Naaz Kirmani, IB Educator and PhD student at the University of Bath (United Kingdom)
Against the backdrop of the COVID-19 pandemic, this research set out to capture the impact of technology enhanced learning on pedagogy, assessment and learning environments in the context of the International Baccalaureate (IB) Diploma Programme (DP). It was carried out in two stages. Study A explored 80 DP teachers, coordinators and school administrator’s views on the transitioning experiences caused by the shift to online learning during the pandemic through a questionnaire and interviews. Study B was a case study of one international (IB) school that explored the role of artificial intelligence (AI) in the teaching and learning of mathematics at the secondary level. Six students from grades 9 and 11 and one teacher participated in the questionnaire and interviews.
Study A describes the transition to online teaching during the pandemic. Specifically, how access to adequate digital infrastructure, digital resources, and challenges in effective curriculum delivery were experienced by the study participants. Differentiation of instruction, autonomous learning, student engagement, student motivation, group work and online assessment design emerged as key challenges and opportunities for schools. Study B examined how AI in teaching and learning offered opportunities for personalised and differentiated learning support. The case study indicates that AI provides opportunities to support self-paced and self-directed learning approaches that enhanced student motivation and engagement. Strategies for consideration by DP leaders and teachers in the design and development of approaches for the application of emerging digital technologies in teaching and learning are discussed. The outcomes of this research address the implications of emerging digital technologies to help shape future school learning environments and research.
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