After the pandemic spread throughout the world, the use of digital learning tools dramatically increased (Evans-Amalu, 2021).
The policy is renewed by The European Union (EU) under The Digital Education Action Plan for 2021-2027, a program for supporting the education system of EU Member Countries in this modern world. The policy gives a broad opportunity to EU Membership Countries to teach concerning e-instruments. This supports the digitalization of teaching methods, and pedagogical techniques, and fosters the improvement of high-level digitalization in the education environment. One of the main in this plan is “enhancing the technological abilities and competencies in the digital transformation” (Digital Education Action Plan, 2021-2027).
Advantages of using digital instruments in the classroom
As has been previously reported in the literature that using Information and Communication Technologies in teaching has an intense relationship and effect on the level of students in scientific literacy (Luu & Freeman, 2011). No doubt using effective strategies in the education process encourages several skills of students as being innovative and creative (Marks & Eilks, 2009), unlike common traditional patterns of teaching a particular subject. Another study shows that enabling digital instruments helps students construct positive attitudes on environmental and scientific themes (Harris, Buchanana & Walker, 2002).
In 2020, Hillmayr had research on enhancing maths and science learning with distance learning tools in secondary schools. In this study, the author investigated and analyzed 92 studies, and grade levels from 5 to 13, and learned that using digital tools can influence students’ learning outcomes significantly, at the medium level, and it will have a positive impact on students’ attitudes at the small level.
According to the article by Abdullahi in 2014, teachers had several constraints in using Information Communication Technology (ICT); the need for specific guidance for using digital tools is also needed in that case. The author indicates that a science curriculum loading with a lot of content-based materials and assessments causes no use of technological instruments. While Abdullahi believes that ICT can be used for supporting various curriculum goals and kinds of pedagogy. The author has positive insights into the motivation and commitment of educators to using digital instruments that are gradually changing (Abdullahi, 2014).
I tried to present data on conducted research about the effects of digital learning tools on students’ learning in the classroom. As the authors note earlier, more work is necessary to use digital technologies effectively in the education process and determine the effect of these tools on particular skills, and competencies.
References
Abdullahi, H. (2014). The role of ICT in teaching science education in schools. International Letters of Social and Humanistic Sciences, 19, 217–223.
Digital Education Action Plan, 2021-2027.
https://education.ec.europa.eu/focus-topics/digital-education/about/digital-education-action-plan
Evans-Amalu, K., & Claravall B. E. (2021), Inclusive Online Teaching and Digital Learning:
Lessons Learned in the Time of Pandemic and Beyond, Journal of Curriculum Studies, Research, Vol. 3, No 1.
Harris, B., Buchanan, J., & Walker, S. L. (2002). Evaluation report on the global education project Geography Teachers Association of Victoria. NSW: Univ. of Western Sydney.
Hillmayr D., Ziemwald L., & Reinhold F. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, Vol. 153.
Luu, K., & Freeman, J. (2011). An analysis of the relationship between information and communication technology (ICT) and scientific literacy in Canada and Australia. Computers & Education, 56(4), 1072-1082.
Marks, R., & Eilks, I. (2009). Promoting Scientific Literacy Using a Socio-critical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences.
International Journal of Environmental & Science Education, 4(3), 231-245.
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