Learning in the Digital Age

Education reform calls for an inclusive curriculum where all students have equal access to education and technology. Educators must decide what skills are necessary in order to develop a curriculum that will meet students’ needs and satisfaction. We want all our students to become fluent in all subject areas with the intention of making better citizens out of them and preparing them to be successful as they progress through education and life. With this fluency, comes the digital fluency. Resnick (2001) further suggests that “digital fluency will become a prerequisite for obtaining jobs, for participating meaningfully in society, and for learning throughout a lifetime” (p. 49). According to McGrath (2004) four skills that are essential for students to be successful in the digital age are: digital age literacy, inventive thinking, effective communication, and high productivity. One of the ways to achieve these skills is by implementing a project-base learning (PBL). Project-base learning employs discovery through real-life application. This constructivist approcah to teaching has gained much attention in many subject areas especially in mathematics.

The amalgamation of PBL is also very effective with at-risk students as well as high achieving, wealthy students. The effectiveness for this model is due to both the equitability of material presented and the high expectations from the educators. As Resnick (2001) explains when discussing Computer Clubhouses in his article, making use of the students’ personal experiences become a great asset in creating a meaningful digital environment. Similarly, the results of PBL and the integration of technology for at-risk students were: increase engagement, work on cognitively complex tasks, and a shift from route learning to inquiry and all the higher order thinking skills (McGrath, 2004).

What can be learned about Computer Clubhouses and PBL? Both build on previous knowledge through meaningful, relevant application; both use technological tools in order to understand and communicate effectively; both present a product to an audience who can give students constructive criticism as well as a sense of satisfaction.

Student achievement is what’s at stake. We recognize that there is a need for changing the curriculum in order to revolutionize learning in the digital age. New approaches to education and learning as well as new technology to support the changes is essential to ensure that the goals of equitability are achieved. In addition, revolutionizing learning would encourage educators to learn about students’ cultural, personal experiences; hence creating a more inclusive, inviting educational environment.

References

McGrath, D. (2004). Equity revisited: Three recent reports provide insight for teaching with technology to benefit all learners.(PBL and The Digital Divide). Learning & Leading with Technology. 32(2), 36-39.

Resnick, M. (2001). Revolutionizing learning in the digital age. Publications from the forum for the future of higher education. Boulder, CO: Educause.Available online at http://www.educause.com/reources.