Module 6: Learning in a Digital World

Technology transforms learning. It allows the learner to interact with knowledge acquisition in a manner far different than how I learned growing up. Growing up, if I wanted more information about something I was learning or interested in, it meant a trip to the library. Many times this was not able to be accomplished in a timely manner. More often than not, the interest disappeared or dwindled to a point of being forgotten. If I did make it in a timely manner, effort in finding the answer became the next obstacle. Technology takes that away. I can find my answers with a click of the mouse. If I need or want extra information, I can simply click a link and be taken to more information. Some people see this as laziness or learners becoming more “stupid” because they don’t need to KNOW something. I disagree. A link to help explain a concept to me, might also present me with other information I might not otherwise encounter. Since it is easy and convenient, the side track I take when studying helps to enhance the experience and add to the knowledge gathering. I told my financial advisor tonight that I don’t need to remember all the details he is telling me; he knows them. I know he knows them. When I need it, I will get it from him. So all I have to do is remember who knows it.

Technology and its effects on learning today definitely influences and informs my teaching and beliefs in learning. I don’t believe I need to teach my 4th graders everything there is to know about word processing. What I need to teach them is the basics of running the program, how to find things, and do the everyday actions such as opening a file, saving and retrieving a document and so on. Once they know these basic skills and the outlay of the program, then when they need to do subscripts, they don’t have to know how automatically. Instead, they need to know that it can be done and how to go about finding out how to do it. I teach them the skills they need to find and retrieve information that they don’t need on a regular basis.

I don’t subscribe to any one particular learning or instructional theory. I tend to use a cafeteria approach; taking from different theories those parts which I find pertinent for my assigned teaching position in an elementary school. Most of these pieces would also apply to other grade levels for me but might be applied differently. As described in Driscoll (2005) some of the theories that I borrow from include: cognitive information processing used to teach basic, rout, computer skills needed to simply run a computer. Meaningful reception learning is a major part of my teaching. I believe in the transference of knowledge and skills, especially at the elementary level where they are so concrete; art is done in art class, music in music class, and we only use computers in computer class. Schema theory and mental models builds on meaningful reception. I help my students take skills and knowledge they already possess and help guide them through the process of learning to take what they already know and utilize it in a different manner or environment to figure out something new. Biological bases of learning is paid attention in my world. Understanding that factors outside of my control and that of the school and the student play a huge part in the student’s learning. Motivation and self-regulation have a rather large role in my beliefs. Getting my students to stop depending on me as their first line of defense when they encounter a problem or something they are not familiar with is a huge undertaking. They need to be able to function independently of me, as I won’t always be where they are when they need help. Constructivism is also a huge part of my beliefs. I try to teach my students to take what they know and add to it, build upon it, use it as the basis for new learning construction. I want them to depend and trust what they already know and learn to use that knowledge in a way that facilitates new learning.

Finally, Siemens’ (2004 and 2006) concept of connectivism defines my teaching style; I teach my students the basic skills to handle the equipment and software and be able to do simple, basic tasks. I then teach them where and how to find other information when and if they need it (Siemens’ nodes). Managing knowledge is an emerging new skill that needs to be taught. Too much information is available at one’s finger tips, anytime and anywhere. This knowledge is constantly changing (Siemens, 2004). To know today may mean nothing with the new knowledge tomorrow. It is more important to know where and how to find the needed information when needed and to learn how to assess the validity and worthiness of the found information. We are learning differently than in the past. Rather than rout memorization, we are learning where the information is and how to access it in a timely and effective fashion. This is just the beginning.


References

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm

Siemens, G. (2006). Knowing knowledge. G. Siemens: Lulu.com


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For Module 6, I responded to the following blogs:

Christine Wallo
http://chriswallo.blogspot.com/

LaTonya Simmons
http://latonyasimmons2.blogspot.com/

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Module 5: New Technologies

  
Resistance using technology in the workplace… THIS is the REASON I decided to pursue a PhD in Educational Technology! I wanted to learn the skills or theories or whatever it is I am lacking that would CHANGE this in my school. I wanted the credentials to become Curriculum Integration Director so that I could effect this change in my school. When I first started, my class was actually integrated…meaning teachers came with their classes and I integrated what was happening in their classes into their “computer lab” time. But teachers wanted no part of it. They would not help in the class and on days I was absent, they simply “skipped” computers that day rather than take the students themselves. When I asked why they don’t come if I am absent, they replied, “I don’t know what I’m doing and I don’t have time to learn something new.”

The overall attitude towards computers in the curriculum was and is, “I don’t have time to think up a lesson plan for computers.” This is a total and complete misdirection of thinking and understanding. They are still looking at computers as a topic they must teach rather than a tool they can use. I am here, I teach the students how to use the computers, how to do stuff, etc. The students have the skills; it’s the teachers who are just not interested in utilizing the tools and the students’ skills.

Using Keller’s ARCS model (Driscoll, 2005, p. 333) to help change these attitudes and resistance could be a helpful guide. I would begin with Relevance. By demonstrating to teachers through student projects I design based on their curriculum, I hope to show teachers how using the computer skills I am already teaching the students can be utilized in their classrooms to ENHANCE what they are doing and perhaps make it “easier”. By showing them Relevance, I hope this will translate to grabbing their Attention. Attention is a huge obstacle with my school’s faculty, so trying to grab it first will not work; I’ve tried it several times. The new approach is to show the Relevance first, then I will have their attention. Once I have their attention then we can delve deeper into the Relevance to help lead them into trying and wanting to know how and more.

With my assistance and training, I can start the teachers out with small assignments or projects with the students. From the successes of these I hope the teachers’ Confidence will build. This Confidence would be both in their personal skills and the realization that the students CAN do this and DO know what they are doing. As their Confidence grows, so too will their Satisfaction. They will begin to see transference of knowledge with the students and with their own personal skills. As their Satisfaction grows, so will the willingness and desire to try more. At least this is how I envision ARCS would help me affect the change in my school I wish to accomplish.


Reference

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.


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For Module 5, I responded to the following blogs:

Bradley Gogan
http://gogans.blogspot.com/

Erica Ellsworth
http://ericaellswortheduc8845.blogspot.com/

Lauren Dart
http://ldart7105blog.blogspot.com/

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