journal of communication in scientific inquiry in press ... jcsi jun 2020/2.pdf · note: accepted...

Journal of Communication in Scientific Inquiry

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The Transformative Potential of Digital Technology in the Development of

21st Century Language Learning & Teaching: A UniMAP Experience.

By:

Rozilawati Mahadi1, Sharmini Abdullah2, Sharifah Anis Zarith Syed Dziauddin3

Centre for International Languages,

Universiti Malaysia Perlis

[email protected]

Recent advances in technology have created a new learning ambience. The four walls of the classroom

have been expanded by social media, wikis, podcasts, twitter, facebook and many other digital tools.

Of course, the old industrial, “stand and deliver” model of education does not seem to be relevant

anymore in this new millineum. Over the last couple of decades, it has been recognised that language

learners need to be given the opportunities to build on and extend the ways in which they learn and

communicate. We can’t underestimate how rapidly things are changing and we need to make sure no

opportunity passes us by to improve learning outcomes. As educators, our challenge is to embrace, and

respond to, not just the technology but also to the extraordinary pace of change. In so doing, we need

to harness the transformative potential of digital technology to support new approaches to innovative

language learning centred around the development of 21st Century Learning skills. These include life

–long learning skills such as ICT literacy, creativity and innovation; critical thinking, problem solving,

decision making; collaboration and communication. This paper reports on the use of new technologies

to support development of those skills in language teaching and learning.

Keywords: digital, transformative, technology, 21st century skills, creativity and innovation.

The only man who is educated is the man who has

learned how to learn; the man who has learned how

to adapt and change; the man who has realized that no

knowledge is secure, that only the process of seeking

knowledge gives a basis for security. Changingness, a

reliance on process rather than upon static knowledge,

is the only thing that makes any sense as a goal for

education in a modern world. (p. 104) Rogers (1969)

Introduction

As nations seek to prepare children for their future in an information age, the internet and Web 2.0

technologies have proven to be powerful new tools in the 21st century classrooms. The educational

process supported by information and communication technology have created a new learning

ambience. The four walls of the traditional classroom have been expanded by social media, wikis,

podcasts, twitter, facebook and many other digital learning tools. Of course, the old , “stand and

mailto:[email protected]





deliver” model of education does not seem to be relevant anymore in this new millineum. Over the last

couple of decades, it has been recognised that language learners need to be given the opportunities to

build on and extend the ways in which they learn and communicate. We can’t underestimate how

rapidly things are changing and we need to make sure no opportunity passes us by to improve learning

outcomes.

As educators, our challenge is to embrace, and respond to, not just the technology but also to the

extraordinary pace of change. In so doing, we need to harness the transformative potential of digital

technology to support new approaches to innovative language learning centred around the

development of 21st Century Learning skills. These include life –long learning skills such as ICT

literacy, creativity and innovation; critical thinking, problem solving, decision making; collaboration

and communication. This paper provides examples of digital learning tools that can be used by

language educators to facilitate self directed learning and significantly improve the quality of teaching

and learning.

1. What is digital technology?

By definition, “digital technology includes all types of electronic equipment and applications that use

information in the form of numeric code” (www.wikipedia) . Whyte (2017) explains that digital tools

refer to software and platforms for teaching and learning that can be used with computers or mobile

devices to work with text, images, audio, and video . Tools for language learning and teaching may

include:

• programmes for editing digital materials (e.g., audio, video), and

• platforms for collaborating and sharing resources.

Digital technology is now becoming a major part of education. In traditional face-to-face learning

environments, teachers use instructional approaches to present curriculum materials. In Digital

Learning Environments (DLEs), lessons are live-streamed, resources are dowloadable and

communications take place via apps and emails. Learners in digital technology environment make use

of curriculum materials and instructional procedures using tools and technologies (Wheeler, 2012) .

And the elements of DLEs (i.e. instructional technologies, materials and procedures) have the potential

to facilitate Self Directed Learning. The instructional procedures in DLEs enhance Self Directed

Learning by providing mechanisms and opportunities for learners to clarify their understanding of

lessons and tasks, develop effective learning plans, select from repositories of strategies and monitor

personal mastery of learning requirements. In addition to the learning content, the DLE platforms

provide more opportunities for learner interaction, feedback and self evaluation. A considerable





volume of research establishes that the instructional tools available in DLEs are particularly useful in

supporting Self Directed Learning (Suhonen, 2005; Ifenthaler, 2010; 2012; Dalziel et al. 2016; Ge and

Ifenthaler, 2017). Specific online tools (e.g., web-conferencing, blogs and virtual discussion forums)

facilitate student collaboration with teachers and peers. Computer-based assessments deliver

immediate and formative feedback (e.g., online grade books, Quizlet etc). All these technologies have

the capacity to promote the cyclical phases of Self Directed Learning including task comprehension

and planning, strategizing and evaluating moving toward completion of the necessary task (Lee et al.

2011; Lee et al. 2010)

2. How does digital technology enhance teaching and learning ?

The integration of digital technology into learning and teaching brings a fundamental change in the

access to learning. Learning seems to be more flexible. The mode of learning, the pace and even the

place of learning can be altered anytime and anywhere in this borderless and timeless learning

environment. The term flexible learning includes different dimensions of learning flexibility such as:

flexibility related to time, flexibility related to content, flexibility related to instructional approach and

resources, flexibility related to delivery and logistics. This flexbility can enrich the learning and

teaching experience for both learners and educators.. If used appropriately, digital technology can act

as a powerful, flexible and engaging tool for both learners and educators. The table overleaf illustrates

the many of the things that are already considered central to excellent learning and teaching which can

be enhanced by the use of digital technology.

Table 1: Digital Technology and Its Impacts Towards Teaching & Learning

Aspect of quality

learning and teaching

Opportunities and impact of digital

technology

Provision of quality educational content Learners and educators have access to a

multitude of additional online educational

content as well as being able to create new

digital content that can support education.

Tailoring approach to deliver personalised learning A range of digital tools and services (apps,

games, websites, etc.) allow educators to offer

a number of approaches to learning and

learners can choose the approach that best

suits them.

Collaborating with others to test understanding of

new knowledge and skills

Educators can offer learners the opportunity to

collaborate online with others from across the

world in addition to their peers within their

https://link.springer.com/article/10.1007/s10758-017-9333-0#CR3

https://link.springer.com/article/10.1007/s10758-017-9333-0#CR4





school or early years setting.

Engaging and motivating learners Educators have access to a range of engaging

digital tools and services.

Ensuring education is relevant to learners’ experience

of the world

Educators can deliver learning in a digital

context using digital tools and services. This

better aligns with learners’ experience of

today’s digital world.

Opening up experiences and opportunities for

learners

Educators can provide learners with access to

a range of digital resources which allow

‘anytime/ anywhere learning’ and build a level

of digital skills which will be vital in today’s

digital world.

Providing quality assessment, personalised feedback

and data to inform subsequent learning and teaching

Educators can reduce workload by using

appropriate digital assessments that provide

instant results and personalised feedback. This

frees time for focusing on next steps and

improvement.

Allowing sufficient time for learning and teaching,

enabling learners to develop their knowledge and

skills

Online digital networks allow educators to

share resources and digital tools and services

expedite lesson planning. Digital assessment

eliminates marking time. The time saved can

be devoted to quality learning and teaching.

Equity of educational choice Live video streaming and digital tools and

services allow the potential for learners to

study subjects via online distance learning.

Source: Enhancing Learning & Teaching through the use of Digital Technology (2016)

The Use Of Digital Technologies In Enhancing Teaching And Learning At Unimap.

Building Digital Skills & Competencies.

Not only that the use of digital technology can enhance learning and teaching experience, an increased

and more effective use of digital technology will also result in developing a level of digital skills

among all learners that will be essential in today’s increasingly digitised world. As digital skills are

increasingly being considered as crucial for 21st century’s learners, the traditional view of literacy as

the ability to read and write has expanded to encompass understanding digital tools and information

for the whole learning and teaching force. When engaging themselves in an online learning, learners

are able to gain knowledge, digital skills and competencies. Meanwhile, teachers need the digital

competency in order to effectively nurture digital literacy in their learners (Catana, 2014; Nasah,

DaCosta, Kinsell, & Seok, 2010; PrietoArranz, Juan-Garau, & Jacob, 2013; Thorne, 2003). They need

to focus on honing those skills to cope with the massive amounts of information that needs to be





searched, refined, categorised and understood (Thomas & Morris, 2017). Hence, teachers should be

able to develop new curricula that uses technology to promote scalable, innovative course designs

which are ideal for bringing the real world into the classroom, making student-centered learning

experience more relevant and authentic.

Digital technology is enabling educators to create more interactive, engaging, flexible learning

materials.

From the educators perspective, digital technology is enabling them to create more interesting and

flexible learning materials in a range of digital and multimedia formats and make them accessible

online. Educators can be more inclusive in their teaching methods as they are able to use a more

diverse set of pedagogical approaches to support their teaching (Thomas & Morris, 2017).

Thomas & Morris (2017), further add that digital technology supports teachers’ in- class activities, it

supports their online content and it enables educators to interact with learners via online classroom

technologies. In a way, teachers or educators can have more flexible communication with their

learners and they are not restricted to face-to-face interactions in the classroom. Most students

nowadays want always- on access to the network and resources for a deeper and more flexible

learning experience. The conventional modes of classroom instruction are unlikely to inspire students

whose online life outside the classroom is very dynamic and evolutionary. It’s now easier for students

to engage on their own learning, be it online, hybrid, or flipped; from video-recorded lectures to online

access to course materials, students can “attend” classes anywhere, anytime, via any device. They have

no longer having to travel across campus for every single meeting with their lecturers. The ubiquitous

connectivity facilitates greater collaboration for both teachers and students. Teachers can empower

more innovative and exciting lectures, whether face-to face or online, while offering more

personalised feedback and mentoring. Digital-based activities will provoke learner’s excitement and

boost their engagement which lead to better learning and comprehension.

Digital technology promotes collaborative learning.

Deep-rooted in Vygotsky’s (1978) theory of learning , collaborative learning improves student

knowledge by combining strengths, sharing responsibilities and learning from one another, which

brings together many opportunities for enriching knowledge (Eady & Lockyer, 2013). In the past,

collaborative learning took place mainly in face-to-face situations, whereby students worked together

while sitting at a table in a classroom, or perhaps working as a group in a learning centre. However,

now, with the advent of technology, collaborative learning is also possible through many different





means or modes, such as online discussion groups, interactive platforms and online classroom

environments. Digital Learning Environments (DLEs) allow students to work together on group

projects; publish on wikis and blogs; solve problems; on discussion boards, have debates and study

teams; in online classrooms; and participate in other activities in cooperative ways. By using digital

learning tools and resources, students are working together in teams to search for information, share

their thoughts, write together and publish or create their results using online platforms.

Research in the primary school setting highlights the power of embedding these tools for writing

activities that promote exchanges between students and require them to write in a formal, content-

focused and depersonalised way (Warschauer, 2010). Another collaborative activity is group

exploration or problem solving, whereby students work together to discover a place or environment, or

to understand a topic. Some education-specific, virtual worlds have been constructed to allow students

to work together to develop their understanding of a topic. For example, Quest Atlantis is an online

world that uses a videogame metaphor for upper primary and junior high school students to work on

educational ‘quests’ with other students and mentors. Research with students who have used such

virtual worlds have demonstrated that students engage deeply with the content and gain team work

skills that support (Eady & Lockyer, 2013).

Digital tools for English Language Classrooms.

Deciding what technology to use and what programs may be available for particular tasks is difficult if

instructors don’t become familiar with the available resources themselves. There are several places to

go for help in this regard; however, there is not one location that has everything. The following tools

are examples of digital tools for making infographics, presentations, videos, animations, as well as

tools for assessments, quizzes, and many more.

1. Kahoot.

Launched in 2013, with the mission to make learning awesome, Kahoot!’s free game-based platform

engages the heart, hand and mind, creating a wildly more social, meaningful and powerful pedagogical

experience. Kahoot!’s platform and easy-to-use features not only attract educators and students but

reach beyond the classroom to corporate powerhouses, sporting and cultural events, and any social and

learning context. Kahoot! is one of the world’s fastest-growing learning brands with more than 40

million monthly active users in 180 countries. Kahoot! makes it easy to create, discover, play and

share fun learning games in minutes—for any subject, in any language, on any device, for all ages. Its’

application allows teachers to quickly create fun learning games for students based around multiple





choice questions. After creating the game, students can use any device to sign-in to the game ‘room’

using a unique code to complete lessons and compete against their peers. Displaying the questions and

game on a primary display encourages students to use their personal devices only for choosing their

answer. This means group engagement and discussion is promoted throughout the session, creating

what the Kahoot! team call ‘campfire moments’. Kahoot! then promotes students to proactively pursue

their learning goals by creating their own Kahoots, attempting to beat previous scores and inciting

class discussions around the learning topic. Whether used as an attention grabber at the start of a

lesson or a re-energising tactic part way through an intense revision class, Kahoot! is surely a great

tool for any teacher.

Source: https://www.google.com

2. Buncee - Create, Present and Share Engaging Multimedia Lessons.

Buncee is a creation and presentation tool which supports educators as they foster the 4 Cs of learning

in students: critical thinking, communication, collaboration, and creativity. Some of Buncee’s many

features include over 10k student friendly graphics designed by their team to help make learning fun,

the ability to record audio and video directly into a Buncee, integration with YouTube and Pixabay

images and much more. Students are able to engage and immerse themselves in what they are

learning, be more engaged with the material, and therefore improve their comprehension. Buncee can

be used to develop future-ready skills in students of all abilities. Students from as young as six and

seven years old are using Buncee to create multimedia presentations which demonstrate learning

acquisition, critical thinking and creativity, while also communicating stories. Teachers integrate

Buncee as a tool for individualized, differentiated instruction, language learning and special education,

as well as lessons and projects for any subject. It is used as a classroom presentation tool for reviewing

and introducing content aligned with curriculum standards. Additionally, Buncee is integrated into

modes of expressed student learning including alternative book reports, research projects, digital

storytelling, project-based learning, passion projects, and genius hour. With Buncee's easy to use

creation canvas making learning fun is just a drag and drop away. Buncee is greatly recommended for

https://www.google.com/





outside-the-box lessons, such as creating digital posters, micro-movies or simple games as a class

activity.


3. Book Creator - The Simple Way To Create Beautiful eBooks.

Book Creator is a simple app for making ebooks on the iPad (and soon to be cross-platform). Red

Jumper is the team behind Book Creator. Established in 2011, their mission is to empower the next

generation of content creators and improve their educational outcomes. Teachers and educators have

the opportunity with Book Creator to develop interactive and evolving teaching resources that can

easily be shared with or collaborated on by students. As an e-resource, it’s really easy to keep

resources up to date for each year group and make edits on the fly during lessons. Book Creator is

also a great tool for students to explore their creative side and produce a tangible piece of content

through their learning. Potential applications might include creating a portfolio of learning after each

lesson, or a homework assignment to create an interactive story or comic book. After creation,

resources can then be shared online with anyone worldwide. Teachers could support the learning of

students on the other side of the world, or maybe even collaborate with them on a new project.







4. Quizizz - Fun Multiplayer Classroom Quizzes

Quizizz allows us to find amazing quizzes made by other teachers, or create our own quizzes and share

them with the world. Start a "Live" game in class, or assign Quizizz as a fun "Homework" task.

Teachers can control the competition by toggling the leaderboard, timer and other settings. Thanks to

Quizizz being available on all devices, students play together, but each at their own pace. Gamification

elements like avatars, leaderboard and funny memes add to the fun! Teachers can review their work in

the end and use Quizizz’ detailed class and student-level reports to understand where their students

need help.


5. Padlet - The Easiest Way to Create and Collaborate

Padlet is like paper for screen. Start with an empty page and then put anything you like on it. Upload a

video, record an interview, snap a selfie, add text or upload some documents, and watch your padlet

come to life. Invite as many people as you like and watch the page update in real time with the

contributions of others. Used by teachers, students, professionals, and individuals of all ages, all

around the world, Padlet is the easiest way to create and collaborate wherever you are. Padlets easy,

intuitive interface makes it a breeze to quickly create a new document. Teachers could hold a live

collaboration lesson where students can all share and add content to your sheet at the same time, or set

a task to create a summer holiday scrapbook before school returns.








6. Quizalize - The Easy Way to Differentiate Your Teaching.

With Quizalize, fun quizzes deliver serious results. Team games using interactive whiteboard bring

formative assessments to life – motivating students to master every subject with friendly competition.

There are over 100,0000 quizzes to choose from and teachers can quickly create their own customized

quizzes. As a teacher, you’ll instantly know who needs help, what they need help with and how each

student is progressing towards curriculum mastery.Quizalize automatically groups students by quiz

performance, as well as assigning differentiated follow-up resources so teachers can easily

differentiate their teaching. It offers access to a range of helpful insights which show how students

have improved over time, topics that should be re-taught to the whole classes and student learning

gaps within the curriculum.


7. Biteable- The web-based explainer video tool.

Biteable is a web-based tool that allows you to create beautiful explainer videos that you can easily

add to your classroom to share with your students and make your lessons more interesting and

engaging. Explainer videos are short animated clips that make use of a wide variety of visuals and

multimedia materials to communicate a message in a concise and comprehensible way. Use of this

tool can be of great advantage to teachers who deals with younger kids as they love animated

characters and teaching them with the help of these videos can be of great use for you all. The benefit

of these videos is that knowledge is passed in a fun way. They make it easier for kids to understand

key topics. Content can be simplified and helps kids to remember their subjects. As a teacher you can

create explainer videos easily with Biteable to explain key concepts, create instructional guides and

tutorials to share with students and many more. The tool is user friendly and can be used easily. You

don’t need any advanced video editing skills to use it. The process is simple and easy. Biteable is

packed with professionally designed animated styles.







Conclusion

This paper reports on the use of new digital technology to support the development of language skills

in language learning. As educators, our challenge is to embrace, and respond to, not just the

technology but also to the extraordinary pace of change. In so doing, we need to harness the

transformative potential of digital technology to support new approaches to innovative language

learning centred around the development of 21st Century Learning skills. These include life –long

learning skills such as ICT literacy, creativity and innovation; critical thinking, problem solving,

decision making; collaboration and communication.

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