READY FOR GRADING
Wikipedia user deleted all of my edits, but I reverted them and asked for clarification on the talk page.
Initial Implication and History[edit]
editThe initial implications of digital media came long after the introduction of many important technological advancements. Inventions such as the radio, overhead projector, videotapes, and photocopier created new opportunities for alternative forms for instruction. The most impactful invention were computers that were available for everyday use. By the late 2000s, computers were available in most classrooms, in which gave students the opportunity to develop technological skills that could be used for years to come. This helped to develop many academic skills. These include virtual communication, internet research, software use, and technological skills with other devices. Many other devices have been implemented into classroom environments since. IPads, tablets, laptops, smart boards, and cameras are examples of these new technologies that are commonly used to engage with digital media platforms.
Benefits and Implication of Digital Media in Education
editThe main benefit of digital media in education is that it can increase student engagement. In addition, it helps students work through difficult concepts with multiple resources. Digital instruction helps show difficult topics that are often hard to understand. When students use digital technology in a course, all the students in the classroom have the opportunity to hone those digital skills. The main implications of digital media in education is that it gives teachers and instructors the opportunity to engage in dialogue based on mutual respect and reciprocity. Secondly, at the foundation of all teaching and learning, there is a link between the virtual and the actual based on the fundamental human relationship.
Opportunity through digital media
edit
New programs and classes are being added to curriculums every year. For instance, the University of Connecticut launched a digital media and graphic design major in 2015. This includes various classes such as web design, digital culture, animation, and more.
The process of education through the use of digital media can be split up into four types of learning activities which are passive, active, constructive, and interactive.[1] It is shown that students will gain more knowledge if they use more interactive types of learning activities rather than more passive ones.[1] Digital media in the classroom can bring new styles of learning in which would be more engaging and interactive.[2] Digital media allows people to showcase their work to social media platforms like Facebook, Twitter, and Instagram. Student's work can also reach a larger crowd and receive comments and opinions via Reddit, YouTube, Vimeo. Pages like these allow public display of anyone’s ideas and work. Students looking for work or internships to strengthen their resumé also will find opportunity online through sites such as LinkedIn. The knowledge that students in education have related to media technologies varies in which would require some to have assistance while using them. [2]
Covid-19's Impact on Education[edit]
editSchool across the country closed down because of the COVID-19 pandemic which affected the educational process in many ways.[3] Due to the rapid spread of Covid-19, there was a need for a larger more sustainable virtual education system. Since the students are at home, they have to attend their classes through a virtual process on their electronic devices.[3] These electronic devices include laptops, phones, and tablets. Implementing digital media platforms and technological devices assisted with an at-home virtual learning environment. These digital media platforms that are implemented include Google Classroom, Zoom cloud meetings, and Microsoft Teams.[4] This pandemic created a learning style that is becoming more normal, reliable, and flexible. Even though that the students that are using these virtual learning platforms are not physically in the classroom, they are able to experience similar education.[4] One issue that many schools had relating to transferring over to online education is the process of assessments and exams.[5] The process of preparing for exams and institutional assessments was affected because of the change of learning environment and time provided to gain the correct skills and knowledge.[5] Eddie M. Mulenga and José M. Marbán study students in Zambia during the pandemic to find how they adapted in the subject of Mathematics. Zambia was no different from a lot of the countries response pulling in-person class and going fully virtual. Their students were not prepared to navigate the unfamiliar platforms and saw engagement in the content fall off. A similar conclusion was found regarding the transition to virtual learning for students in Romania. The adaptation to the new platforms and environments were the biggest obstacles.
 | This is the sandbox page where you will draft your initial Wikipedia contribution.
If you're starting a new article, you can develop it here until it's ready to go live. If you're working on improvements to an existing article, copy only one section at a time of the article to this sandbox to work on, and be sure to use an edit summary linking to the article you copied from. Do not copy over the entire article. You can find additional instructions here. Remember to save your work regularly using the "Publish page" button. (It just means 'save'; it will still be in the sandbox.) You can add bold formatting to your additions to differentiate them from existing content. |
References
edit- ^ a b Lohr, Anne; Stadler, Matthias; Schultz-Pernice, Florian; Chernikova, Olga; Sailer, Maximilian; Fischer, Frank; Sailer, Michael (2021-06-01). "On powerpointers, clickerers, and digital pros: Investigating the initiation of digital learning activities by teachers in higher education". Computers in Human Behavior. 119: 106715. doi:10.1016/j.chb.2021.106715. ISSN 0747-5632.
- ^ a b Buckingham, David (2007-06-01). "Media education goes digital: an introduction". Learning, Media and Technology. 32 (2): 111–119. doi:10.1080/17439880701343006. ISSN 1743-9884.
- ^ a b Maity, Sudarshan; Sahu, Tarak Nath; Sen, Nabanita (2021). "Panoramic view of digital education in COVID-19: A new explored avenue". Review of Education. 9 (2): 405–423. doi:10.1002/rev3.3250. ISSN 2049-6613.
- ^ a b C, Lloyd Chrispin; S, Agnes Daney Angela; R, Jayaraman; V, Jothiswaran V. (2020-05-10). "Web-Based Platforms for Virtual Learning". Biotica Research Today. 2 (5 Spl.): 184–186. ISSN 2582-6654.
- ^ a b Burgess, Simon; Sievertsen, Hans Henrik (2020-04-01). "Schools, skills, and learning: The impact of COVID-19 on education". VoxEU.org. Retrieved 2021-10-31.