Integrating Digital Learning Resources in Classroom Teaching: Effects on Teaching Practices and Student Perceptions

Abstract

During recent decades, technologies have been widely available for educational institutions, being just one step in the long process of adoption and integration. Despite the number of studies focusing on the adoption of technologies in education, they often focus on teachers’ perspectives, leaving out students’ perceptions. Given that student learning is the cornerstone of technology-enhanced learning, this oversight is a serious drawback in promoting fruitful integration of technology in education. In this paper, we have tracked the use of over 6000 digital learning resources in the authentic setting of secondary schools in Estonia. Using qualitative analysis of open answers by teachers about their teaching practices and a structural equation modelling of school students’ reactions to these teaching practices, we uncovered several influencing factors of students’ perceived usefulness and experiences of using Digital Learning Resources (DLRs). Results show that similar to teachers, the use of DLRs presents students with new challenges that they need to adapt to in their learning.