LEARNING FROM THE PAST 2
Learning from the Past Assignment
In today’s ever-changing technological world, educational institutions are tasked with
continually seeking innovative ways to enhance the learning experience and engage students.
The COVID-19 pandemic was a catalyst for the way technology was used to provide instruction
to students. Education globally witnessed a swift transition from traditional in-person instruction
to online learning, with the adoption of technology becoming imperative. This transformation
had its share of challenges, as educators and institutions faced the daunting task of implementing
new tools and platforms to ensure effective teaching and student engagement. ClassDojo was one
of those tools used to motivate and keep students engaged during online classes.
ClassDojo is an online classroom management platform that incorporates gamification
elements. It incentivizes students by awarding virtual points in response to their positive
behavior in the classroom. “ClassDojo is also a tool that allows the instructors to provide
feedback to parents on students’ behavior by positive or negative points in class” (Tran, 2023). In
response to the pandemic, many educators turned to the use of ClassDojo, implementing the
program into online teaching to reward and reinforce positive behavior, facilitate communication
with parents, and engage students in virtual classrooms. The implementation of ClassDojo aimed
to address the unique challenges of remote learning and foster a sense of community and
engagement among students during this time of significant change.
The implementation of ClassDojo in the study appears to have had a positive effect on
helping to motivate and engage students. However, there are several aspects of ClassDojo that
could be critiqued to make the implementation more effective. Firstly, there needs to be a balance
between external rewards and intrinsic motivation. Tran states, “The reliance on a point system
and external rewards may inadvertently undermine the development of intrinsic motivation and
LEARNING FROM THE PAST 3
character-building” (2023). To strike the right balance, educators should emphasize the
importance of external rewards and intrinsic motivation. ClassDojo and other tools should be
used to kickstart the motivation process and capture students’ initial attention. Students should
also be encouraged to reflect on their own behavior and understand the positive impact it has on
their learning journey. Balancing these elements ultimately empowers students to become self-
driven, motivated learners with a genuine thirst for knowledge and self-improvement.
While ClassDojo is a valuable tool, it should be integrated as part of a comprehensive
approach that includes various teaching methods. Well-rounded education employs a variety of
instructional approaches to cater to different learning styles and needs, such as discussions,
problem-solving activities, and projects. The role of educators is to integrate ClassDojo as a part
of their broader teaching toolkit. “It is essential to ensure that the app is used as a complement to
active teaching methods, rather than a substitute for teacher-student interaction and varied
instructional approaches” (Tran, 2023). Successful integration of ClassDojo within the
classroom focuses on its ability to complement the existing teaching methods, fostering an
agreeable and engaging learning environment.
To make the implementation more successful, there are several changes that could be
considered. The success of any educational tool highly depends on the active involvement and
feedback of its primary stakeholders, which would be the students. In the case of implementing
tools like ClassDojo, it is vital that there is a system in place for students to provide feedback to
make the learning experience more successful. Students possess valuable insights into what
motivates them, what types of rewards are meaningful, and how these tools impact their learning
experience. Their input can provide a roadmap for educators to tailor the use of ClassDojo to
better meet their needs. “Teachers should engage in discussions with students about the reasons
LEARNING FROM THE PAST 4
behind desired behaviors, emphasizing the values and personal growth associated with positive
conduct” (Tran, 2023). Once feedback is collected, it should be taken seriously and integrated
into the teaching process. Having students involved in decisions related to their classroom
environment and learning experience empowers them and fosters a sense of ownership in their
education.
Another change that should be considered is the opportunity for continuous professional
development. Professional development opportunities, in this instance, should focus on training
teachers to use ClassDojo effectively. These opportunities should cover not only technical
aspects but also the pedagogical implications of using ClassDojo. Ongoing support and resources
should also be provided to teachers to allow opportunities to collaborate and learn from others as
needs and challenges may change. These opportunities could include collaborative experiences
with other educators in the building to share their experiences, ask questions, and seek advice
from those who have successfully implemented ClassDojo. As the tool itself evolves, educators
need to stay updated on new features and possibilities to grasp its full potential.
In conclusion, the successful implementation of tools like ClassDojo requires a
thoughtful approach that strikes a balance between external rewards and intrinsic motivation,
integrates with various teaching methods, incorporates student feedback, and supports
continuous professional development. Through these changes, educators can harness the full
potential of ClassDojo, providing a more engaging and effective learning experience for their
students, particularly in the face of changing educational landscapes and challenges.
LEARNING FROM THE PAST 5
References
Tran, M. (2023). The application of Class Dojo to manage and motivate students for online
classes during Covid-19 pandemic.CVietTESOL International Convention Proceedings.
Retrieved from https://proceedings.viettesol.org.vn/index.php/vic/article/view/98
Powered by TCPDF (www.tcpdf.org)
