Pivoting to online learning in a pandemic posed challenges for educators and students. This theoretical exploration examines qualitative research establishing the urgency of teaching not only content but also the applications in which students will be assessed. Critical deficiencies present themselves when students lack familiarity with a new learning platform. The net result is that the assessment fails to capture student learning, but instead assesses basic knowledge and facility with the application for assessment. In this study, learners with familiarity in the use of an application perform 10% better in the short term analysis and 25% better in the long term analysis, despite the fact that material assessed was entirely new content, not a building of incremental understanding toward a content goal. A process of Digital Application Literacy is recommended to assure that assessment results are the product of content learning and not merely savvy use of software. Details are provided for the achievement of Digital Application Literacy through four steps: 1) Elemental explanation; 2) Dialoguing consequences; 3) Low-stakes formatives; and 4) Post-assessment debriefing. Schools experienced significant drawbacks when the shut-down of schools left many students without ways to participate directly in learning activities. Though many schools would pivot to online learning and Zoom classes, these suffered from a lack of preparedness among learners in the new and different styles of digital applications used in remote learning. Clear understanding and utilization of Digital Application Literacy can offer solutions to these circumstances.

Authors:
LeAnne Schmidt, Notre Dame Preparatory and Marist Academy, United States

About the Presenter(s)
Dr LeAnne Schmidt is a School Teacher/Instructor at Notre Dame Preparatory and Marist Academy in United States

See this presentation on the full schedule – Sunday Schedule

Bookmark