital
\ntechnology in an ever-evolving world has revolutionised the way we communicate,
\nwork, and live. With the rapid advancements in digital technology, we can now
\naccess information, connect with people across the globe, and accomplish tasks
\nmore efficiently than ever before.<\/span><\/p>\n

Syaharuddin & Mutiani. (2021) explain that because, of the
\npandemic, digital technology became a crucial component in the world of online
\nlearning, enabling students to adapt and thrive in the new normal. There were
\nweaknesses to the online learning community in schools  <\/span>as there was no way in which to encourage and
\nmaintain attendance and motivations of the students. As a result,  <\/span>teachers and educators started to introduce
\nonline games and quizzes as one of the ways in which teachers were able to
\ngauge the attention of the learners during that period (Syaharuddin &
\nMutiani,2021).<\/span><\/p>\n

\n

I am undertaking an action
\nresearch project where I will look at the impact of incorporating digital
\ntechnology  <\/span>in my work placement with my
\nstudents and I will be observing and recording 
\n<\/span>their learning outcomes and engagement levels. <\/span><\/p>\n

I will be analysing
\ndifferent researchers in the literature review and looking at their research to
\nsee whether there is any  <\/span>benefits or
\nflaws in using digital technology in lessons and whether there are gaps in their
\nresearch where my action research project will be able to fill.<\/span><\/p>\n<\/div>\n

 <\/span><\/p>\n

\n

Literature Review<\/span><\/u><\/p>\n<\/div>\n

\n

Blended
\nlearning (G\u00fczer and Caner,2013) started to be implemented into the classrooms
\nin the early 2000s, however this is very different to what is classed as online
\nlearning today (G\u00fczer and Caner,2013). Students would use desktops as a way of
\nusing digital technology but due to the lack of technological advancements such
\nas, a fast internet speed and high-quality computer processors \/ smartphones
\nthe students were only able to do work on the computers in the actual
\nclassroom. Where as today the students are able to be either in the classroom
\nor at home. Furthermore, teachers and students can collaborate either
\nphysically or virtually on a project, which was not possible in the past. <\/span><\/span><\/u><\/p>\n

Andzik et al (2020)
\nhighlights that using digital technology such as online quizzes or games during
\na lesson has had beneficial effects on the learning outcomes of the students
\nthey are teaching. I have observed this in my lessons and I do incline to agree
\nwith these educators (Andzik et al,2020) however. only using this kind of quiz
\ncould disengaged the learners and have a negative effect on the students
\nengagement. I will be attempting to use various kinds of digital technology to
\nkeep the students engaged.<\/span><\/p>\n<\/div>\n

Borup
\net al. (2020) discusses student engagement in the classroom with the use of
\nblended learning. The researchers suggest the use of the \u2018ACE\u2019 (Academic
\nCommunity of Engagement) framework which explains, the students ability to
\nlearn cognitively and behaviourally either online or in the classroom. This was
\ninspired by Vygotsky’s (1978) zone of proximal development (Borup et al.,
\n2020). This is if a students sit near their peers, they will learn from each
\nother and thus support their engagement and overall success in their lesson
\n(Borup et al., 2020). This theory aligns with my own research, as my students
\nsit near each other. However, the difference will be that there will be support
\nin my classroom. I  <\/span>am hoping to be able
\nto test this (Borup et al., 2020) approach to blended learning with my
\nlearners. The flaw that I could see in this research and how it will differ
\nfrom mine is that even though the research paper (Borup et al., 2020) discusses
\n\u2018cognitive engagement’, the researchers do not explain if any of their learners
\nhad any kind of learning difficulties. Whereas my research paper will only
\ninclude learners with learning difficulties.<\/span><\/p>\n

The
\ncontinual research in this field of blended learning (Syaharuddin
\n& Mutiani,2021) <\/span>has expanded the access to digital technology
\nthroughout the world  <\/span>and has greatly
\nimproved the flexibility and convenience of online learning. Additionally, the
\nintegration of multimedia resources (Syaharuddin
\n& Mutiani,2021).<\/span>, such as videos and interactive simulations, has
\nenhanced the quality of educational materials available to students. As a
\nresult, online learning has become a popular and effective alternative to traditional
\nclassroom instruction, offering students a more personalized and engaging
\nlearning experience. (Syaharuddin &
\nMutiani,2021). All of these resources I am intending of utilising in my own
\nresearch project and test some or the theories that are in the literature
\nreview.<\/span><\/span><\/p>\n

 <\/span><\/p>\n

\n

 <\/span><\/p>\n<\/div>\n

\n

Methodology<\/span><\/u><\/a><\/span><\/span><\/p>\n<\/div>\n

\n

The Action research cycle Paisley & Paisley (2005)  <\/span>is a model where research can be modified and
\nadjusted at any stage of the process as it is quite flexible and allows you to
\ncollect meaningful data. There are four stages of action research, and these
\nare: 1- Plan (I will plan a lesson for my students). 2- act (I will implement
\nthe lesson), 3- observe ( I will observe and analyse how the class are
\nresponding to my lesson and the activities), 4- reflect ( I will self-reflect
\non the lesson and see whether we need to repeat the lesson or change some of
\nthe activities) to support the use of the different uses of digital technology
\n(which will be a quiz or a survey). I will also be assessing the students\u2019
\nknowledge throughout the lesson using these four steps (this involves using a
\nquiz or a game for analysis by seeing how much engagement the student have in
\nthe activity and how motivated they are), then adjusting the lesson for those
\nstudents who have not grasped  the concept or who are struggling with one
\nform of digital technology. This will ensure that all students can fully
\nunderstand and engage with the lesson (Paisley & Paisley,2005). Using
\naction research allows me to participate as a teacher and also as a researcher
\nby teaching and observing my lesson simultaneously. By incorporating technology
\ntools like online quizzes and games into the lesson, I can create an
\ninteractive and dynamic learning environment which promotes student
\nparticipation and reflection. <\/span><\/span><\/p>\n

I will be using Bloom’s Taxonomy theory, which consists of <\/span><\/span>six major categories: <\/span><\/span>Knowledge, Comprehension, Application, Analysis, Synthesis, and
\nEvaluation<\/span><\/span>; <\/span><\/span>to support students with their cognitive comprehension in the
\nlesson (Heick, 2021). It provides a framework for assessing and evaluating
\nstudents’ learning outcomes, ensuring that higher-order thinking skills are
\ndeveloped and assessed(Heick, 2021). A weakness of this approach can be seen in
\nscenarios where students have limited access to technology or internet
\nconnectivity and therefore not being able to utilise these tools. In another
\nscenario, relying heavily on digital technology tools like Kahoot etc may
\nexclude students from actively engaging in the learning process as these
\nstudents may have significantly higher needs and may not comprehend the concept
\nof the activity(Heick, 2021).This could create a disparity in participation and
\nhinder the overall effectiveness of active learning strategies(Heick, 2021). <\/span><\/span><\/p>\n

Although Bloom’s Taxonomy provides a useful framework for
\nassessing cognitive thinking and learning skills, It can also allow teachers to
\nobserve the full range of diverse abilities and ways of learning that students
\npossess and support and adjustments that students are encountering during the
\nlesson (Heick, 2021).<\/span><\/span><\/p>\n

Furthermore, Anandha, Anggraheni & Yogatama (2021) discuss
\nthat technology tools can also be useful in bridging the gap and providing
\nequal opportunities for all students to engage in active learning; and
\nassessment methods can be implemented to capture the diverse abilities and
\nlearning styles of students. I have two learning support assistants in the
\nclass to ensure that all learners are included and able to flourish in these
\nactivities by supporting them with handouts and providing small group support
\nwhen needed.<\/span><\/span><\/p>\n

Sawaida et al.(2020) explains that digital assessment tools,
\nsuch as Google Classroom, play a fundamental role in allowing the teacher and
\nthe student to participate in lessons online as well as allowing them to feel
\nindependent. This digital assessment tool also allows me to easily modify  <\/span>the questions and tasks depending on the
\nstudents’ proficiency levels. For example, the level 1 students question could
\nbe : \u2018Can you identify different modes of transports using pictures\u2019 and level
\n2: \u2018Can you identify different modes of transports using pictures and give an
\nexplanation of what the different modes of transports are?\u2019 Using digital
\ntechnology in the classroom allows me to modify and change their work if
\nnecessary whilst they are at their computers. Thus, will then enhance their
\noverall comprehension and knowledge retention.<\/span><\/span><\/p>\n<\/div>\n

\n

 <\/span><\/span><\/p>\n<\/div>\n

\n

If I then set a task  <\/span>such
\nas an online quiz, once they have finished the task it will  <\/span>also provide me with immediate feedback on
\ntheir understanding and how motivated they appear whilst completing it. This
\nwill enable me to identify areas where they may need additional support or need
\nto be given a more challenging task subsequently. Therefore, by incorporating
\ndigital technology in the lesson, I can engage with the students in their
\nlearning faster, which will result  <\/span>in a
\nmore interactive and dynamic learning experience. <\/span><\/span><\/p>\n<\/div>\n

\n

Ethical Considerations<\/span><\/u><\/span><\/span><\/span><\/p>\n<\/div>\n

\n

Having ethical considerations is a vital part of any action
\nresearch project to maintain the integrity and reputation of any researcher,
\nand the validity during their action research (BERA,2018). Also It ensures that
\nthe rights and well-being of participants are protected (BERA,2018). Ethical
\nguidelines provide a framework for conducting research in an unbiased and
\ntransparent manner; whilst minimising the potential for harm or exploitation.
\nAdditionally, adhering to ethical principles promotes trust and credibility
\nwithin the research community and among stakeholders, enhancing the validity
\nand reliability of the findings. I intend to follow these guidelines(BERA,2018)
\nto ensure that my students are protected, and my research is reliable. My
\nresearch has been done by conducting through literature reviews, obtaining
\ninformed consent from participants, and maintaining transparency throughout the
\nresearch process (Banegas and Castro, 2015). These are as follows :-<\/span><\/span><\/p>\n

           <\/span>The importance
\nof anonymity and confidentiality in research: Explore the ethical
\nconsiderations surrounding participant privacy and how it ensures their trust
\nand willingness to participate in the study.<\/span><\/span><\/p>\n

            <\/span>Safeguarding
\nparticipant data: Discuss different methods for securely storing and protecting
\nsensitive information, such as encryption, locked folders, or secure servers,
\nto ensure that only authorised individuals have access.<\/span><\/span><\/p>\n

           <\/span>Informed
\nconsent procedures: Elaborate on the process of obtaining informed consent from
\nparticipants, including providing clear explanations about the purpose of the
\nresearch, potential risks or benefits involved, and how their data will be used<\/span><\/span><\/p>\n

           <\/span>Respect for
\nparticipant autonomy: Highlight the significance of respecting participants’
\nrights to withdraw consent at any time during the study if they feel
\nuncomfortable or no longer wish to participate.<\/span><\/span><\/p>\n

These ethical guidelines set by BERA (British Educational
\nResearch Association): Explain how following BERA guidelines promotes ethical
\nconduct in educational research, specifically regarding anonymity,
\nconfidentiality, informed consent procedures, storage of data until a specified
\ntimeframe before destruction, etc., ensuring that researchers adhere to high
\nstandards throughout their studies.(BERA,2018)<\/span><\/span><\/p>\n<\/div>\n

\n

 <\/span><\/span><\/p>\n<\/div>\n

\n

As the researcher I intend to respect and prioritise the needs
\nof my participants, by ensuring that they understand why I am undertaking this
\naction research project. I do understand that the participants may not fully
\ncomprehend or agree with my intentions, leading to potential ethical concerns
\nor mistrust in the research process. However, I believe that an open and
\ntransparent lesson with my students will dispel any doubts that they may have
\nand hopefully, after three months, I will have a good amount of evidence so
\nthat I can answer my action research question, which is \u2018<\/span><\/span>Can digital technology benefit  <\/span>you as 
\n<\/span>teacher, and can it gives immediate feedback in an engaging way\u2019<\/span><\/span>.<\/span><\/span><\/p>\n<\/div>\n

<\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Digital technology in an ever-evolving world has revolutionised the way we communicate, work, and live. With the rapid advancements in digital technology, we can now access information, connect with people across the globe, and accomplish tasks more efficiently than ever before. Syaharuddin & Mutiani. (2021) explain that because, of the pandemic, digital technology became a […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"disciplines":[25],"paper_types":[],"tagged":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/26144"}],"collection":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions"}],"about":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/types\/questions"}],"author":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/comments?post=26144"}],"version-history":[{"count":0,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/26144\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/media?parent=26144"}],"wp:term":[{"taxonomy":"disciplines","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/disciplines?post=26144"},{"taxonomy":"paper_types","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/paper_types?post=26144"},{"taxonomy":"tagged","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/tagged?post=26144"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}