Technology is pervading C21st learning environments but the reality is that innovative use of technology in classrooms continues to be fragmented and inconsistent. While the interactive screen at the front of the classroom remains the dominant feature in most classrooms, there is a realisation that students can change the direction of the learning much more readily either by engaging with existing technologies in the classroom or by bringing their own device. This is because 1:1 access encourages opportunities for immediate participation and students can be involved in different tasks.
C21st pedagogy has led to an exploration of schools providing different types of mobile devices through to some students being allowed to bring their own. However, it has exposed that one of the biggest challenges for students today is consistency of access. There are still very few examples across Europe of schools where students can use technology throughout the day with all their different teachers to support all of their learning. It is difficult to achieve this when all classrooms in a school do not have the same levels of equipment. It is even more challenging when teachers are not able to use the technology that is available.
Beichner (2014) identifies the need for today’s students to have ‘continuous connection’ to information and people. Students expect to be able to have access to technology and expect to be engaged in doing something, along with the need ‘to expect instant gratification and feedback.’
Teachers spend a lot of time encouraging students to work together, wanting them to use technology to search for answers and to create new ideas, but then it is expected for students to demonstrate their knowledge by sitting in rows taking summative tests or examinations in isolation. C21st assessment needs to be adapted to C21st learning.
