Abstract:

Although technology has become a visible component of education in many Canadian schools and universities over the past decade or so, the pivot to virtual learning as a result of the Covid-19 pandemic has led to increased expectations for teachers and professors to incorporate a wide range of technological tools in their teaching practice. Not only are educators required to find ways to engage their students in both virtual and face-to-face learning environments, but they must also select, learn, and seamlessly implement a variety of digital tools in their classrooms. With the abundance of available web-based tools, how are teachers expected to make the most effective and appropriate choices for their classrooms? How will they be able to ensure that these tools are facilitating deep learning in their students? And how can these platforms be used as effective assessment tools?

It is well established in the literature that student engagement and learning are inextricably linked, and that technology can play a key role in motivating students in the classroom (Bergdahl, Fors, Hernwall & Knutsson, 2018). Today’s students are accustomed to ubiquitous access to information and, increasingly, access to a number of technologies in their learning environments. When educators are knowledgeable and purposeful in integrating digital technologies, students can construct knowledge in innovative ways (Sadik, 2008). Multimodal technologies can be leveraged to increase motivation and engagement (Robin, 2008), and students can develop essential competencies including problem-solving, and higher-order thinking skills such as analysis, synthesis, and evaluation (Forehand, 2010). The use of low-risk, highly participatory digital tools in a socially constructivist learning setting (Vygotsky, 1978) can provide opportunities for students to extend 21st-century skills such as communication, collaboration, critical thinking, and creativity (Fullan, 2013). Additionally, student thinking and learning can be made visible by the inclusion of accessible, collaborative, and student-friendly software tools (Hattie, 2012) as a means of both formative and summative assessment.

This paper describes a number of low-floor, high-ceiling web-based virtual tools and how educators can employ them to engage students, enhance teaching and learning, and assess student understanding, both in online and face-to-face learning environments.

Keywords:

Digital tools, 21st century skills, student engagement, assessment.