Learner-Active Technology-Infused Classroom: A Review of a LATIC Case Study and Discussion of Opportunities With Virtual Schooling

Introduction To Latic And The Case Study

With the continued rise of importance in developing digital learners, this article seeks to review a study centered on an example of innovative, technologically-advanced curriculum through the Learner-Active Technology-Infused Classroom (LATIC) format as well as to discuss the possibilities of engaging learners in this format through virtual education settings. The LATIC approach pursues student achievement through three primary principles: academic rigor, student engagement, and student responsibility (Sulla, 2013). In order to accomplish these goals, students are encouraged to work both independently and collaboratively, to use technology seamlessly as a tool for learning, to set goals, manage projects, assess progress, and identify their own resources for learning. In the traditional classroom setting, teachers differentiate instruction in order to reach the learning and growth needs of each individual student, specifically in preparing digital learners for the future of educational landscapes and the modern workplace. Further, each LATIC may look and feel different, depending upon the student culture and learning environment the teacher has chosen to model and develop. Therefore, in the midst of the COVID-19 global crisis and its tremendous impact on learning, this article first reviews the original case study of a LATIC and then further discusses the potential for incorporating these concepts into online and homeschool education.

Moreover, while differences in structure are inherent with the LATIC format, this case study aimed to explore the specific application of LATIC curriculum in a 3^rd grade Title 1 classroom in Southwest Florida. The case study focused on: 1.) the intended and achieved learning outcomes of the curriculum; 2.) student engagement with their peers, teacher, and technology; 3.) and experienced successes of both the students and teacher as well as any challenges faced during the LATIC implementation process. Further, the purpose of this research was to experience the day to day functions of a LATIC in order to evaluate its appropriateness for learners of varying levels, backgrounds, socio-economic statuses, and ages.

Despite the noted perceived benefits of a LATIC curriculum, there is a current lack of research in the literature either supporting or challenging this specific approach to teaching and learning and more specifically the use of this approach in developing digital learners. Therefore, this article seeks to contribute to the literature on technology-enhanced education, global education initiatives, and pedagogical approaches intended to expressly reach digital learners. Additionally, due to the rapid and unexpected impact of COVID-19, there is currently a lack of literature on the impact of this current health crisis on education. Thus, this article aims to further explore the potential for both educators and parents to create LATIC based learning in the virtual school setting in order to engage students while instruction takes place out of the classroom.