WWWhat next for learning, technology, and education?

Learning, Technology, and Education Reform in the Knowledge Age

Now that we are approaching the year 2005, I wonder what has changed in the role of technology, learning, and education? My guess is that now we the learners and we the instructors have become more and more accustomed to using technology in our classrooms. I think what has been happening is a wink, wink – nod, nod in so far as this change has been happening and none of us really understand how or what is going on. At least as a student, that’s how I see it. Before reading this article, I had no idea that there had been a shift in many aspects such as goals and survival skills (The seven Cs). All I really knew is that when I began school 19 years ago, we wrote on lined paper. Big lined paper. As I progressed through school, the lines got smaller and the computers slowly made their way in. It wasn’t until I got into my first years of college that computers were really the main method of communicating homework. Before, everything was hand written and written on those lined pages.

All silliness set aside, I feel that there definitely has been this silent, under-the-table like notion of what is going on in the world of technology in learning and educating. The need for forums and listservs are (perhaps annoying) helpful in this thought. Perhaps under the table is the wrong phrase, but perhaps some of the emerging technologies are so new, people are having a difficult time grasping all of the bits and pieces that are introduced. It seems that as soon as we’ve learned how to utilize a new toy, someone has created a newer, bigger monster for us to tackle. I am grateful to be in a class that brings attention to these goings on and responds on what the higher ups have to say. As I was reading I kept thinking about how much technology really has changed our world. Not only has it changed the way in which we teach or learn to teach, but it has also seems to change the way we learn. It may appear that I’m getting my lines crossed here in that technology and computers play the same role, but I’m a bit smarter than that, I know the difference. It just seems that recently most of the education and learning technologies focus on or around the computer.

As this article does not address only technologies as it pertains to computers, internet, or anything that fancy, I also enjoyed the predictions or outlines about what the learning centers hold for the future. Already I see these concepts coming into play. I guess the only thing left for technology to do is to connect us all, creating a global community and making an ideal learning center for everyone to attend any time, day or night. Oh, wait. That’s sort of already happening. Whoa! This must be what it’s like to get to the end of the internet. What next?

Here we go again. . .

A Model to Guide the Integration of the WWW as a Cognitive Tool in K-12 Education

It's strange to come to the realization that basically everything has a model. But after seeing that in 1998 the NEC estimated that there was at least 320 million pages float in WWW space, something needed to be done to categorize or some standard needed to be set. Leave it up to some IT gurus to come up with the answer. Based on the Carroll Model of School Learning, the Model of WWW-Based Learning seems to pick up where Carroll left off. Of course, there were some flaws in Carroll's model as it appeared to be too simple. Given the times and how they are a changin', some aspects of the Carroll model needed to be enhanced to reflect what we now know about learners and the changes that have been made in the way teachers teach. But by saying this, I do not by any means think one model should replace the other, but like new technology, it either has its place or it doesn't. What I like about the WWW model is the variation of opportunities it allows in consideration for the learner. Instead of focusing on a model that deals mostly with aptitude, it allows for things such as motivation, support, higher order outcomes in conjunction with aptitude. In short, it’s a more thorough model on the learner and his/her outcome. With the internet becoming as much a force to be reckoned with as computer programs once were, we should feel fortunate that we now have the ability to tap in to yet another resource in order to talk to our students. As stated, "By far the largest amount of teaching activity in educational settings involves telling things to students..." (p.7). Not much has changed in the idea of education, just the way in which we tell things. Ten years or perhaps even ten days down the road, we will be visiting yet another model and even more depth of student learning.

Long Distance relationships rarely work. All except for this one!

Distance Learning, the Internet, and the World Wide Web. ERIC Digest.

Again, we see the praises for flexibility and social equity. I think the internet can be a wonderful tool in the use of distance learning and the world wide web can lead to some interesting avenues for instruction also. There are definitely places where each has its strength and weakness. For distance learning and the internet, we can allow for more efficient use of time and space in that assignments can be emailed and both synchronous and asynchronous chats can take place. The world wide web shows promise in connecting learners with information from around the world and ideas outside their own. Both tools can lead to a more diverse exercise in distance learning.


Evaluating Online Educational Materials for Use in Instruction. ERIC Digest.

Evaluation is important, especially that of online materials. Because there are very little limitations to who can post what on the internet, it is of great importance to check not only the information being presented, but also the institution or person who reports it. This really is not any different from the information we already take into consideration when presenting any other information, it’s just another example of how things are beginning to carry over into the wireless, paperless, faceless world.


The World Wide Web: A Technology to Enhance Teaching and Learning?

I agree that technology and learning/teaching allows for more flexibility. I also take sides where there is mention of learning being more of the student’s responsibility and not as much pressure on the teacher. One interesting idea brought up in the article is using web-based courses in K-12 education. I had never really considered basing courses for the “younger crowd” in this manner. My opinion is that web-based instruction may be ok, but courses are still too new an idea for K-12. There is too much responsibility put on the student for this to be very productive. Perhaps with evolution this too can happen.


E-Trainer Evolution

I would have to agree that the role of trainer is definitely evolving. It seems that to keep up, trainers are needing to go above and beyond the call of subject matter experts. Perhaps this is where something like team training comes into play where the ideal situation would look something like this: a trainer and a net savvy person -- one person to design instruction and one person to develop it for online presentation. By having this tag team of sorts, the pressure to maintain all aspects of the new learning environment would be lessoned and the trainer is allowed to focus on the real matter at hand, instructing.

Emerging Perspectives...

My Emerging Perspectives on Teching, Learning, and Technology

For some reason, I was consumed by the eBook and decided to comment on it.

This is just one example of how technology can be and should be used in reference to learning. Whether this is the point that was to be taken or not, I was overly impressed with the simplicity of navigating the site and even more impressed with the site’s organization within each link. I couldn’t imagine how the site remains clean until I checked into the guidelines for contributors and found that everything is first sent to the site’s creator, Mike Orey. As stated previously, I truly believe this is what was intended when the idea of using the internet for instruction and the sharing of ideas was posited. The concept of sharing information, valuable information, and the ability to access tit is extremely beneficial and in this case, very efficient in reference to the matter at hand.

Technologies in School/Learning

Technology to Support Learning

Of course, before I get into how much I adore technology in support of learning, I must agree that there are obvious hurdles to overcome before this idea is used to its full potential. The ever changing demand to keep up as technology advances proves not only to be a financial obstacle, but a frustrating one also. Perhaps as technology advances for classroom and learning use, we should begin to also focus on the need to stay updated. But in a perfect world…

I can’t help but agree with the idea of new technologies extending learning and not replacing methods already in use. Obviously these methods have proven beneficial, but with new technologies we can reach so many more learners. It is important to embrace technology in learning in that now we know much more about how people do and do not learn. Technology can only help close the gap by offering many other avenues to explore in the face of learning. Continuing with the idea of the Ebook from our previous assignment, I like the way in which large bodies of knowledge can become centralized and organized, not to mention, readily available for almost anyone with the capabilities of surfing the web. Another aspect of using technology to support learning that I really like is the idea of connecting students with their communities and communities across the world. As the idea of addressing diversity, I think it would be very useful to implore the internet to help students step inside locations they may never get the opportunity to visit and to interact with students they may never get to meet face-to-face.

There are still many “kinks” that need to be worked out before technology can fully be put to use in classrooms and learning, but this too shall pass, I’m sure. As children grow-up with more options and more mediated ways of entertaining themselves, teachers and instructors will be faced with a demand to feed the need.

Reasons for Bringing Technology to Schools

I agree with the issues raised in this article. I’m not sure what to comment about, but there seems to be some issue with the idea of promoting equity. It’s one thing to allow students to have access to computers, but how much time is this going to consume in the way of learning? If the more affluent students are already used to playing games and surfing the internet (using computers), I can see how perhaps they would not have the learning curve associated with those who are new to computers. While I think it’s a great idea to provide low-income students with the opportunity to become familiar with computers, I still see potential problems. It’s almost impossible to get everyone on the same playing field, but I am glad to see there are attempts being made. Expose to technology is one thing, but what about the learning process and efficient time/learning management?

blahblahblah_Media_blahblahblah

The most important aspect I took from reading “Computers make kids smarter, right?” is that computers/technology are not the answer to our learning/teaching problems, although the author did mention that little research had been done. (Of the research that had been done, there were too many variables to achieve accurate reporting.) Instruction is not automatically improved just because each student has a computer to assist him/her in searching for knowledge or at most, understanding. I think the important thing to remember when using computers in the classroom is that much more attention must be paid in respect to the type of program, amount of instruction and most importantly, the type of learner. While computers can aid in many aspects of instruction, they are not simply the answer to our prayers.

On the other end of the debate is Tom Reeves’ paper on “The Impact of Media and Technology in Schools.” After engaging in research in English speaking countries, the report suggests that media and technology can be used in aiding instruction and learning – the task is knowing how and when to use it and under what circumstances the most successful means can be achieved. The issue I want call attention to is that in either case, the learner is responsible for a successful learning experience. I know that this is already the case (sans new media or new technology) but why bother if it’s not going to help the student, only put more work on the student and less on the teacher as instructor. Will new media and new technology lead to more facilitators and less teachers?

In response to both ends of the previous articles, it is interesting to see how others have argued the debate. While both Clark and Kozman make unique points, there is little left to be said about which is better. I think the main point to take from the debate is the same that has been said before; it appears that more responsibility is being placed on the learner for a successful experience. Media, technology, whatever is only going to enhance education to an extent. Beyond that point is difficult to determine considering the changes in molding education for future generations. The one thing that can be said with confidence at least from my end is that learning will never be the same.

At the conclusion of our final reading, “Media comparison research,” it is suggested that perhaps a new study would return different results from what was debated between Clark and Kozman. I think there would be new evidence to support both sides. Perhaps there is more compatibility and there is also more change in curriculum. Perhaps the issue now becomes how the two will forever coincide.

Anchors away!

Next time your student asks, "When am I ever gonna use THIS?" you can simply apply what we've learned about Anchored Learning! By choosing to apply new knowledge to real life settings, the student can hopefully begin to realize that there is a use for this knowledge.

I feel like the best place for anchored learning would definitely be in a field such as ours. Actually, I could see this method as beneficial in many different areas of education. The sense of responsibility for ones own actions seems to be an underlying factor here in that the learner is responsible his/her own performances and what he/she gets from the experience. Another aspect I really like is the concept hands-on learning. A reason I think this is one of the more interesting and probably more thorough learning models is because it allows the learner to become involved in a variety of real-life settings so that he/she is allowed to reflect, transfer and practice problem solving on a higher level.

I'm a fan. Sign me up.

Constructivist Theory

EDIT 6100/ Constructivist TheorySummary and Brief BibliographyGeneral characteristics of Constructivist Theory

Constructivist Theory: Is, in a sense, using what you have and building on it. J.Bruner suggests that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e. schema, mental models) provides meaning and organization to experiences and allows the individual to ?go beyond information given.? Because of this, curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned. According to arts in ed. com What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. Constructing meaning is learning; there is no other kind. The dramatic consequences of this view are twofold; We have to focus on the learner in thinking about learning (not on the subject/lesson to be taught): There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.

Uses of Constructivism

We must provide learners with the opportunity to: a) interact with sensory data, and b) construct their own world.

In the Classroom
The constructivist teacher sets up problems and monitors student exploration, guides the direction of student inquiry and promotes new patterns of thinking. Classes can take unexpected turns as students are given the autonomy to direct their own explorations.The classroom should provide a neutral zone where students exchange their personal views and test them against the ideas of others; each student can continue to build understanding based on empirical evidence.

Examples:
Higher EducationCourses:Studio: (given some resources, you manage and construct an independent project)
Independent studies (rather than read about the census, students examine and interpret census data. Or better yet, they plan a mini-census, gather their own data, and interpret the results)

Grade School Courses:Establish a framework for the combination of software and pedagogical principles to create a constructivist learning environment (math, science, social sciences, etc.)Other areasHands-on learning/interaction with opportunities to manipulate objects that involves that not only involves motor skills but also intellectual skill such as developing personal learning strategies.
Learning portfolio (Since the idea is to build upon current knowledge and define principles through exploration, this seems to be utilizing constructivism).

Limitations of Constructivist Theory

Limitations of Constructivists:
The methods are very time consumingResearch indicates that constructivist methods work best for learners with well-developed metacognitive skills.Strict constructivists techniques are good in some types of learning, some situations and for some learners, but not all.Research also says micro-level instruction is recommended:
Constructivists lessons
Labs
Activities
Interaction types
We have to focus on the learner in thinking about learning (not on the subject/lesson to be taught) There is no knowledge independent of the meaningattributed to experience (constructed) by the learner, or community of learners.

If we accept the constructivist position we are inevitably required to follow a pedagogy which argues that we must provide learners with the opportunity to:
interact with sensory data
construct their own world.

BIBLIOGRAPHY
Bruner (Constructivism),http://tip.psychology.org/bruner.html

Constructing Knowledge in the Classroom, http://www.sedl.org/scimath/compass/v01n03/1.html

ConstructivistLearningTheory,http://www.exploratorium.edu/IFI/resources/constructivistlearning.htmlConstructivist

Learning Theory, http://www.artsined.com/teachingarts/Pedag/Dewey.html

Instructional Design, Patricia L. Smith and TIllman J. Ragan, Merrill, 1999.
Multimedia for Learning - methods and developments, By Stephen M. Alessi & Stanley R. Trollip

Theory Into Practice Database (TIP), http://tip.psychology.org

Haley Grizzle, John Kriemeyer, Ericka Mayweather, and Robin Fay.