A Glimpse Into Active, Technology-Based Learning Through LATIC
A quick glimpse into Ms. Chambers’ third-grade classroom includes three young girls utilizing an educational video program to learn verbs such as “clap”, “jump”, “move”, and “shake” by actively expressing each of these actions as the verb populates on their laptop screens on the floor of the side of their classroom. Their enthusiasm for their verb rap video is contagious and their learning of these action vocabulary terms is apparent to the classroom observer. On the other side of the brightly colored room, three students sit on a couch with their laptops and complete a science activity of organizing the steps of the photosynthesis process. Other small student groups work either at their desk or on the floor of the classroom exploring and creating the parts of a “friendly letter” in a collaborative, active manner all while the classroom teacher circulates to provide encouragement and support for her students, stopping periodically to provide direction for students in need of guidance. Each of these students has developed their own weekly schedule and goals for completing assigned activities. While the autonomy, activity level, and technology of this third grade classroom is not typical of an average public school environment, this classroom, based on the Learner-Active, Technology-Infused Classrooms (LATIC) concept presents an innovative approach to teaching with technology and engaging elementary students in the collaborative learning process.
Introduction to the Case Study
With the continued rise of importance in developing digital learners in K-12 classroom environments, this chapter seeks to present an example of innovative, technologically-advanced curriculum through the LATIC format. 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 this 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, while differences in structure are inherent with the LATIC format, this case study aimed to explore the specific application of LATIC curriculum in a 3rd 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. Through the case study methodology, the researcher relied primarily on classroom observations, interviews with the teacher, and an analysis of classroom documents and visual materials as a means to understand both the role of the students and of the teacher in a LATIC environment.
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 chapter seeks to contribute to the literature on technology-enhanced education, global education initiatives, and pedagogical approaches intended to expressly reach digital learners. Additionally, this chapter aims to further present the ideas, approaches, and significant outcomes associated explicitly with the LATIC curriculum.