Abstract
Pivoting to online learning in a pandemic posed challenges for educators, administrators, parents, and students. This exploration examined quantitative data establishing the disparities of access to computers and the internet for students, the likelihood of canceled classes, and differing experiences with virtual coursework or remote learning on paper for students based upon gender and race/ethnicity. Critical deficiencies present themselves when students lack familiarity with new learning platforms. The net result was that assessments failed to capture student learning, but instead assessed basic knowledge and facility with the application for assessment. Employing Digital Application Literacy Theory (Schmidt, 2021) indicates that 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 was recommended to assure that assessment results are the product of content learning and not merely savvy use of software. 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 and insight on the limited value of early assessments of learning lag.
Author Information
LeAnne J. Schmidt, Notre Dame Marist Academy, United States
David W. Schmidt, Lawrence Technological University, United States
Paper Information
Conference: ERI2023
Stream: Learner Experience Design
This paper is part of the ERI2023 Conference Proceedings (View)
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To cite this article:
Schmidt L., & Schmidt D. (2023) Digital Application Literacy and the Modern Classroom ISSN: 2435-1202 – The IAFOR Conference on Educational Research & Innovation: 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2435-1202.2023.4
To link to this article: https://doi.org/10.22492/issn.2435-1202.2023.4
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