Quality learning in progress

Researching the quality assurance process for digital education, I realized there are no general standards that apply to all—instead, it’s a work in progress. I started with a question, ‘Can we trust the sources of online teaching materials?’ I immediately became curious about who and how we do quality checks for digital learning.

First, I had to ask myself what quality education is. Some might argue the students’ experience, test results, or completion of courses. Moreover, some may believe that evaluated progress, continuing education, or even furthermore rate of admission to colleges may determine the quality of education. It all depends on our goal. What is our objective? What are we trying to achieve through promoting quality digital education? We want students to learn to their fullest potential with the most updated information and technology.

According to the Kaiser Family Foundation, kids ages 8-18 now spend, on average, 7.5 hours in front of a screen each day, 4.5 of which are spent watching TV. Over a year, that adds up to 114 full days watching a screen (CDC-Centers for Disease Control and Prevention, 2018). On top of that, statistics on Teen Social Media Addiction show that 24% of teens are online ‘Almost Constantly’ 76% of teens engage in social media – 71% are on Facebook, 52% on Instagram, 41% on Snapchat, 33% use Twitter and 14% are on Tumbler. 77% of parents say their teens are distracted by devices when they are together (Common Sense Media report, 2022).

In reality, students are constantly exposed to technology and social media. We must teach students in the way that is most familiar to them. The digital learning format through the web, interactive textbooks, online classes, media, apps, games, e-books…etc. So, who decides on teaching materials, including technology, in schools? For example, Washington state allows the school districts and local authorities to choose. Therefore, educators play a significant role in deciding which digital materials to use. They must be informed and have the tools to assess the teaching materials properly. Educators should actively evaluate and question (Coiro, J. 2017):

*Who created the information at this site, and what is this person’s level of expertise?
*When was the information at this site updated?
*Where can I go to check the accuracy of this information?
*Why did this person or group put this information on the internet?
*Does the website present only one side of the issue, or are multiple perspectives provided?

Naturally, my next question was, ‘Is there proper legislation or compliance in place? If the standards are ignored, can we hold educators accountable for their actions?’ There are mandated requirements for accessibility, including those of legislative accessibility standards and generally accepted guidelines, such as the World Wide Web Consortium (W3C) Web Accessibility Initiative. We need to see more implementation of laws to set global standards. In the digital world, we are truly universal and share the same issues and needs regarding digital learning. Efforts have been made through pilot research programs like EQUIP (Educational Quality through Innovative Partnerships) by the Office of Educational Technology. The goals of the experiment were to: (1) test new ways of allowing Americans from all backgrounds to access innovative learning and training opportunities that lead to good jobs but that fall outside the current financial aid system; and (2) strengthen approaches for outcomes-based quality assurance processes that focus on student learning and other outcomes. The experiment aimed to promote and measure college access, affordability, and student outcomes. Partnership and combined efforts like this make changes and possible reforms to address the issue.

While writing this blog, I realized the importance of building a professional community with the same values and concerns in digital education. They become crucial resources with hands-on experience. I have learned that being informed – getting the latest information, feedback, critical thinking and a proactive approach are key factors in making progress toward quality digital education.


Coiro, J. (2017, August, 29). Teaching Adolescents How to Evaluate the Quality of Online Information. EDUTOPIA.

Shepherd’s Hill Academy. (n.d.). Teens and the Effects of Social Media Addiction.

Anstey, L. & Watson, G. (2018, September, 10). A Rubric for Evaluating E-Learning Tools in Higher Education. EDUCAUSE.

Cellini, S. R. (2021, August 13). How does virtual learning impact students in higher education? Brown Center Chalkboard.

Infographics. Screen Time vs. Lean Time. CDC (Centers for Disease Control and Prevention, 2018)

Educational Quality through Innovative Partnerships (EQUIP) – Office of Educational Technology

Common Sense Media. How we rate and review. Retrieved September 23, 2022, from


It’s about time

We live in the most fast-paced, ever-changing time in the history of mankind. One of my favorite movies in the ’80s, ‘Back to the future,’ is happening right before my eyes. I never imagined surfing the web, using a smartphone, or driving an electronic car; however, I am doing them all now. Whether I am ready for it or not, the world is moving fast. It’s about time I decide to do something about the changes I want to see in this world. A Korean proverb says, “one who is thirsty will dig up the well.” If you want to see the change, you must do something about it.

While reading through the mission, vision, and themes of our University and the Education department, where I am pursuing my Master’s degree, I could see the correlation and determination to impact our communities and the world. It reassured me to take responsibility and be part of the change. The themes include the commitment to leadership and service in the community and the commitment to character and competence. More than just a college degree but a “calling.” You become the instrument of change to fulfill the vision. There will be times when I would feel like I have to compromise my beliefs and values. It takes courage and commitment to stand up for what you believe but doing so will strengthen your sense of purpose. I was especially inspired by how our University honestly acknowledged the shortcoming of addressing the racial issues on campus and committed to doing more to ensure racial justice. 

Regarding digital education, “many individuals respond with considered ambiguity, in which the intentions and consequences of technology and media form an ever-shifting evaluation of their worth and effects” (Campbell & Gardner, 2016, p37). I share the same view; however, change is inevitable. How we use it will make a difference. ISTE Standards for Coaches 7a: Inspire and encourage educators and students to use technology for civic engagement and to address challenges to improve their communities. I believe that a stronger community can be built through technology. Our next generation is already swimming in this ocean of technology and media. What technology environment do you want to pass down to your children? It will take commitment to swim across an overwhelming wave of information and take the right path. However, the call for action is overdue. It’s about time to jump in. 


Heidi A. Campbell and Stephen Carner, “Theology of Technology 101,” Networked Theology: Negotiating Faith in a Digital Culture (Baker Academic, 2016), 19-37

ISTE (International Society for Technology and Education) Standards: Coaches

Resources for Educators

ISTE Standards

for Coaches 7: Digital Citizen Advocate

7a: Inspire and encourage educators and students to use technology for civic engagement and to address challenges to improve their communities.

7b: Partner with educators, leaders, students and families to foster a culture of respectful online interactions and a healthy balance in their use of technology.

7c: Support educators and students to critically examine the sources of online media and identify underlying assumptions.

7d: Empower educators, leaders and students to make informed decisions to protect their personal data and curate the digital profile they intend to reflect.