INTEGRETION OF DIGITAL LEARNING 1

Review of the Literature

The Integration of Digital Learning and the Implementation of the COVA Learning

Approach and/or Other Blended Learning Approaches.

Crystal Torres

Department of Education, Lamar University

EDLD 5315: Assess Digital Learning Instruction

Dr. Julene Reed

June 27, 2021

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Review of the Literature

The Integration of Digital Learning and the Implementation of the COVA Learning

Approach and/or Other Blended Learning Approaches.

The integration of digital learning into the classroom revolves around the need to move

our students into a 21st-century mindset and weave technology into the pattern of future

education. Technology, as the reviewer has observed, is a pertinent tool that will enhance, mold,

and provide a rounded educational experience for future students to come. Using the COVA

learning approach and other integral sources of digital learning brings the integration of digital

learning into a blended classroom that helps enhance and engage students effectively. The

appraiser’s purpose of this Literature Review is to bring light to the usefulness of digital learning

in the classroom and how it can be integrated fluidly within academic learning environments.

This idea is important to bring to the reader’s attention, in order to create a sense of urgency and

desire to continue to grow, expand, and prepare districts and/or students for the future of this

country. Educators will need to be equipped and empowered to prepare for this change in

education.

In the following analysis, a review of literature is in order to delve deeper into the world

of digital learning. This inquiry will appraise the limitations of digital learning, consider student

motivations, what using tech tools can do for students, and how to integrate this into the

classroom as a conduit for student achievement and success.

Limitations

Despite the roaring pandemic that left a wave of ambivalent excitement for all things

technology, this left a gaping hole for inexperienced digitally prone teachers (Munday, 2021).

Posing other issues integrating technology including districts with low funding issues, causing
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availability to be a problem with implementation and case study ailments including a lack of

variety in demographics and subjects.

Pandemic Awareness

The stress of uncharted territory rippled through the world at alarming rates, as

shutdowns and sickness dribbled its effects through households near and far. Administrators,

educators, parents, and students were left with a decision regarding safety measures and

questions such as, what do we do now. Digital online learning became the “fire-fighting”

(Munday, 2021) approach to providing education to all students. Munday’s (2021) qualitative

data expressed that 74% of teachers in the Higher Education stratum did not have the experience

to head through this storm of online education. Teaching norms were upended and brought

through the wringer. The baseline had been shaken to its core and educators around the world

had to figure out what to do about it. This pandemic has been a force to be reckoned with and

pushed the technology mindset to the forefront of everyone’s mind. Cyber proficiencies were at

an all-time low. The mindset for the digital world is stifled by the quick fix stage and needs to

move digital integration into the hearts of every classroom. Munday’s (2021) article veers

towards changing the assessment protocols to include an appraisal of the culture of learning

instead of “for learning” purposes. This idea takes a considerable amount of space in time, that

for the time being, doesn’t seem to be worth it, even though it should be. The design of learning

is changing its shape, let’s hope it’s starting to trickle down to lower education entities.

Educators from all levels should take heed to the rapidly changing perspectives in education,

buy-in is a must in order for the system to work and students to achieve success in the 21st

century.
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Availability

Education couldn’t have known what the pandemic era would grant in the ways of

education, but there were struggles, even before this catastrophe was even a blip on the radar.

Smaller districts with low state funding, wouldn’t be able to grasp air above the water. Learning

gaps amiss and the abysmal divide between schools and low socio-economic challenges would

pose a critical challenge during the pandemic. Keeping Pace with K-12 Digital Learning

(Watson, 2014) an “annual review of policy and practice”, Watson set out to shed light on the

availability and policy restrictions of digital learning. Even though the technology is in more

hands than ever before, there is still a lack of availability in regards to information data,

technology itself, effective digital tools, state and local policy restraints. Supply depends on state

funding, and if policies have allocated monies to smaller districts locally, smaller schools lose

out on having the capabilities to bring technology into their classrooms, besides the

inexperienced teacher ratio. Every state is different, every district is different, and although

students’ needs are being met, viable innovative information is lacking. Thematically, Watson’s

(2014) balance teetered between large and small schools. Referring to the fact that larger schools

had more of an opportunity to integrate digital learning into their fibers, while smaller schools

are falling short in the usage of technology. This is due to rural areas where internet capabilities

are low and are not funded by the state. Low bandwidth restricts usage and causes frustration.

Why use technology in the classroom when time is wasted trying to get on? Digital learning is

not a one-size-fits-all.
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Case Study Restrictions

In reference to the majority of the case studies that will be reviewed, most expressed the

need to study a more diverse audience. Prince (2016) in his article studied the use of iPads in a

4th grade ELL program. IPads were distributed with a one-on-one integration. Functionality and

effectiveness were a plus but had expressed the need for a more diverse demographic to study.

Subjects came from high socioeconomic populations, so success with student achievement might

have been higher. To get a real indication of success using iPads with ELL students would have

been to study various levels of an economically diverse audience. Outcomes might have altered

or skewed slightly, depending on the subjects of study. Thibodeaux et al. (2018) released an

article on the COVA learning approach on 77 survived Higher Educated students at Lamar

Univerity. The author expressed a limitation of program study and/or levels and a strong desire to

focus more on one level of experience, saying that the six courses reached across various degrees

of understanding of the program. The question is, will integrating technology using blended

and/or COVA learning approaches be effective in the classroom on all planes and degrees of

education? Studies seem few and far between but are on the rise of case studies all over the

world in regards to digital learning effectiveness. How do educators make the right step in the

right direction?

Effective Technology Opportunities on the Horizon

Educators have caught onto a form of project-based learning that has propelled student

engagement and has put the learning back into the hands of the student. So has the digital
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learning approach using digital resources and learning approaches that blend into classroom

instruction. This is where educators will see the biggest difference in understanding “survival

skills” Wagner (2009) strived to deliver in his video over the 7 Students need for their future.

Skills ranged from problem-solving, communication, critical thinking, etc. All essential

components for a student in a highly effective classroom. By integrating digital learning

approaches into the classroom, the student can and will experience these vital pieces to life at the

tip of their fingers.

Benefits of Digital Learning Approaches

COVA Learning Approach. COVA is the use of choice, ownership, and voice through

authentic learning experiences (Thibodeaux, 2018). Even Prince’s (2016) study of one-to-one

iPad assimilation with 4th-grade ELL students, game choice back to the struggling language

learner, by giving them apps that will aid in their interpretation and understanding of the content.

By giving them that choice, these 4th-grade students owned their learning by using those

particular tools to access new learning. The study showed a comparison of language acquisition

between the beginning of the study and the end of the study. Feedback from one particular

student showed a considerable amount of growth using the resources provided. The initial

interview with this student needed a translator, but as time went by and tools were being used,

the student was able to express what content was being learned. Movement of language over

time is considerable when 4 months was the timetable for this study. Students in this study were

given a choice of apps, owned their learning, had a chance to voice their feedback and/or

reflections, and authentically learned the content all while learning a new language.
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Learner Motivation. Likewise, in Wellington, New Zealand, Janson & Janson (2009)

proposed a study that included 8 teachers and 200 students. Students were given a choice of

example activities that would meet the requirements of the objective, broke into groups, were

given ranges of difficulty depending on the level of ability, and were set out to accomplish them

with the use of digital tools. Teachers were the facilitator, where they were in charge of

questioning, probing, and pushing students to go deeper into their learning. Choice set students

up to decided what they wanted to do, thus creating a culturally enriched experience. They also

took ownership, because they had the liberty to create something that fit how they learned. Their

production was their voice because it was solely theirs. The study showed that this produced a

motivation that teachers had not previously seen before in their students.

Tools Integrated into the Classroom. There are several examples of activities and tools

that educators can pull from provided by the Department of Education (2014). Suggestions

include building knowledge by actively involving students in research paves a way to authentic

learning experiences that span past what traditional textbooks can provide. Technology, as

mentioned can allow the thinking process to yield innovation and problem-solving skills.

Ingenuity and innovation thrive on making connections, “social interactions” (Dept. Ed., 2014)

like eportfolios, constructive feedback, and a continued effort immersed in reflection. If the

Department of Education recognizes the importance of digital learning and its integration into

the classroom, educators must align themselves with the innovative movement digital learning

can provide to the classroom effectively.

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Conclusion

This body of literature has provided a narrowing concept and understanding of

integrating digital learning into the classroom through authentic learning experiences. It has

allowed a broader picture of the implementation from conception to practice. Prince (2016)

contributes to the spectrum of the ELL population and how iPads can help aid their progression

in language acquisition. Thibodeaux (2018) builds a certain top-down visual of what Higher

Education students are tasked to learn at a high level, using a learning approach that puts the

learning in the student’s grasp. This approach and study also show as an example of how digital

learning can be an authentic learning experience. Janson & Janson (2009) brought this level of

thinking to a district, where buy-in what necessary for the ball to roll in the right direction.

Educators and Administrators need to see how effective digital learning can be for our future

21st-century students. Munday (2021) brings home the realization that our teachers are not

equipped and trained to handle this type of movement without the infrastructure being

remodeled. It is imperative to the learner that steps are taken to ensure that digital learning

happens and effectively. Researchers cannot stop in the process of learning new and innovative

ways to learn content using technology as a conduit for learning. And that state and local policies

could make or break the process of integration.

This body of literature provides both sides of the coin in regards to digital learning,

including what digital learning is lacking, but could use a conglomerate of other resources that

delves deeper into the digital world post-pandemic. Since an emergent need for digital learning

has recently been a catalyst in education, there need to be more studies out there that contribute

to the blended digital learning classroom. Training and baselines will need to be established for
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educators in order to build this infrastructure for students to effectively and innovatively

contribute to their own learning.

What is missing from this study is a better look at recent problems and concerns when

integrating blended learning approaches within the classroom. There is not enough out there to

make an actual case study. Digital learning is like a spaceship embarking on its first trip to the

moon. It’s ready, fueled up, and smoking to take off. Now just waiting on everything to fall into

place and to lift off. Digital learning has been around for years just waiting for districts to catch

on and ignite the classroom experience. To better narrow the case in study, focusing on

developing a digital learning program that is effective and produces higher learning outcomes.
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References

Asia Society. (2009) 7 Skills students need for their future - Tony Wagner. [YouTube] Treieved

from: https://www.youtube.com/watch?v=NS2PqTTxFFc.

Janson, A., & Janson, R. (2009). Integrating Digital Learning Objects in the Classroom: A Need

for Educational Leadership. Innovate: Journal of Online Education.

https://www.learntechlib.org/p/104261/.

Munday, D. (2021, February 26). Teaching and Learning Post Pandemic.

Research-publishing.net.

https://eric.ed.gov/?q=technology%2Bin%2Bthe%2Bclassroom%2Bafter%2Bthe

%2Bpandemic&pr=on&ft=on&id=ED612265.

Office of Educational Technology, US Department of Education. Available from: ED Pubs. P.O.

Box 1398, Jessup, MD 20794-1398. Tel: 202-401-1444; Fax: 202-401-3941; Web

site: http://www2.ed.gov/about/offices/list/os/technology/index.html. (2014, June

30). Learning Technology Effectiveness. Office of Educational Technology, US

Department of Education.

https://eric.ed.gov/?q=effectiveness%2Bof%2Bdigitial%2Blearning&id=ED5946
89.

Prince, J. (2016, November 30). English Language Learners in a Digital Classroom. CATESOL
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Journal.

https://eric.ed.gov/?q=using%2Bdigital%2Bresources%2Bin%2Bthe%2Bclassroo

m&id=EJ1144336.

Thibodeaux, T. H. (2018, November 30). Student Perceptions of the Influence of Choice,

Ownership, and Voice in Learning and the Learning Environment. International

Journal of Teaching and Learning in Higher Education.

https://eric.ed.gov/?q=COVA%2Blearning%2Bapproach&id=EJ1206966.

Watson, J. P. (2014). Keeping Pace with K-12 Digital Learning: An Annual Review

of Policy and Practice. Eleventh Edition. Evergreen Education Group.

https://eric.ed.gov/?q=digital%2Blearning%2Beffectiveness&id=ED558147.