I have written extensively about Retrieval Practice, and it is a field where I continue to learn and reflect on. Not only is our understanding of memory and learning developing, but the advances in technology are progressing rapidly. Technology has the potential to harness the benefits of retrieval practice through providing regular and low stakes opportunities for retrieval practice, inside and outside of the classroom. I am an advocate for the use of technology, and I believe it can support teaching and learning (in addition to reducing and managing teacher workload).
Teaching and learning principles should apply regardless of the tool used whether that be paper, digital or Show Me Boards. However, it is important to apply, and if needed adapt, principles when using technology to support students. There are websites, apps and digital tools that have embraced the findings from cognitive science and as a result they enable learners to practice and therefore make progress with their long-term learning.
In my book titled, Retrieval Practice 2: Implementing, Embedding and Reflecting (2021), I outlined three key principles for teachers and leaders to consider when using technology to embed and strengthen curriculum knowledge in long-term memory. The three principles suggest the technology used should be:
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User friendly
If the technology is difficult to access or understand this can become a barrier for learning and this is how technology can hinder, rather than help learning. The technology must be user friendly for the teacher to be able to confidently create, set and check the quiz/task. It must also be user friendly for students to be able to access the questions. If students are unable to do so or if it is too complex, then the opportunity for retrieval practice could be wasted.
2. Workload friendly
As a busy classroom teacher and Head of Department, I found online quizzing tools to not only enhance teaching and learning but also significantly support my workload (and my colleagues). Retrieval practice opportunities should be regular, but for retrieval practice to become embedded as a daily classroom and learning routine it must be sustainable in terms of teacher workload. Online tools can assist with the creation of quizzes and question banks, the tracking and monitoring of student engagement and participation and the feedback tools. In terms of workload, it is often helpful to view workload through a medium- or long-term lens rather than just quick wins. For example, it can take the teacher time to set up an initial account and upload questions but once the questions are uploaded, they can be used multiple times and with multiple classes (across the same year group or year after year). There can be long term workload wins.
3. Low Stakes
It is important to explain the low stakes nature of retrieval practice to students (not assuming students understand the distinction between formative and summative assessment). As technology can monitor, record and track progress this may appear to be more formal and high stakes, but the low stakes aspect of retrieval practice should be applied whether the opportunity to recall information is provided through a paper based or digital task.
The principles above may appear as common sense, but common sense doesn’t always equate to common practice. They are sensible principles which I believe can help teachers and students to use technology purposefully and effectively. After some further reflection, I think there are two additional key principles that should be considered when it comes to retrieval practice and technology.
4. Move learning forward
Many students enjoy the act of quizzing, and this is an indirect benefit of retrieval practice. Students are also likely to become more motivated when they are making progress and are successful as a result of regular retrieval practice. However, the purpose of a retrieval task should always be to move learning forward. A quiz that contains questions that are irrelevant or are there for comedic purposes are ultimately distracting from the learning.
5. Feedback must be accessible
Most of the websites, platforms and online tools I have encountered enable feedback to learners and this is important. This feedback is often immediate, although there can be benefits to delayed feedback, and it can be very useful and insightful for the teachers and students. If the feedback is absent and students are not presented with the correct answers, they may continue to make the same mistakes and misconceptions can linger. This links to the point above moving learning forwards and feedback is integral to that. It is not enough for a website or tool to provide feedback to students, the learners must engage with it and understand the value of being aware of what they know and can recall but also the power of identifying gaps in knowledge, so those gaps can ultimately be closed.
Are there other key principles you would add?
Another point to consider, although perhaps not a guiding principle – is the versatility of the technology. There are schools that are moving away from a ‘Bring Your Own Device’ policy and restricting or limiting the use of technology in the classroom due to a range of concerns including behaviour, distractions and increased screen time. Therefore, online quizzing tools that can be combined with a ‘Do Now’ starter task, paper or whiteboard quizzes and have the option to be used outside of the classroom are likely to offer the greatest benefits to long term learning.
Find out more about the ‘Science of Learning’, by completing the Science of Learning Programme as part of the Great Teaching Toolkit.
You can also download our free eBooks ‘Understanding Memory and Learning’ and ‘Retrieval Practice: Myths, Mutations and Mistakes’ from the Evidence Based Education resource library, to learn more about the research and theory supporting evidence-based practices.
References:
Kate Jones. (2021) Retrieval Practice 2: Implementing, Embedding and Reflecting. John Catt Publishing Ltd.
