The COVID-19 pandemic forced the educational system into digital instruction. Now, technology has become commonplace within the classroom.
But how does this affect the way that students learn? The transition from paper to online learning has changed how students and teachers operate in the classroom. Specifically, it affects students’ learning styles which is how an individual comprehends and remembers information.
In a study conducted by Wilfrid Laurier University, there are “four predominant learning styles: visual, auditory, read/write, and kinaesthetic.” Each style uses different techniques and resources to provide a better understanding of what is being learned.
Visual learners understand information through what they see, such as rearranging or structuring their notes by using different colored highlighters, underlining keywords, or using graphs, charts, and pictures.
Auditory learners learn through listening and working with their peers which makes lectures, reading aloud, and group discussions the best method of learning for them.
For learners who understand through reading and writing, the best techniques for learning is through the use of textbooks, re-reading, and re-writing notes, and lists.
The use of labs, tutorials, physical learning activities, and real-life examples within notes help students with the kinaesthetic learning style process new information.
“Personally, I’m an auditory learner so I work better completing my work on paper,” says Meron Domanski, 10. “I have found it helps me keep track of my thoughts and provides space for fun doodles.”
Along with classwork, most standardized tests have switched over to online assessments. Many of Pennsylvania’s standardized tests have switched from paper format to online. Just to name a few, the Keystones Exams (English, Algebra 1, and Biology), SATs, and PSATs have all made this change.
Before these tests were digital, teachers/test proctors would be tasked with handing out the needed materials such as scratch paper, pencils, highlighters, and both test and answer booklets. This task alone was incredibly time-consuming.
With these tests now on the computers, proctors simply need to ensure that test takers have the appropriate apps downloaded and have successfully logged into their designated test. This process is simpler, less expensive, and more time-efficient for school districts. Do scores indicate it benefits students? Time will tell. Most schools across the nation are still trying to bridge learning gaps as a result of COVID-19 disruption. This is the second year that Stroudsburg High School (SHS) has gone fully digital for administering the Keystone Exams.
“The times are changing and society is becoming increasingly digital,” states Mr. Thomas Burke, assistant principal of SHS. “I think the change to online testing is and was inevitable.”
The switch to online has caused some changes in how teachers educate their students and structure the curriculum of their classes. Some subjects easily use technology within the classroom, providing students with more resources for classwork, studying, and better comprehension. For classes such as English and History, technology has only made the subject harder for students to understand.
For classes involving Science, Technology, Engineering, and Math (STEM), the use of online sources have aided students in having a more clear example of what they are learning in class. Certain topics are difficult for teachers to demonstrate for students who are more visual learners. These online resources can show students through videos, graphs, and other images.
“For science, there are all sorts of digital probeware that can be used for pressure, speed, etc.,” explains Mr. Jim Doney, physics teacher at SHS. “However, using the old fashioned (non-technology) labs in class ensures a basic understanding of the concepts being covered.”
As time goes on, a larger majority of the education system will turn to technology. This shift will enable a multitude of experiences, resources, assignments, and development within teaching methods and curriculum.
