Digital education and traditional learning methods

IN this digital age, bridging the gap between digital learning and traditional methods has become a talking point for teachers and educators. This became even more apparent during the global pandemic, with educators and schools relying heavily on long-distance learning and, in turn, digital approaches to learning.

Now that the teaching world has more or less returned back to normal and in-person classes have started again, how do we find the right balance between traditional learning methods and new, innovative digital education?

The printing press was one of the first technological developments that had a significant impact on education. As a result, learning materials and textbooks could be produced in large quantities. Further altering the educational environment were developments in communication technologies, like telephone, radio, and film. The accelerating pace of technological advancement has made it possible for many new forms of learning to take place remotely, outside of the classroom, or using a totally customised approach.

The fundamental benefit of a traditional school setting is that it can provide a learning environment for young children that is optimal in the real world. During class time, it enables children to stand up, move around, and connect with others in person. However, there are lots of benefits around digital learning that don’t sacrifice on student-to-student interactions.

Thanks to technology, students can now learn anywhere in the world at any time. Gone are the days of traditional bricks and mortar schools, paper text books, per- sonally handing in homework, and presentations on white boards.

Students can now share information online through various portals, put together group presentations completely remotely, collaborate much easier out of school hours and create work that they are proud of.

The blended learning approach is more effective than having schools completely transform into a fully-fledged digital institution or sticking solely with traditional learning.

Studies have demonstrated that the academic delivery of the blended approach to learning genuinely captures the best of every potential learning style and, as a result, is an effective way for students to engage in active learning.

This can be accomplished by increasing the use of digital evaluations and exams. It’s a terrific approach to introduce technology to classrooms gradually and successfully, to have test preparation - such as the use of mock exams - take place online, and to employ a more digital-based assignment and homework model.

Technology in the classroom can also mean spending less money on things like printed textbooks and stationery, in addition to making it easier for children to access their studies. For example, pupils won’t need to purchase and carry expensive and heavy textbooks, being able to access all of their learning through ebooks stored on digital means such as tablets and laptops.

Not only this, it encourages students to carry out their own intuitive learning, explore and study subjects they are really interested in, and become more self-reliant rather than simply following a teachers’ instructions.

The study of computers and implementing digital learning tools also sets students up for workplaces which have become more digitalised and remote-based.

FOR a few months now, the students of the Sotogrande International School in Cadiz have had a classroom of more than 2,100 m2 in the middle of nature. It is a recently refurbished area where students take part in educational activities that help them develop their skills in a natural, enriching and safe environment.

Students from four months to 18 years old have access to a unique forest in which, every day, some type of academic activity is carried out. From botanical explorations to improvisational theatre workshops, the space provides students and teachers with infinite possibilities where they learn, interact and enjoy the outdoors.

“Many studies have shown that nature and outdoor learning increase students’ confidence, social skills, communication, moti- vation, physical skills, knowledge and understanding. At Sotogrande International School we know children are generally happier when they are outdoors and this has an impact on their self-esteem, self-confidence, their ability to work cooperatively and to adopt a positive attitude towards learning,” explains Emma Butler, Head of Primary.

New classrooms: nature and well-being in the early years and early childhood

The conditioning works of the natural areas of the school have included the creation of an exclusive and specially designed area for the Early Years and Early Childhood stages (four months to six years).

Linked by a piazza or central space, which promotes collaboration and a sense of community, the school has opened new classrooms. Each classroom has direct access to its own outdoor spaces which allow learning to take place and flow smoothly and naturally, both indoors and outdoors. Children also have access to the areas called Atelier and Digital Atelier, where they are invited to develop their most creative abilities. They also have an area for music and access to sports facilities.