Erin Richard commences his discourse by outlining the dilemma presented before teachers to enhance online learning, as a measure to combat COVID 19. Most importantly, the article highlights both the physical and psychological harm that students can endure when determined to complete a course online. Most students find online learning cumbersome and time-consuming, especially for individuals that lack digital literacy. Allegedly, the complex issues that describe online learning are attributed to the gap in the professional capacity requirements for active technology-driven learning. The article concludes by underlining that schools can be supported in deciding to embrace mobile technology in the Classroom, by ensuring that the underlining of professional capacity required to achieve success is met. Simply put, teachers need to undergo proper, ongoing training that supports the ever-changing technological landscape. Ultimately, the article by Erin outlines important items of digital literacy together with the physical and emotional distress associated with the process.
Evidence to Support the Point of View and Conclusion Presented in the Article
Erin features several real-life examples in his study to support claims. At the very onset of the study, Erin introduces his audience to Maya Green, one of the many students that seem to struggle while attempting to embrace online learning. According to Erin (2020), most students and teachers alike lack digital fluency and are struggling to battle the isolation that comes with online learning. Also, the study alleges that most schools lack content for online courses, hence cannot guarantee the appropriateness of the innovation in enhancing learning, not to mention that most students lack motivation for online learning and complain about the isolation aspect of it such as difficulty in concentrating, development of erratic sleep habits, and the economic and emotional stress that most families face because of the novel COVID-19.
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The article confirms that many schools have made clear their intentions to embrace Technology in classrooms. Unfortunately, empirical evidence suggests that most schools lack adequate, ongoing professional development for teachers ( Li, Garza, Keicher, & Popov, 2019 ). Accordingly, a majority of teachers cannot integrate new technologies into their classrooms, given their inadequacy to understand new technologies. Erin (2020) further suggests that the incapacitation evident in schools is but a clear manifestation of the disjointed efforts between the management that propose items for implementation and the teachers required to integrate the new capabilities into their teaching methods. Consequently, the article concluded by underscoring that technology use in the classroom is characterized by the underutilization of new technological investment. Therefore, Erin (2020) enough funds should be assigned to cater to professional development to allow for coordinated efforts. Expectedly, teachers will then be able to use technology in a way that showcases innovation and will adopt new processes that may enhance engagement in entirety.
Providentially, the study affirms that the lack of proper training by teachers can be mitigated through holistic professional development, which constitutes: training teacher standards and assessment. Teacher standards incorporate an understanding of ISTE approved programs, such as online courses, face-to-face instructions, online learning modules, and in-class mentoring. Conversely, assessment features modules that aid in the evaluation of students’ progress when using technological aspects of learning.
Most importantly, whereas the study strives to highlight the struggles that both teachers and students embrace while adopting online learning, its nuances on the important aspects of digital literacy, as the difficulties described for both parties are characteristics of digital illiteracy.
Literature Review
The discoveries of various sources, chiefly in the instructive and educational research avow that data regarding the matter of advanced proficiency is to some degree lacking (Knutsson, Blåsjö, Hållsten, and Karlström, 2012). Regardless, the sheer number of sources that feature ideas of online and computerized leaning attests to a current crossing point between advanced proficiency and numerous other innovative builds such as coding, computational reasoning, media proficiency, e-learning, STEM, and ICT abilities (Bhatt and de Roock, 2013). Probably, the expression "digital literacy" does not have a widespread, rather than a solitary standard definition, to infer that current information on the point draws attention from educated language specialists.
At first, the idea of advanced proficiency on digital learning was begotten in 1997 by Paul Gilster, while trying to evaluate the degree of spread and effects of innovations in supplanting TV, phone, and paper. In like manner, Gilster (1997) alludes to people's capacity to adjust to the web. Correspondingly, Jewitt (2006) clarifies why the idea of computerized education seems, by all accounts, to be multifaceted, further uncovering of the discontinuity of the idea proficiency into various kinds of proficiency, including digital literacy in online functions, and computer operation. Remarkably, the fragmentation of the idea of advanced education reacts to the ceaseless new requests for new advances. It gets the job done then that the possibility of computerized education has advanced, and its utilization has clarified various angles that identify with specialized aptitudes, for example, on-line, web, and PC abilities. Strikingly, most researchers concur with Fulton's (1997) discourse on digital aptitude and its role in supporting education as a vital part of advanced proficiency in computational functions.
Strangely, the importance of online learning is prevalent as most establishments currently depend on technology to complete their tasks, suggesting that most workers presently strive to gain more knowledge to improve their chances of securing admirable positions in their careers. Likewise, establishments of higher learning have made it essential for students to learn about digital fluency before enrolling for their programs (Gorder, 2008). Hence, the predominant pattern recommends a positive relationship between social development and online learning.
Strength and Weaknesses of the Findings and Conclusion Presented
The conclusion presented by the study is fitting, though does not correlate with the main purpose of the study. Whereas the study strived to outline the distress that teachers and students undergo while embracing online learning, the study fails to outline approaches that can provide a lasting solution to the current predicament.
Pleasingly, the requirement for computerized proficiency has brought about advanced familiarity, an idea that alludes to viable angles, for example, keyness and Collocation and Colligation-the two of which are a fundamental part of corpus semantic. Corpus semantics portrays potential artistic usefulness that accentuates the requirement for a precise examination of the genuine creation of language, rather than instinct (Gries and Berez, 2017). Consequently, the word Corpus is an including phrasing that bundles millions of wordings together. Accordingly, Corpus' phonetic undertaking is to distinguish such implications. The hypothetical part of the term, as was contextualized by Firth (1957, p. 35), featuring the requirement for successive investigation of the content, first as a total set, at that point as individual aspects, with a more extensive perspective on the social setting, to draw criticalness. In this way, Firth fights that the essential objective of phonetics is to break down the importance of articulations. Furthermore, Firth rejects de Saussure's (1966) declaration that recognizes 'langue' and 'parole' and of Chomsky's (1965) ideation of language as a psychological development that requires both ability and execution, instead of verbal conduct. In basic terms, Firth sees that writing depicts a lot of occasions expressed by the speaker, whose method of activity was affected by a genuine setting.
The Appropriateness of the Research Method Used and Ethical Consideration
The study conducted by Erin is exploratory hence requires a thorough evaluation of the methodology to aid its endeavor. Erin settled for a qualitative study, which was wise given that he sought to understand causes. However, the credibility of the study could have been boosted through the use of a mixed research method, to allow the inclusion of numerical data to support claims.
Erin’s (2020) features children and addresses concerns that may seem confidential, hence the need for ethical consideration. Firstly, Erin was mandated to ensure that all of his participants were safe and had fully expressed their willingness to participate in the study, having been fully briefed regarding the subject matter for examination, their role in the study, and the implication of their study ( Peltier, 2018 ). Expectedly, Erin promised to keep personal data safe and confidential, guaranteeing anonymity to all who participated in the study. Finally, all the participants should have enjoyed the right to withdraw their participation without consequences.
Conclusion
In summary, the study by Erin (2020) highlighted the challenges that hinder progress in adopting technological strategies to facilitate learning. Despite the numerous benefits associated with online learning, complementary studies suggest that schools cannot implement a seamless digitized platform. Additionally, the isolation effected by online learning given the need to exercise social distancing inspires distress and emotional suffering. However, studies show that digital competence can be popularized if teachers and students work together to contribute towards its development. Most importantly, the study by Erin (2020) provided an overview that can be expanded to enhance performance. Possibly, digital literacy and fluency will allow most students to understand the concepts under review, hence ameliorating their pain caused through emotional stress.
References
Bhatt, I., & de Roock, R. (2013). Capturing the sociomateriality of digital literacy events. Research in learning technology , 21 .
Firth, J. R. (1957). Ethnographic analysis and language with reference to Malinowski's views. Man and Culture: an evaluation of the work of Bronislaw Malinowski , 93-118.
Gilster, P., & Glister, P. (1997). Digital literacy . New York: Wiley Computer Pub.
Gorder, L. M. (2008). A study of teacher perceptions of instructional technology integration in the classroom. Delta Pi Epsilon Journal , 50 (2), 63-76.
Gries, S. T., & Berez, A. L. (2017). Linguistic annotation in/for corpus linguistics. In Handbook of linguistic annotation (pp. 379-409). Springer, Dordrecht.
Jewitt, C. (2006). Technology, literacy, and learning: A multimodal approach . Psychology Press.
Knutsson, O., Blåsjö, M., Hållsten, S., & Karlström, P. (2012). Identifying different registers of digital literacy in virtual learning environments. The Internet and higher education , 15 (4), 237-246. https://doi.org/10.1016/j.iheduc.2011.11.002 .
Knutsson, O., Blåsjö, M., Hållsten, S., & Karlström, P. (2012). Identifying different registers of digital literacy in virtual learning environments. The Internet and higher education , 15 (4), 237-246.
Li, Y., Garza, V., Keicher, A., & Popov, V. (2019). Predicting high school teacher use of technology: Pedagogical beliefs, technological beliefs and attitudes, and teacher training. Technology, Knowledge, and Learning , 24 (3), 501-518.
Peltier, C. (2018). An application of two-eyed seeing: Indigenous research methods with participatory action research. International Journal of Qualitative Methods , 17 (1), 1609406918812346. https://doi.org/10.1177%2F1609406918812346
Richards, E. (2020, August 2). Kids' mental health can struggle during online school. Here's how teachers are planning ahead . Retrieved from USA Today: https://www.usatoday.com/story/news/education/2020/07/31/covid-online-school-kids-mental-health-teachers/5529846002/
