OECD’s study on the use of technology tools in learning can be a starting point in the discussion on the effective use of online tools in remote or distance learning. The influential study found out that, even with the use of tech tools in learning, students did not necessarily learn better. In fact, the study pointed out how tech tools were not used effectively because the teachers were not trained to properly and meaningfully integrate the tech tools in 21st century pedagogy. With these results from the study, schools should ensure that teachers do not simply transfer or translate what they do inside the classroom into their online “classroom.” There are certain dynamics that work well in face-to-face instruction but do not in online learning. For example, the classic example of long lectures or teacher-driven discussions that usually happen in the classroom may not translate well in online learning. Students may wander off from or lose their focus on the lesson especially since there are other competing sources of attention in their devices.
In the new normal, teachers should transform how they teach online, especially since online tools and resources present numerous affordances that teachers and students can take advantage of. Teachers can curate the best online learning resources about their topics and create learning playlists or menus that can make the learning process a personal journey for every student. Teachers should avoid being a content dumper, but instead be a master curator of resources that enable engaging and deeper learning. Moreover, teachers should design effective synchronous and asynchronous learning activities that enable sustained engagement, self-regulation, voice, and choice in students. To be able to do these, teachers should always remember that sound pedagogy should drive the use of tech and not the other way around. Avoid jumping into the bandwagon. Instead, start first with a solid understanding of 21st-century pedagogy.