Divaharan, Shanti

Learning in this age and time is a complex process. It is dependent on a multitude of factors such as the learning milieu, learner profile and most importantly, the lesson design. Learning in the digital age has become even more complicated with the introduction of technology tools. This chapter discusses how the entire dynamic activity within the classroom, which leads to the enhanced learning experience, is, in fact, a work of art by the teacher. Depending on the design of the learning experience as deemed fit by the teacher, the learners could be learning passively, or they could be actively involved in the learning process. Learners could be learning within the physical classroom through technology mediation or outside the classroom or learning from home through e-learning or learning independently accessing online resources.

The teachers are critical players in planning and designing, thereby orchestrating the learners’ entire learning experience. This chapter presents th key elements and process involved in the design of technology-mediated lessons. It will cover critical concepts from Technology, Pedagogy, and Content Knowledge (TPACK) and the influence of learner profile and learning milieu on lesson design. Besides, it will discuss key evaluation ideas for teachers to determine the nature of their lesson.

This book is written keeping in mind prospective educators as well as practicing educators who are seeking a good understanding of how technology enables, mediates or enhances learning. This book provides insights into the global trends as well as Singapore’s journey in the use of technology for teaching and learning. Readers will benefit from the various aspects of using technology for teaching and learning, including the theoretical underpinning, design methods, planning, managing learners, and related issues and challenges. Key considerations for integrating various technological tools are also discussed at length in these chapters.

Digital Learning Environments (DLE) is a space that brings together the teacher, learner and technology tools with the intention of creating a technology-mediated milieu to support effective teaching and learning. The drive to adopt technology-mediated learning in the institutions makes it pertinent that educators are aware of how to manage a DLE so that, despite the shift in modality, the focus remains on learnings.

This chapter will explore two DLEs – Technology-mediated Learning Environment and Virtual Classrooms (VC). For each of these, we will discuss how teachers can set expectations and procedures to maintain their learners’ focus on learning while creating a safe and positive classroom culture.