theories

Technology to Support Learning

In How People Learn: Brain, Mind, Experience and School.

J.D. Bransford, A. Brown & R. Cocking (eds).

    New technologies can be used in 5 different ways:

1) bringing exciting curricula based on real-world problems into

    the classroom.

2) providing scaffolds & tools to enhance learning

3) giving students and teachers more opportunities for feedback,

   reflection and revision.

4) building local and global communities that include teachers,

   administrators, students, parents, practicing scientists and

   other interested people, and,

5) expanding opportunities for teacher learning.

David Jonassen's Theoretical Arguments for Technology Use in Teaching and Learning:

A Summary

Technology as Cognitive Tools: Learners as Designers

• Cognitive tools or MINDTOOLS are different from traditional conceptions of technologies. "In cognitive tools, information and intelligence is not encoded in the educational communications which are designed to efficiently transmit that knowledge to the learners" (David Jonassesn, ITForum Paper#1)
  

• Cognitive tools activate thinking; they are computationally based tools that complement and extend the mind. Learners use the tools for
  

              - analysing the world,

              - accessing information,

              - interpreting, 

              - organising their personal knowledge and

              - representing what they know to others

• They are tools that encourage deeper information processing such as interpreting new information, assimilating new information and using models to explain, interpret or infer (Rumelhart & Norman, 1978).
  

• Examples: databases, spreadsheets, semantic networks, expert systems, multimedia construction, web design, computer conferencing, collaborative knowledge construction environments and to a lesser degree computer programming and simulations/microworld learning.
  

• Learners engage in "mindful engagement" and use the tool to represent what they know.
  

• Cognitive tools/Mindtools engage learners in the creation of knowledge. eg. when students develop databases, they are constructing thier conceptualisation of the organisation of a content domain.
  

• They have to think harder about the subject matter being studies while generating thoughts that would be impossible without the tool.
  

• Supporting the concept of cognitive reference is made to
  

         Salomon, Perkins & Globerson, 1991. Parteners in cognition:

         Extending human intelligence with intelligent technologies.

         Educational Reearcher, 20 (3). 2-9.

               - "Learning OF technology and Learning WITH technology"

               -  Learning OF = the effects of the computer on the learner with

                  the learner being not providing input into the process

               -  Learning WITH = learners entering into an intellectual

                  partnership with the computer.

               -  "mindful engagement of learners in the tasks afforded by

                   these tools and...the possibility of qualitatively upgrading the

                   performance of the oint system of learner plus technology".

Examples of Mindtools

1) Word Processing

Incorporate the writing process in as many subjects as possible. Word processing makes the stages of planning, drafting, editing, revising and publishing more manageable. Provides opportunities for students to expand upon their ideas by digitally enhancing their douments with clip art, animation or sound.

2) Speadsheets

Use student-collected numeric data eg. from science experiments, geography or data collected from an internet search). Involve students in the designing the spreadsheet. It involves a high level of engagement such as deciding what data to include, how it should be arranged, what calculations to perform and how to display in a meaningful manner.

3) Databases

Use student collected data. eg. historical figures, plant characteristics, etc. Students decide on the purpose of the database, defining the fields, common language for data entry.

4) Graphics

Students enjoy using and manipulating graphics that can be used to illustrate and understand a concept. eg. use graphics to describe the concept of freedom, happiness. Involve students in using graphics to elaborate on concepts; eg. what the world will be like in the 500 years time.

5) Mulitimedia

Combine multimedia such as sound, animation, video clips, etc. in the presentation of a particular concept or theory learned.

A Theory of E-Learning

Mark Nichols

eLearning Consultant, UCOL

New Zealand

Ten Hypotheses for eLearning

1. eLearning is a means of implementing education that can be applied within varying education models (for example, face to face or distance education) and educational philosophies (for example behaviourism and constructivism).

2. eLearning enables unique forms of education that fits within existing paradigms of face to face and distance education.

3. The choice of eLearning tools should reflect rather than determine the pedagogy of a course; how technology is used is more important than which technology is used.

4. eLearning advances primarily through the successful implementation of pedagogical innovation.

5. eLearning can be used in two major ways; the presentation of education content, and the facilitation of education processes.

6. eLearning tools are best made to operate within a carefuly selected and optimally integrated course design model.

7. eLearning tools and techniques should be used only after consideration has been given to online vs offline trade-offs.

8. Effective eLearning practice considers the ways in which end-users will angage with the learning opportunities provided to them.

9. The overall aims of education, that is, the development of the learner in the context of a predetermined curriculum or set of learning objectives, does not change when eLearning is applied.

10. Only pedagogical advantages will provide a lasting rationale for implementing eLearning approaches.