1. What is a Digital Classroom?

 The digital classroom refers to the “technology-enabled” classroom where student learning and interaction with
the instructor and peers is fully supported through strategic use of information and communication
technologies. A digital classroom is one which mostly or indeed wholly relies on electronic devices and software.
Digital classroom brings whole world to your classroom. Digital classroom changed education. Many teachers
are joining the digital classroom, and it is important that they develop teaching strategies to effectively guide
students through the learning process.

2. Identify and discuss the 8 Critical Elements of the Digital Classroom

8 Critical Elements of the Digital Classroom
1. The Spaces
Summary: The spaces in a digital classroom can be personalized or anonymous, static or fixed, open or closed,
responsive or mute. The main theme is potential, though that potential can be unrealized if there is a lack of alignment
between learning objectives and the technology used to achieve them.
Strengths: As described above, a digital classroom has the potential to be entirely personalized for each student to
connect with the right content, peer, or audience at the right time—and ‘scale’ insofar as that potential can be
replicated for every student every day without the direct and persistent ‘programming’ of a teacher.
Weaknesses: Spaces in a digital classroom can be difficult to align with specific learning standards. They also can be full
of distractions, notifications, and temptations to ‘play’ and not the ‘good’ kind of learning through play).
Also, though digital work can be social and open and collaborative, in many ways it can be even more de-personal and
isolated than a student completing a worksheet sitting alone at a desk. In the former, the student may be the only
person that ever sees any of the work or progress, while the worksheet example would at worst see the student turn in
the worksheet to a teacher who would provide feedback and often a grade, which would then be communicated to
parent/guardians/family, etc.

2. The Tone
Summary: This one’s a little abstract, but the idea is that the tone of a digital classroom is one of its most striking
characteristics. From the aesthetic of the assignments to the workflow for teachers to the pace of the assignments to
the frustration of buggy software, digital classrooms have a kind of mood and tone that make it striking in contrast to
traditional classrooms, where assignments often begin here and end there and all student activities are contained, finite,
and often teacher or classroom-centered.
Strengths: It’s easier to put students, student progress, and student work on display in a digital classroom
Weaknesses: Classroom management in a digital classroom is different—more challenging for some students/teachers,
less for others. The tone here can bring out the best or ‘worst’ in students and student interactions.

3. The Feedback Loops

Summary: In a digital classroom, the feedback loops have the chance to be much faster than a traditional classroom—
sometimes instantaneous.
Strengths: See above—it’s instant. It ‘scales.’ It equally applies to all students in the same ways, allowing for norm-
referenced evaluation when that’s useful.
Weaknesses: While it can be more personalized in some ways (correcting a specific student error), a digital classroom
alone can’t reproduce a teacher’s knowledge of the history, temperament, affections, gifts, etc., of each child the way
the best teachers can.

4. The Technology
Summary: The fourth element of a digital classroom is the most iconic: the technology. Whether hardware or software,
Wi-Fi or LANs, operating systems or social media channels, the technology of a digital classroom is the most visible part
for many, and thus can seem the most crucial.
(This, of course, couldn’t be further from the truth. The most critical part of any learning experience for a child is the
child—what they learn, and what they do with what they learn.)
Strengths: It never stops changing
Weaknesses: It never stops changing

5. The Workflow
Summary: In a digital classroom, the workflow shifts from teacher <—> student to the the student —-> everything else
—-> student —-> everything else.
Strengths: The workflow in a digital classroom provides more opportunities for creative feedback, critical evaluation,
authentic ‘real-world’ contexts, psychological support, etc.
Weaknesses: It can be difficult to both predict and ‘contain’ the workflow in a digital classroom
6. The Data
Summary: The data in a digital classroom is crucial to providing precise feedback and personalizing learning for students.
It can be elegantly visualized and easily shared, though learning models and curriculum must be flexible enough to abort
and respond to a constant influx of new data on learning progress.

This may not sound very ‘progressive,’ but in today’s public education environment few things matter more than data. In
a more Utopian view, I’d probably call this category/element ‘personalization’ (because that’s what data should be used
for) and analyze it through that kind of lens.
Strengths: There’s so much of it, and it’s easier to visualize and share with other teachers, students, parents, community
members, universities, etc.
Weaknesses: There’s so much of it. Also, if a school is focused on a specific metrics to demonstrate progress, even the
most potentially useful and relevant data suddenly becomes unuseful and irrelevant. (When you’re a hammer,
everything looks like a nail; when you’re looking for improvement in ‘fluency’ and have compelling metrics for that, it’s
easy to lose sight of the reader as a whole.)

7. The Purpose & Audience

Summary: In a digital classroom, purpose and audience are the most powerful shifts as experienced by the students.
With the limitations of a traditional classroom removed, what the student is create and who they’re able to create it for
increases to infinity.
Strengths: The purpose and audience of a digital classroom can become almost anything with great transparency and
collaboration.
Weaknesses: Beyond the teacher, few people have the expertise (and often legal access) to evaluate student work
based on specific learning objectives that themselves are standards-based. Real-world feedback can indeed support
standards-based growth, but there are far better ways to promote mastery of academic standards than turning students
loose in the ‘real world.’

8. The Products & Opportunities

Summary: The products and opportunities in a digital classroom are closely tied to Purpose & Audience. The idea is that
because students are learning in digital spaces, they are able to create new ‘things’—organizations, media,
collaborations, brands, platforms, etc., which then yields countless new opportunities for them in and out of the
classroom.
Strengths: Quantity, availability, adjustability—if there isn’t already a digital ‘space’ well-suited to every student, one
can be made.
Weaknesses: Because of the sheer abundance of everything digital, there is constant need to reflect on one’s own
purpose, goals, ‘metrics’ (how ‘success’ is measure), etc., in addition to the always-on need to evaluate the credibility
and embedded bias in information and media discovered online

3. Differentiate Digital Classroom and E-learning

 Digital learning is a combination of online learning, e-Learning and blended learning. It also allows offline digital
learning by using local conferencing software and digital cameras. e-Learning, on the other hand, allows learning
only through the internet

4. Differentiate Digital Classroom and Traditional Classroom

TRADITIONAL CLASSROOM DIGITAL CLASSROOM

Teacher-centered: teacher is center of attention and Student-centered: teacher is facilitator/coach
provider of information
Time-based Outcome-based
Teacher alone is a mentor Establishes community mentors for learners.
Passive learning Active Learning
Textbook-driven Research-driven
Lacks even the basic facilities Provides all the technical and human resources to
make the new school workable.
Restricted to school physical libraries for learning Creates digital libraries of learning experiences.
experiences.
 Assignment
In
PED 137
(Educational Technology 2)

Submitted by:
Delos Santos, Roxette April A.
BSED – TLE III – B

Submitted to:
Mr. Cyrus Pil Cadavedo
Subject Instructor