Transforming Education - Technology & Digital Literacy

The current discourse in transforming education remains deeply intertwined with the rise of generative AI, ChatGPT, smartphones, cellphone bans, and the impacts of technology on learning and well-being. These technologies are accelerators of digital education. Many students are heavily reliant on social media and their digital devices. The themes presented in this discussion have emerged in a post-pandemic world, where digital tools have become indispensable in classroom teaching, enabling the shift to virtual learning. This reliance has persisted even with the return to in-person learning.

Technology continues to transform education and society at large, making digital literacy a crucial global competency, as outlined in the OECD’s report, Shaping Digital Education [i]. However, access to technology remains an equity issue (Burns & Gottschalk, 2019) [ii]. Generative AI and other digital tools can deliver learning that is personalized, adaptive and relevant. This opens possibilities for transnational learning communities, innovatively collaborating. 

To develop digital literacy, students need access to high-speed internet, the knowledge and skills to use technology, and the devices necessary for participation. Digital literacy is closely linked to well-being, but access remains another equity issue to be considered.

In underserved, remote and rural communities, in the Global North and Global South reliable internet access is limited and  often sporadic. The cost of digital tools, such as smartphones and tablets can be prohibitive for families with other pressing priorities, like food and shelter. The digital divide (Novak & Pettit, 2024) identifies this as an equity issue that must be addressed. Are your current school policies and procedures regarding technology being reviewed through an equity lens?

‍Additionally, students must learn to critically evaluate their online experiences. Navigating the digital world can pose significant challenges to their well-being, both online and offline. Schools and districts must implement, post, and monitor guidelines for technology use while involving families and communities in these efforts. Digital literacy and digital citizenship are more important than ever, aligning with global competencies that will serve today’s K-12 students throughout their learning journey. Digital tools like AI allow students to explore real-world issues. How are educators with their own range of skills and comfort levels navigating this AI journey? [iii]Currently, the conversation has shifted from one of future impact to one of exploring the immediate impact of technological advancements and learning.  Educators are now discussing a broad range of topics including: when and how to use AI tools appropriately for both teachers and students. Collectively, we are considering the impact of technology on assessment and evaluation practices when using AI, concerning equity of access, ethical use, and clear and relevant policies to guide us. OECD’s October webinar dealt with User-centered AI Educational Tools and Resources. [iv]

The following are a few of the topics, current in the news and around faculty lounges in schools and districts. More discussion on these topics will emerge over this school year. Click on any of the links to go a little deeper. 

Cellphone Bans
‍Post-pandemic, many schools found students increasingly using their cell phones during class, often hidden in their desks. Younger students were also bringing digital devices to school, and many teachers viewed these devices as distractions. A Pew Research study found that nearly 75% of high school teachers and 33% of middle school teachers saw cell phones as a major disruption (Jackson-Retonda, 2024).

The five major social media platforms are: YouTube, TikTok, Instagram, Snapchat and Facebook. A 2022 survey of 1,3000 13-15 year olds, found that 35% use at least one of five social media sites more than several times/day. The concerns are that increased reliance on social media has increased anxiety, diminished positive self-image and increased depression [v].  Students require adequate social and emotional skills to maintain well-being online and offline. The U.S. Surgeon General has called for phone-free classrooms, citing social media's contribution to the mental health crisis among young people (Alphonso, 2024). Australia has just banned the use of social media for children under 16 years. [vi]

Many regions, including Ontario, have imposed cellphone bans. In Ontario, students in Grade 6 and below must keep their phones off throughout the day, while students in Grades 7-12 can use them during breaks. Enforcement is left to teachers and administrators, and while anecdotal evidence suggests a reduction in cellphone use, questions remain: Will these bans work in the long term? What has your school or district experienced? How do we build a healthy balance of use of digital tools? This is a resource for consideration [vii].

The pandemic worsened social-emotional challenges for students. A Brookings Institute survey found that 40% of teachers reported students struggling with depression and anxiety linked to social media use (Jacob & Stanojvich, 2024). Social media has also been connected to eating disorders. A University of California study of 12,000 children aged 9 to 14 found that more screen time increased the risk of eating disorders with each additional hour spent online compounding the risk (Thompson, 2024). Schools can help by disseminating information and providing guidelines to parents for managing screen time, adapted to local needs. The embedded links provided in this Knowledgehook series can be used to support educators, students and their families. 

To support emotional well-being in the digital age, social-emotional learning (SEL) is being integrated into classrooms (Burns & Gottschalk, 2019). More discussion on this topic will be covered later in this Leadership series.

Technology's Response
‍Social media platforms are beginning to address these concerns. Instagram  for example, has created a Parent and Guardian Guide to Instagram in many languages and across cultures and contexts, offering practical suggestions for limiting access and materials for younger users [viii]. Parents and guardians are encouraged to consult resources like the National Association for Media Literacy Education (NAMLE) to promote healthier digital habits [ix].

Meanwhile, AI's role in education is growing. According to Rand, 33% of teachers report using AI in subjects like Language Arts and Social Studies, with districts increasingly offering professional development on AI tools [x]. Google recently committed $25 million to help integrate AI into teaching, particularly in rural and underserved areas [xi]   However, there are also concerns. TikTok, for instance, is being sued by 13 U.S. states for deliberately prolonging teen screen time leading to negative outcomes [xii].

Classroom Digital Tools
‍Digital tools like Lexia for reading and Knowledgehook for Mathematics allow teachers to personalize instruction, making learning more engaging and relevant. Knowledgehook has tools for educators in mathematics. These platforms enable teachers to upload assignments, collect portfolios, and provide timely feedback. Gamified learning systems are now available to enhance reading, writing, and comprehension skills [xiii]. There are now a wide variety of technology tools being used, supporting students’ skills, understanding concepts, building growth mindsets, and boosting their confidence. 

Diversability
Every K-12 classroom includes students with diverse learning needs. Technology helps create more inclusive learning environments by utilizing the principles of Universal Design for Learning (UDL). Tools that include variances of augmentative and alternative communication, like speech-to-text, ChatGPT, digital annotation, and audiobooks can break down barriers and make learning more accessible for all students (Novak & Pettit, 2024). These assume an assets-based approach. 

Generative AI
‍Generative AI has the potential to revolutionize education. McKinsey & Company predict that by 2030, we will see “data ubiquity” and quantum-sensing technologies enabling real-time data analysis and AI-driven insights. This will transform how we approach learning, providing educators with tools to optimize teaching practices. AI capabilities will be able to analyze, make recommendations and interact almost instantaneously. It’s an everywhere, everything, all at once mindset (Takakoli, Harreis, Rowshankish & Bobobowicz, 2024). There are tools to assist educators as they seek to effectively and judicially utilize these tools [xiv].  In fact, through leading Educators and The Learning Accelerator have partnered with 19 schools across the US in a new AI Collaborative [xv]. Involving teachers and even students who volunteer to interact and collaborate in the development of AI tools is becoming more of a norm. The French Government embarked on a project to accelerate the development of AI tools [xvi].

Again, studies note that K-12 students have differing knowledge-seeking foci. “In contrast, younger participants exhibited more diverse information-seeking, frequently switching between topics to explore a wider range of material. This age-related shift in behaviour was subtle but consistent: for each additional year in age, participants were slightly more likely to stay within a topic and less likely to explore a new one [xvii].

Knowledgehook Leadership series responds. 
‍The conversation around AI has shifted from future impact to immediate application. Schools now face questions about how students and teachers are using AI. Is it being integrated effectively and ethically? How may it affect classroom and higher stakes assessment?  We want to ensure equitable access to the tools and digital literacy. 

The December 2023 roundtable, Mixing AI and Human Skills, featured thought leaders Ariel Gamiño (Lead AI and Machine Learning Engineer, Athena Health; Austin, Texas) and Louka Parry (CEO and Founder, The Learning Future; Executive Committee, Karanga; Sydney, Australia) who engaged in a compelling and relevant conversation.

Stay tuned for more updates in the Knowledgehook Leadership Series!

References:

‍Alphonso, C. (2024). Cellphone bans in schools seem to be working, so far, Globe and Mail September 21, 2024: A: 10.

Burns, T. & Gottschalk, F. (2019). Emotional well-being in the digital age. OECD - - b7f33425-en.pdf (oecd-ilibrary.org)

‍Conference Board of Canada (2024). How are educators navigating the AI revolution? How Are Educators Navigating the AI Revolution? (conferenceboard.ca)

‍Jacob, B. & Stanojvich, C. Rewiring the classroom: How the COVID-19 pandemic transformed K-12 education, https://www.brookings.edu/articles/rewiring-the-classroom-how-the-covid-19-pandemic-transformed-k-12-education/

‍Jackson-Retondo, M. (2024). Do cellphone bans in middle school work? Its complicated. Mindshift, https://www.kqed.org/mindshift/64769/do-cellphone-bans-in-middle-schools-work-its-complicated

‍Johnson, M. (2024),Google.org announces new AI funding for students and educators, Google.org announces new AI funding for students and educators (blog.google)

‍Kay, M., Schwartz, H., Doan, S., Shapiro, A., Raney, L. & Lake, R. (2024). Using Artificial Intelligence tools in K-12 classrooms, Research Report, Rand, Using Artificial Intelligence Tools in K-12 Classrooms (rand.org)

‍Kelly, R. (2024) New AI Collaborative to explore the use of Artifical Intelligence to improve teaching and learning, New AI Collaborative to Explore Use of Artificial Intelligence to Improve Teaching and Learning -- THE Journal

‍Novak, K. & Pettit, M. (2024). Using Edtech tools to differentiate learning, Using UDL-Aligned Edtech Tools | Edutopia 

Takakoli, A.,  Harreis, H., Rowshankish, K., & Bobobowicz, M. (2024). Charting a path to the data- and AI-driven enterprise of 2030.McKinsey and Company, https://www.mckinsey.com/capabilities/mckinsey-digital/our-insights/charting-a-path-to-the-data-and-ai-driven-enterprise-of-2030

‍Thompson, D. (2024). Child Health - https://www.usnews.com/news/health-news/articles/2024-09-13/social-media-linked-to-eating-disorders-in-kids-and-young-teens



‍[i] https://www.oecd-ilibrary.org/docserver/23ac808e-en.pdf?expires=1728490315&id=id&accname=guest&checksum=C6551AB6BA1E01C1A28A82DE9F6A9257

‍[ii] How Are Educators Navigating the AI Revolution? (conferenceboard.ca)

‍[iii] Webinars 2024 – OECD Education and Skills Today (oecdedutoday.com)

‍[iv] Webinars 2024 – OECD Education and Skills Today (oecdedutoday.com)

‍[v] https://www.mayoclinic.org/healthy-lifestyle/tween-and-teen-health/in-depth/teens-and-social-media-use/art-20474437

‍[vi] https://www.cbc.ca/news/world/australia-social-media-ban-1.7395487 

‍[vii] https://www.oecd-ilibrary.org/education/educating-21st-century-children_b7f33425-en

[viii] https://about.instagram.com/community/teen-accounts?utm_source=google&utm_medium=paid-search&utm_campaign=teen-safety&utm_content=promo&gad_source=1&gclid=CjwKCAjwmaO4BhAhEiwA5p4YL7LPf35pGLFDpZX2gQeJ67ZPPbU2NXBujkJeICtIJEhup1Fmdo4wfhoCy7UQAvD_BwE

‍[ix] https://namle.org  

‍[x] Using Artificial Intelligence Tools in K-12 Classrooms (rand.org)

[xi] Google.org announces new AI funding for students and educators (blog.google)
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‍[xii] TikTok Gets Sued: 13 States And DC Accuse Chinese Platform Of 'Boosting Corporate Profits' Via Social Media Addiction | Watch (msn.com)‍

[xiii] https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/gamification-and-game-based-learning

[xiv] AI Teaching Assistant Pro | Contact North | Contact Nord
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[xv]New AI Collaborative to Explore Use of Artificial Intelligence to Improve Teaching and Learning -- THE Journal

[xvi]AI and education - Institutionnel Éducatif‍

[xvii]Older adults prefer deepening knowledge while youth explore broadly (psypost.org)