Independent Learning & Assistive Technology

Self-directed Learning vs. Independent Student Learning

With increased access to educational technology and the focus on student-centered classrooms comes an emphasis on self-directed learning and independent student learning. Sometimes used synonymously, the terms self-directed learning and independent student learning actually differ significantly in that "self-directed learning is a guided experience which includes feedback" from instructors, mentors, and peers, while independent learning directs students to follow an "approved recipe for learning with little guidance or feedback" (Harrington-Atkinson, 2016, para. 3).

Educational Technology Tools for Self-Directed Learning & Independent Student Learning

According to Summit Public Schools Principal Joe Bielecki, students in self-directed learning environments "know that there's high expectations for them for academic growth, but also for character development," in which teachers adopt a role of facilitator, rather than a lecturer (FSGImpact, 2014).

Bielecki goes on to praise the improvements educational technology have made in the realms of non-cognitive skill development, student data, and the immediacy of feedback. He explains that integrating educational technology into a self-directed learning environment allows "students to actually learn from their failures immediately in order to adjust plans and set new goals" for their own learning (FSGIMpact, 2014).

Teachers then coach student learners how to interpret their data and recognize success and learn from failures, guiding students to expand control of their learning and develop new skills through continuous feedback.

And yet, while independent student learning is less dependent on feedback and guidance, EdTechReview celebrates the numerous resources made available to learners through present educational technology, who seek to expand their knowledge around any particular topic. "By knowing the best ways to find information on the web, you can find many sites, articles, docs and lectures" to support a pursuit of knowledge, and watching educational tutorial videos and using apps related to the topic are treasure troves of practical knowledge (K., 2013, Numerous resources section, para. 1).

K. (2013) asserts that anyone capable of using this technology to promote their own learning and drive their own metacognitive development can be an independent learner.

For educators who would like to try self-directed learning in their classrooms, there are two great resources below to support your endeavors.

Self-directed Learning Resources For Educators

1. Khan Academy - One of the most popular resources is Khan Academy, an online nonprofit educative initiative providing personalized learning designed to fill gaps in student understanding before accelerating their learning with "standards-aligned practice and lessons" created by experts (Khan Academy, 2021, Trusted content section, para. 1).

Using this tool, teachers can more easily tailor lessons for individuals across their classroom, effectively differentiating lessons to meet the needs of every student, thereby boosting student learning and engagement with curriculum.

2. Adventure Academy - A new online program available across all devices and targeted at students aged 8-13 years old, Adventure Academy is an educational massively multiplayer online (MMO) game praised for being childsafe, interactive, and engaging. Students are free to play with through monitored interactions with friends and peers and complete lessons in core curriculum subjects designed as epic quests and adventures.

With customizable avatars and player homes, students are liable to immerse themselves in "extensive curriculum to gain essential skills" and embark on inquiries driven by their own interests (Age of Learning, n.d., Language art section, para. 1). Educators should note that this service does require sign up and payments, though some conditional deals are also offered to reduce costs to schools.

Digital Inclusion & Assistive Technology

From translator applications, to voice-to-text programs, to visual aids and multimedia presentations, it's easier now than ever before to accommodate classroom instruction to include everyone. Including elements of universal design learning (UDL) in schools, like turning on closed captions during videos or recording lectures and posting them online, helps to foster an inclusive environment in our schools.

Assistive technology (AT) is no different in that sense. According to Understood (n.d.), "AT is any device software, or equipment that helps people work around challenges so they can learn, communicate, and function better" (Assistive technology basics, para. 1).

However, AT tools are not always high-tech, as the name might suggest. Both high-tech and low-tech AT solutions exist in the classroom, though either type of solution is implemented to best support the learning needs of the affected individual student in the classroom.

For instance, an exceptional student who struggles with reading might be best suited for a high-tech AT tool to help supplement their instruction. This AT software tool is commonplace in computers, smartphones, and tablet devices and is called text-to-speech (TTS), helping people overcome their challenges with reading by reciting digital text aloud.

Comparatively, if a student struggles to grip their pencil during writing tasks, an educator might implement a low-tech solution like a simple rubber pencil grip in the classroom to support that individual student's efforts in writing while fostering a commitment to academic achievement.