Authentic Learning Through Tech Use and Student Engagement

Educational technology literature identifies persistent digital divides comprising three key levels: access, usage, and outcomes (Hargittai, 2002; Torres-Díaz et al., 2016; van de Werfhorst, 2022). These divides are crucial in understanding the disparities within educational technology. The Office of Educational Technology highlights a specific "digital design divide," underscoring the need for consistent frameworks, ongoing professional development for educators, and the integration of educational technology into existing school cultures (U.S. DOE, 2017).

Past studies have examined the usage divide as a digital skill gap involving the application of technology for entertainment or educational purposes (Torres-Díaz, 2016). Recent literature defines the digital use divide as the disparity between students who actively create, design, and collaborate using technology versus those who passively consume digital content (U.S. DOE, 2017). Focusing on developing student technology skills will allow students to learn how to use technology to research, show what they know, and reflect on their learning goals and accomplishments.

Implementing a technology integration plan to address these divides necessitates comprehensive training and support, not only for students but also for educators (Hargittai, 2002). As Correia points out, assuming all learners are proficient with technology is unwise (2020).  Students and educators must constantly learn how to use and incorporate new technologies into the educational process.  The more tools that students can add to their toolbox, the more prepared they will be to use technology in their learning and professional journey after they graduate.

However, the mere increase in technology usage and skills does not always guarantee positive learning outcomes, reinforcing the importance of actively engaging with technology through authentic learning opportunities (van de Werfhorst et al., 2022). This aligns with concerns raised by the Office of Technology about passive technology use among students (U.S. DOE, 2017). Torres-Díaz also emphasizes that academic success correlates with effective technology utilization (2016).

The vision of any technology integration plan should aim to create a positive learning environment that enhances career and workforce readiness for students, faculty, and staff. To achieve this vision, incorporating specific goals that enhance student and faculty readiness for engaging with technology in a way that allows students to actively engage in their learning is essential to student achievement now and in the future.

References:

Correia, A. (2020). Healing the digital divide during the COVID-19 pandemic. The Quarterly Review of Distance Education. 21(1), 13-21.

Hargittai, E. (2002). Second-Level Digital Divide: Differences in People’s Online Skills. First Monday,  7(4). https://doi.org/10.5210/fm.v7i4.942

Torres-Díaz, J.-C., Duart, J. M., Gómez-Alvarado, H.-F., Marín-Gutiérrez, I., & Segarra-Faggioni, V. (2016). Internet Use and Academic Success in University Students. Comunicar, 24(48), 61–69. https://doi.org/10.3916/C48-2016-06

U.S. Department of Education, Office of Educational Technology. (2017, January). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. Retrieved August 15, 2023, from https://tech.ed.gov/files/2017/01/NETP17.pdf

van de Werfhorst, H.G., Kessenich, E., & Geven, S. (2022). The digital divide in online education: Inequality in digital readiness of students and schools. Retrieved fromhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC9435462/pdf/main.pdF