Education has changed dramatically and recently become transformative in teacher’s abilities to synthesize digital learning across the curriculum. Tam (2000) emphasises the advantages of educational technology as it provides access to a wide variety of materials and resources, which students require to successfully accomplish tasks. Prior to COVID-19, there was a high adoption in technology within the education sector and in 2018, Global EdTech (Clark, 2020) highlighted the amount of money invested into education technology in the United Kingdom reached £90.9 million.
Despite the surge in technology, it is important that educators take measures to ensure students are not disadvantaged due to the implications of online learning. It can be argued from Thomson (2010) that online learning creates a barrier for children from experiencing physical interactions during the early stages of development. Vygotsky (Veraksa and Sheridan, 2018) expresses the same concern and emphasises that children learn best when there is interaction and communication amongst their peers and educators. Consequently, this research highlights the need for checking in with learners regularly and providing the right equipment suited for e-learning. Educational theorists such as Christian and Weslake (2015) emphasises the urge for educators to incorporate regular breaks and check-ins to ensure that optimal learning is achievable by pupils. Ultimately, this information accentuates that the “social and emotional aspects of learning are as important as the technical information” (Donlevy, 2003, p.120).
The overarching aim of this practitioner enquiry is to evaluate the effectiveness of regular online meetings by measuring the engagement of children who submit their work and participate in live calls.