Virginia Commonwealth University (VCU) is implementing a large scale exploration of digital pedagogies, including connected learning and open education, in an effort to promote digital fluency and integrative thinking among students. The purpose of this study was to develop a classroom assessment toolkit for faculty who wish to document student connectivity in course-related blogging and microblogging (“tweeting”) activities. Student use of digital annotation devices, including hyperlinks, embedded images, mentions, and hashtags, were studied in four university courses as potential indicators of student connectivity, defined as the ability to connect current thoughts and experience with other concepts and people across space and time. One thousand one hundred and eighty six (1186) hyperlinks and embedded images, 2708 mentions, and 135 hashtags were collected from 498 learner blog posts and 5343 tweets through mostly automated, digital workflows and analyzed through a combination of statistical, content, and network analysis. General criteria for “connected course” design, a model for connectivity as a form of learning, connectivity-based learning goals, and integrated, potentially scalable assessment practices are discussed. Content analysis led to the development of classification systems for the types, sources, and communicative impact of hyperlinked and embedded materials in blogging and tweeting contexts. Network analysis was adapted to visualize, document, and describe course-related social interactions and student use of web-based information sources. Real student data are used to describe annotation-focused assessment criteria, analytic assessment dashboards, rubrics, and approaches to real-time graphic visualization of student performance.

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Thesis (M.A. Education (Curriculum Studies)) -- University of Limpopo, 2021 / The emergence of Web 2.0 and Web 3.0 resulted with digital classroom technology that changed learning spaces into interactive digital spaces. Changes in classroom digital technology has caused education ministries to make a substantial investment in digital technology infrastructure and teacher training, to prepare teachers to venture into the 4th Industrial Revolution. The advent of tablet and smart phone technologies created a platform for schools within developing economies to change from traditional classroom practices to digital classroom technology. The problem this study examined is the lack of classroom technology and connectivity, and teachers’ circumstances that makes them fail to transition to digital pedagogies. The purpose of the study was to investigate the levels of digital classroom technologies and teacher’s usage of technology in selected schools in Limpopo Province. This study was guided by three main research questions, namely, “What is the level of classroom digital technologies in schools? What is the teachers’ perceived level of usefulness of using digital classroom technology? Do teachers possess competencies required to influence teaching and student learning?” The study is qualitative in nature and the interpretivism paradigm and a theory of technology acceptance model were used to guide in assessment of this phenomenon. The study was premised within the interpretivism paradigm and qualitative case study approach was used. Interviews and document studies were used to collect data from 4 teachers, 4 heads of department (HoD) and 4 principals, who were selected from four case schools that participated in Limpopo CoLab school project. The findings of this study identified a low level of digital classroom technology integration in Limpopo project schools due to inadequacies of digital classroom technologies and lack of internet connectivity. Furthermore, teachers’ resistance to transit from teacher-centred pedagogy to learner-centred pedagogy; a lack of adequate teacher training on digital classroom technology; and failure in the implementation of e-education policy by case schools were identified as challenges faced by Limpopo Project Schools. The study concludes that schools that were serviced by Limpopo CoLab project lack digital classroom facilities to practice what were learnt during training. This study recommends the vi Department of Basic Education provides Limpopo schools with school connectivity and digital technologies. This study further recommends that training of teachers on the use of digital classroom technologies should be made a priority.