Uncovering the Heart of Learning: My Journey with Executive Function

My curiosity has always revolved around learning – specifically, the myriad of ways we can help students deepen their own understanding. It's fascinating to see how digital technology weaves into this tapestry, though often the evidence is more anecdotal than empirical.

For instance, I've observed students whilst they have been making movies. This isn't just an exercise in creativity but a rich process of introspection and peer collaboration. They repeatedly check their own comprehension, discuss with peers, rephrase their narratives, and edit their work. These methods often bring them closer to the core of the concepts they are exploring – all while igniting a sense of joy and engagement that traditional pen-and-paper tasks seldom match.

The quest for a deeper integration of digital technology in learning

This led me to ponder – could digital technology play a more substantial role in learning than we give it credit for? Beyond the convenience and potential cost-savings, could it be pivotal in fostering learner autonomy and the development of skills that extend beyond the classroom? For our most vulnerable learners could it be more than just an accessibility tool?

As I searched for a potent research question for my PhD, I dissected the successes I've observed in digitally-enhanced classrooms. These environments seemed to amplify student motivation and focus, tapping into cognitive processing that involved:

• Generative processing (Fiorella and Mayer, 2017) and whether 'stacking' these deepens learning.

• Principles of the Science of learning and how these relate to technology; e.g.: Cognitive Load (Sweller, Ayres & Kalyuga, 2011), Dual Coding (Paivio; 1991) Retrieval Practice (Roediger & Karpicke, 2006; Rohrer & Taylor, 2007).

• The challenges of developing study and note-taking skills (Piolat, Olive & Kellogg, 2006)

Yet, as I delved deeper, a question emerged: Can students truly engage in any of these processes without solid executive function skills? It was like reaching the bottom of the ocean, was EF the central tenet or the epitome on which all learning processes are built? In true research fashion - this just spawned more questions - How do you measure EF? Who is more prone to having EF weaknesses? How do you support any weaknesses? How could digital technology support or facilitate these for learners? If so, how could a framework help teachers plan for and use technology more effectively in their classrooms? Too many questions!

The intersection of theory and practice

The journey has been enlightening, straddling the divide between scholarly academic research and the practical input and evidence from teachers and young people. It intersects with neuroscience, cognitive psychology, and various educational disciplines, yet a clear way framework all of these areas agree on remains elusive. The past three years of interviewing students and educators, especially those supporting neurodivergent learners, have been an extraordinary privilege and I have learned a lot from them as well as the online neurodivergent community.

Approaching the 'why' of technology in education

Am I closer to understanding the 'why' behind how digital technology can support learning? Possibly. As AI and technology become more prevalent in the workplace, it prompts us to be more aware of how we balance and critically assess it's use in educational contexts. Adopting an executive function perspective, along with socially shared regulated learning (SSRL) approaches, appear to provide a compass for teachers to integrate its use more inclusively and intentionally. The challenge remains in how best to present this to practitioners so it can be easily adopted into their own classrooms.

In conclusion, the pursuit of integrating technology in support of executive functions is not just about the digital – it's about nurturing a holistic approach to brain health and learning habits. It's a continuous path, one where each step brings us closer to unlocking the full potential of using technology to support more inclusive learning experiences for all.