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Throughout the spring of 2020, the worldwide schooling neighborhood confronted large disruption because it transitioned to emergency distant educating in response to the COVID-19 pandemic. Unfamiliar with the challenges of integrating edtech into instruction inside a distant atmosphere, elementary science lecturers struggled to use finest practices—similar to three-dimensional instruction, collaborative studying, and hands-on experimentation—into instruction.
Whereas lecturers in my area have historically met know-how integration with trepidation, through the pandemic they embraced edtech and discovered to depend on it as a mechanism to interact college students within the studying course of. Right this moment, edtech is as a lot part of the material of instruction as pencils and paper.
Throughout emergency educating, the revolutionary educators I work with sought to implement any edtech instrument that purported to assist preserve college students engaged in studying. However, because the pandemic recedes into the rearview mirror, educators have change into choosier in regards to the edtech they use.
Extra edtech just isn’t the reply. In truth, including a technological characteristic to a lesson merely for the sake of utilizing know-how might be counterproductive relating to pupil comprehension of the important studying aims. When integrating know-how applications, lecturers should take into account the scholars’ working reminiscence and the function of cognitive load to keep away from pitfalls that would impede the training of the specified content material.
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