Introduction

Digital scholarship has transformed how educators within the elementary panel learn and teach, expanding the capabilities and impact of classroom teachers. This evolving approach to research, learning, and teaching is grounded in the functionality and flexibility of digital and technological tools. According to Weller (2011), a digital scholar engages in digital, networked and open approaches to academic study and learning. Within the elementary panel, Kindergarten to Grade 8 teachers can practice digital scholarship research to foster professional development, professional networking, information and resource curation and authoring.

An open-access approach, the development of online identity and establishing a peer network support classroom teachers as connected digital scholars. Technological devices enable educators to create, write and share virtually anywhere there is a wireless connection (Wright & Parchom, 2011). Learning and teaching in digital environments promote global competency development including collaboration, communication, critical thinking, citizenship, creativity, and character (Ontario Ministry of Education, 2016). Educators functioning as digital scholars promote knowledge creation and sharing within the elementary panel.

Principles and Practices of Digital Scholarship

Technology has enabled educators to transform their practice by using open, networked and digital channels (Weller, 2011). Educators practicing digital scholarship can engage in professional development by actively creating and participating in networks through open and digital spaces. Teachers as digital scholars raise the profile of teaching beyond a routine function embracing digital technologies and open approaches to their practice (Weller, 2018).

Digital tools have influenced how teachers are able to participate in scholarly activities professionally and academically. Digitization allows for annotation, remixing content, and adapting information as new knowledge is created. It also allows for the curation of collections of data that can be analysed to identify patterns and connections to information (Weller, 2011). Through the digitization of scholarly writing,  images, videos and hyperlinks can enhance data and information to be more clearly communicated and extend learning.

Educators create professional learning networks by connecting with others who study or are interested in a specific topic. For example, French as a Second Language (FSL) teachers may join a Facebook group specific to FSL instruction to share resources to enhance elementary students’ education. Learning is continually occurring through participation in communities of practice and networks (Siemens, 2005). Communities of practice is the active collaboration of individuals who have a vested or keen interest in a topic of study. Participants collaborate and engage in conversation through regular interactions. Educators as practitioners can improve their performance through increasing knowledge, collecting and sharing resources across geographic boundaries and beyond their physical school or region (Wegner, 2011).

Learning and teaching is democratized through open access afforded through online and digital spaces on Web 2.0. The quality, quantity, and availability of information are increasing at an exponential rate (Siemens, 2005). Educators are able to create a Facebook page, connect through Twitter, pin ideas to Pinterest, reflect on their practice through blogging or create a Google Site to disseminate learning. It is through collaboration and participation with an open access ideology where educators learn from the experiences of their peers, build onto their knowledge. The learning cycle is continuous through feedback and reflection using open media tools to comment and challenge peers’ thinking. Openness in education is necessary to promote new knowledge through improving access to digital scholarly writing by removing barriers. The cost of production of traditional scholarly journals can be prohibitive and suppress and limit the access and readership (Costello, Huijsar & Marshall, 2019).

Theoretical Perspectives and Framework

New possibilities exist for learning and teaching as technology has transformed teacher and scholarly practices. Frameworks and learning theory explains how scholarship has been transformed through technology, innovation and digital tools. These guiding principles explain how educators develop their practice, engage in professional development and enhance their teaching impact.

Boyer’s framework of scholarship outlines the effects digital, networked and open practices and attitudes have on learning and teaching (Weller, 2018). There are four functions that link traditional scholarship to digital scholarship – discovery, integration, application and teaching. Discovery highlights how new knowledge is discovered across physical boundaries and across disciplines. Digitization allows for the discovery of information through open-source scholarly material that facilitates collaboration and promotes current and accurate information. Integration involves the connection of information through analysis and interpretation of data across inter-disciplinary networks. Disciplines will view and synthesize data through different lenses and perspectives. The knowledge that is created and information connections expanded through viewing data with varying perspectives. The application mechanism requires the dissemination of information to a wider audience beyond academia and includes online and open media discussions and public engagement activities (Weller, 2018). The scholarly activity of teaching has been altered to include blended learning tools such as virtual learning environment (VLE) and learning management systems (LMS) to foster communication between teachers and students. The mainstreaming of digital resources includes curriculum documents and open educational resources (OERs).

The way in which educators and scholars learn and teach can be understood through viewing learning through connectivism learning theory developed by George Siemens (Siemens, 2005). Prior learning theories can now be replaced with technology, as learners activate digital literacy skills. Knowledge that exists can be accessed through digital tools such as a search engine. Connectivism explains how learning and knowledge have changed as a result of technological affordances. Connectivism learning theory explains that knowledge can reside outside of a teacher or student and be contained within a database. However, knowledge within a database needs to be connected to specific people who can have the required knowledge to create and extend information to learning.

The culture within the system will develop thriving or restrictive networks. Network connectivity is required to create new knowledge within a system. Networks exist within a system and the system always overrides the forces of a network. Siemens (2019) argues that learning is the process of developing, connecting and pruning networks. Personal knowledge is developed through interactions within a network. Schools, family and organizations are examples of networks that will feed human perspectives, learning and knowledge. Learning is amplified through the expansion of one’s professional network (Siemens, 2005). Elementary teachers network and connect with peers within the system and domain of practice ie. special education, FSL, or subject or grade division. This supports an educator’s professional development and practice.

Traditional Scholarship

Scholarship is learning through study and an academic pursuit of knowledge. In the past, learning was passive; learning through listening to lectures, reading print material such as textbooks or attending a conference. Traditional scholarship activities were limited to a physical location such as a school, business or organization (Wegner, 2011). Print material became outdated as it was expensive to replace a set of printed textbooks. Rheingold (2012) outlined conventional learning as a lecture, discussion, test cycle. The advancement of digital, open and networked tools has changed how educators learn and teach. Promoting participation through social media, Web 2.0, cloud computing and engaging in digital literacy development.

New and Emerging Trends in Technology and Professional Practice

Technology has changed how society learns and teaches. According to Weller (2018), digital scholarship includes academic scholarship, information literacy and digital literacy. Digital scholarship cannot exist outside of all these components. Digital scholar’s web literacy, media literacy and information literacy underpin digital literacy fluency and practice (Bawden, 2008). Creating, participating through publishing online, working in the cloud and leveraging open facilitates connections as a researcher and educator. The ease of use of technology and media tools fosters innovation and exploration of those wishing to engage in digital scholarship, professional development or refining their practice (Weller, 2011).

Digital Literacy

Teachers in classrooms today are learning digital literacy skills, modelling connected, open and networked learning to foster students’ identities as 21st-century learners (Ontario Ministry of Education, 2016). Educators as researchers filter and validate digital resources to curate information which are core activities of digital literacy. Refining educator’s digital literacy skills are necessary to facilitate 21st-century learning opportunities for elementary students. Digital literate educators participating in formal online professional development have likely accessed platforms to engage in collaboration, resource curation, social media networking to further their own scholarship.

The learning environment is no longer confined to a physical classroom but encompasses digital learning spaces also known as a virtual learning environment (VLE). VLEs are able to meet the diverse needs of elementary students creating a learner-centred environment where teachers develop a space to maximize learner autonomy, openness, interactivity and engagement (Veletsianos, 2016)(Corneli, Danoff, Pierce, Ricuarte, & Snow MacDonald, 2016). Leveraging digital learning beyond a physical space has shifted how students are educated. According to Weller (2017), VLE’s are the focus of digital scholarship. Within the elementary panel, educators have the option of using programs such as Google Classroom or D2L’s Brightspace portfolio to support early learners and develop digital literacy skills for their future.

Online Identity

Through the engagement in digital networks, professionals develop their online network identity as practitioners and digital scholars (Weller, 2018). Mainstreaming digital scholarship as a practice to promote professional development and academic endeavours while supporting an open philosophy to learning and teaching through leveraging digital tools. Educators shift to open ideology will support collaboration and communication through knowledge sharing through networks. Teachers modelling their digital identity development and networks can impact elementary students’ ideology of themselves as digital citizens (Greenhow, Robelia, & Hughes, 2009).  Elementary teachers engaging in digital scholarship will be suited to model responsible use of technology and digital citizenship. Elementary students need to how to be a good digital citizen, acting responsibly using digital tools. Digital citizenship in Ontario requires students to develop an awareness of what it means to protect their privacy and have a global awareness of cultures and sensitivity to different cultures (Ontario Ministry of Education, 2016).

Connected Learning

Engaging in collaborative networks, developing co-creation and interdisciplinary approach facilitates connection, openness, autonomy and innovation to drive learning forward. Web 2.0 has created environments for professionals to interact, create new alliances and collaborate (Davidson & Goldber, 2009). The process of connected learning transforms educators and expands creativity and future innovation (Cea & Rimington, 2017). Participating in connected learning through various input channels with multiple perspectives creates a relational and comprehensive understanding of information.

To be a connected educator, one must adopt the attitude and acceptance of making mistakes and invite new perspectives to enhance their learning. Connected educators enter into an active learning process by being vulnerable with this attitude (Corneli, Danoff, Pierce, Richurarte & Snow MacDonald, 2016). According to Rheingold, 2011) open mindsets are essential to the success of connected learning, moreover, then the tools used by an educator. Peer-to-peer networking benefits both education and society as new ideas are generated through connected and transparent networks. Elementary teachers can make their learning visible through online blogging to reflect and share their own learning through their teaching practice. Teacher authors can connect their blogs to their social media accounts to link to their peers beyond the school walls through digital networks.

Policy Implementation

Digital scholarship can penetrate education in the elementary panel through the support of policy implementation. Educational systems need to support open ideology to promote educators embracing digital scholarship. Many educators have a proceed with caution mentality towards digital scholarship, some of the concerns may arise from not fully understanding the benefits, not actively participating in digital networks or developing their digital identity as a professional educational practitioner (Greenhow, Robelia & Hughes, 2009). School boards and the Ministry of Education could alleviate this apprehension by providing their staff with time and training to engage in digital scholarship research practices.

Although there have been significant advancements in technology and access to devices in classrooms today, it has fundamentally altered education (Weller, 2018). School board or Ministry policies must support open access to research and open educational resources only then will education impacted to its greatest potential. Weller (2018) argues a key competency of a 21st-century educator must be to identify and locate digital resources that best fit their programming based on the curriculum and students’ needs and interests.

Futurist Predictions and Conclusion

The current Coronavirus disease of 2019 (COVID19) pandemic has given society a glimpse as to what digital scholarship will look like in the future within the elementary panel. Educators now rely on digital, open networks to connect to learning and teaching. Although blogging and social media have existed for a number of years, the dependence on Web 2.0 to support learning and teaching is needed now more than ever.

Attending a face to face conference is not an option, however, attending virtually is quite possible. Using physical textbooks to develop a lesson is not currently possible, however, accessing digital textbooks to develop synchronous instruction and provide inquiry support is what is required. Although not all educators are digital scholars, many are participating and engaging in activities that support digital scholarship. Using digital open-access resources and social networks to connect and share, helps develop a community of practice to support online teaching and learning. Digital scholarship is a research practice that elementary educators can practice to create new knowledge and refine their teaching practices.

Digital technologies affect the way we consume and create as well as allocate financial resources. “Technology is shaping human behaviour (Weller, 2011).” As educators contribute to digital open resource development, educators must exercise their digital literacy skills to ensure resources are validated and selected with intention. The quality of information circulating on the Web 2.0 is continually being expanded as more users continue to upload, remix and share. Openness serves as a check and balance for information on Web 2.0 as peers review information and provide comments and feedback. Each participant must continue to be invested in their online identity. When misinformation goes unchecked, an individual’s online identity may be tarnished. The process of rigorous reflection and curation of one’s content is a necessary practice for digital participation (Weller, 2012). One’s professional learning network promotes learning through feedback and collaboration, connecting resources to validating peer-reviewed digital content.

The future of digital scholarship will be shaped by participants and technology advancements. As the world becomes increasingly connected through Web 2.0 and social networks, research and reflection will create a flat classroom. A flat classroom is one where all participants are scholars who actively research, share and reflect through contributions on truly open digital networks. Active digital scholars will become global educators pushing through barriers to access and prohibitive mindsets (Thurow, 2017). The evolution of a flat classroom is contingent on global educators contributing and providing interdisciplinary perspectives. It will be through this process that knowledge networks and digital innovation continue to shape digital scholarship. As digital scholarship is embraced, teachers will engage students with inspiration that will make learning exciting and develop curiosity in the next generation of learners and teachers.

References

Bawden, D. (2008). Origins and concepts of digital literacy. Digital Literacies: Concepts, Policies & Practices, 17–32.

Cea, J., & Rimington, J. (2017). Creating breakout innovation. Stanford Social Innovation Review. Retrieved from https://ssir.org/articles/entry/creating_breakout_innovation

Corneli, J., Danoff, C. J., Pierce, C., Ricuarte, P., & Snow MacDonald, L., Eds. (2016). The Peeragogy Handbook (3rd ed.). PubDomEd/Pierce Press. Retrieved from http://peeragogy.org

Costello, E., Huijser, H., & Marshall, S. (2019). Education’s many “opens”. Australasian Journal of Educational Technology, 35(3). doi.org/10.14742/ajet.5510

Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246–259. doi: 10.3102/0013189X09336671

Ontario Ministry of Education, (2016). 21st Century Competencies: Foundation Document for Discussion. Queen’s Printer for Ontario. Retrieved from http://www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyCompetencies.pdf

Rheingold, H. (2011, July 22). Learning reimagined: Participator, peer, global, online [Blog post]. Retrieved from https://dmlcentral.net/learning-reimagined-participatory-peer-global-online/

Rheingold, H. (2012). Toward peeragogy. DML Central, 23. Retrieved from http://dmlcentral.net/blog/howard-rheingold/toward-peeragogy

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(10), 3-10. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm

Siemens, G. (2019). I was wrong about networks. Retrieved from https://www.linkedin.com/pulse/i-wrong-networks-george-siemens/

Thurow, A. (2017). The Global Educator: Leveraging Technology for Collaborative Learning and Teacher. School Library Journal, 63(1), 121-122.

Veletsianos, G. (2016). Digital learning environments. Handbook of learning technologies. Wiley, 242-260

Weller, M. (2011). The digital scholar: How technology is transforming scholarly practice. A&C Black. Retrieved from https://www.bloomsburycollections.com/book/the-digital-scholar-how-technology-is-transforming-scholarly-practice/ch1-digital-networked-and-open

Weller, M. (2012). The virtues of blogging as scholarly activity. Chronicle Of Higher Education, 58(35), B27-B28.

Weller, M. (2017, December 20). The digital scholar revisited [Blog post]. Retrieved from http://blog.edtechie.net/digital-scholarship/the-digital-scholar-revisited/

Weller, M. (2018). The Digital Scholar Revisited. The Digital Scholar: Philosopher’s Lab, 1(2), 52-71. Retrieved from https://www.pdcnet.org/dspl/content/dspl_2018_0001_0002_0052_0071

Wenger, E. (2011). Communities of practice: A brief introduction. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/11736

Wright, S., Parchoma, G. (2011). Technologies for learning? An actor-network theory critique of ‘affordances’ in research on mobile learning. Research In Learning Technology, 19(3), 247-258. doi:10.1080/21567069.2011.624168