Learning in the age of advanced technology and AI is a great opportunity for both learners and educators.
Much of the teaching and learning is now being conducted on virtual platforms, which undoubtedly requires users to know how to manage computers, the Internet and technology well.
In other words, developing digital literacy now holds a prominent position in education. In this context, as ESL teachers working with various proficiency levels, our job with elementary learners who lack enough digital literacy might require more effort to handle both fronts successfully. We should be mindful of the fact that handling both language learning and digital literacy is quite challenging for learners, and the reasons why some adults are struggling with digital literacy is also important if we want to help them overcome this challenge. So, in this blog post, I’ll point out why some learners at the basic level are struggling with technology in their learning and suggest how teachers can help them overcome these problems.
First and foremost, let’s focus on some root causes of why some adult ESL students have difficulty navigating technology in the educational context.
- Anxiety and stress: the digital world could be scary and intimidating for users because of its vast scope and infinite possibilities. It’s so normal that people feel stressed and anxious in a new world and find themselves all lost.
- Lack of confidence due to traumas of past educational experiences: another reason learners face technological barriers in their ESL journey could be related to their past failed educational experiences. Some students have in fact opened up about being curious, risk-taking, and taking the initiative in trying new things, and because they failed at their attempt, they were punished and therefore lost courage.
- Feeling embarrassed about not knowing how to use a device: This reason is, in fact, a very interesting one and can be closely related to the learner’s personality traits. Many adult learners don’t feel confident asking for help with digital problems, or they might feel less sufficient if they admit that they actually don’t know something about technology. Or this issue could be closely linked to the previous reason. If learners experience past educational traumas, they might avoid embarrassing themselves again, this time as adults.
- Being fearful of breaking equipment: Another struggle for learners is their fear of wrecking their own device and not being able to fix it. So, they try to keep it as is and not go ahead with trying more things to protect themselves from potential hassles.
So that we know about some root causes of this issue, let’s go over some solutions.
First, learners should feel welcome with people they trust. Teachers should try to build their trust and assure them the classroom is safe in all aspects. Teachers could also promote peer learning by pairing less digitally savvy learners with those who are more proficient.
Second, teachers could make online learning fun by playing relevant and fun digital games.
Third, it’s crucial for teachers to teach vocabulary related to technology and implement tasks communicatively and collaboratively by encouraging participation and engagement.
Last, teachers should also inform learners that it’s OK to make mistakes and that’s not the end of the world. If anything goes wrong, we’ll manage it together, or we can always ask for help if needed. This makes learners feel safe and can boost their confidence in trying out technology. In the end, by celebrating achievements in digital literacy milestones, teachers can help students with self-efficacy and self-confidence issues get ahead in learning.
In short, teachers can help students struggling with digital literacy in the classroom. Let’s not forget that to integrate successfully into society, language skills are necessary but not enough in this era. Digital literacy is also key! To integrate language skills and digital literacy effectively, learners need to gain the confidence and motivation to face the challenges, and teachers need to lend a supportive hand on this journey.
Setareh Dabbagh
Greetings from the bottom of the heart of an educator. I’m Setareh and I have tried to be an agent for change through being an EFL/ESL instructor for over ten years now: change from uncertainty to assurance. I studied English Literature and went on to continue my studies in TEFL. As a learning facilitator, trying to empower learners and helping them get control over their learning pursuit is what I feel passionate about. I like sharing my teaching and learning experiences with my passionate fellows through writing as well. My area of professional interest is writing- be it blogging, short story, translation, or content writing. I see writing as a blue bird of some sci-fi movies with many wings. My writing wings are amazing books, moving movies, great company, healthy food, and physical and mental exercise.