DIGITAL EDUCATION – GO SLOW
By Elaine and Arthur Rubin
We agree that there is much to be said for digital education, but we still think that educators shouldn’t embrace it uncritically. Our reasons:
1. It has been shown that the 5 senses are a critical component in the learning process and digital tools do not utilize them optimally. The benefits of holding a book, physically manipulating cards, playing an educational game with, or reading aloud to, others, seeing and hearing facial and vocal clues; these are lost or significantly diminished in the digital classroom.
2. Schools provide environments where the interaction of teachers with students is key to transferring information and skills, and digital education by its very nature reduces the amount of interaction between teacher and student.
3. The various types of spontaneous interaction (i.e., cooperation, collaboration, conversation), are minimized or vanish altogether in the digital classroom.
4. Quality and ease of use are simply missing in too many digital education products.
1. It has been shown that the 5 senses are a critical component in the learning process and digital tools do not utilize them optimally. The benefits of holding a book, physically manipulating cards, playing an educational game with, or reading aloud to, others, seeing and hearing facial and vocal clues; these are lost or significantly diminished in the digital classroom.
2. Schools provide environments where the interaction of teachers with students is key to transferring information and skills, and digital education by its very nature reduces the amount of interaction between teacher and student.
3. The various types of spontaneous interaction (i.e., cooperation, collaboration, conversation), are minimized or vanish altogether in the digital classroom.
4. Quality and ease of use are simply missing in too many digital education products.
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