Technology Perspectives in Education

1
Technology Perspectives in Education

• Nicholas C. Burbules
• Computer Associates
• Lisle Illinois
• July 11, 2002

2
Introduction Distance education vs. Online
education

• The use of new ICT in education is not just a
  matter of distance education, a term that has
  become an anachronism. Online education raises a
  host of new issues about who is in a class who
  is teaching the class and where and when it is
  meeting as a class.

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Part one Motivations for incorporating new
technologies in education

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Efficiency motivations

• Serving more students with fewer staff
• Avoiding travel costs
• 24x7x365 learning opportunities (we never close)

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Access

• Curriculum content (virtual high schools)
• Postsecondary educational opportunities
• In-job training and retraining

6
Innovation

• Teaching in new ways
• Promoting autonomous learning
• Multimedia
• Interactivity
• New views of knowledge

7
Part two Focus on innovation How new
technologies facilitate more constructivist
approaches to learning

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What is constructivism?

• http//carbon.cudenver.edu/mryder/itc_data/constr
  uctivism.html
• http//www.towson.edu/csme/mctp/Essays.html
• http//pdts.uh.edu/ichen/ebook/ET-IT/constr.htm
• http//www3.sympatico.ca/lgrightmire/CONS.HTM

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Shift from teaching orientation to learning
orientation

• Teaching as design
• John Seely Brown Growing Up Digital
• http//www.aahe.org/change/digital.pdf
• Brent Wilson Constructivism and Instructional
  Design
• http//carbon.cudenver.edu/bwilson/construct.html

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Learning as knowledge construction the active
role of the learner

• Constructivist views of learning
• Jim Levin and Cynthia Ching (syllabus)
• http//w3.ed.uiuc.edu/courses/edpsy490li/sp02/inde
  x.html
• Brent Wilson Constructivist Learning on the Web
• http//ceo.cudenver.edu/brent_wilson/WebLearning.
  html

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Static vs. dynamic views of knowledge

• Knowledge is constructed by humans.
• Knowledge is conjectural and fallible.
• Knowledge grows through exposure.
• http//www.millville.cache.k12.ut.us/Millville/Tea
  chers/Carles/Philosophy/construc.htm

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Relevance and authenticity

• The relationship of content, interest, and
  motivation.
• John Dewey
• http//www.cals.ncsu.edu/agexed/aee501/dewey.html
• http//www.socsci.kun.nl/ped/whp/histeduc/misc/dew
  ey01.html
• http//disted.tamu.edu/chapter4.htm

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Learning styles and states of readiness

• Individualized instruction
• http//www.infotoday.com/MMSchools/nov98/murray.ht
  m
• http//www.upenn.edu/almanac/v46/n26/tatJudd.html
• http//kellysmusic.mb.ca/why.asp

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Group processes motivation and collaboration

• Distributed knowledge
• http//www.dkrc.org/
• http//www.lis.uiuc.edu/chip/teach/courses/dk/sp0
  2

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Multiple forms of representation (pt 1)

• Learning styles
• http//www.indstate.edu/ctl/styles/learning.html
• http//www.cciw.com/content/learning_styles.html
• http//catalyst.washington.edu/method/learning_sty
  les.html
• http//www.oswego.edu/shindler/lstyle.htm
• http//www.support4learning.org.uk/education/lstyl
  es.htm

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Multiple forms of representation (pt 2)

• Multiple intelligences
• http//www.thomasarmstrong.com/multiple_intelligen
  ces.htm
• http//surfaquarium.com/im.htm
• http//www.cio.com/archive/031596_qa.html
• http//www.pz.harvard.edu/Research/MISchool.htm

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Metacognition and reflection learning how to
learn

• Metacognition
• http//snow.utoronto.ca/Learn2/mod2/
• http//www.gse.buffalo.edu/fas/shuell/cep564/Metac
  og.htm
• http//www.ncrel.org/sdrs/areas/issues/students/le
  arning/lr1metn.htm
• http//www.psyc.memphis.edu/trg/meta.htm

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Typology of learning technologies

• Bruce and Levin, 1997
• http//www.lis.uiuc.edu/7Echip/pubs/taxonomy/inde
  x.html
• Inquiry
• Communication
• Construction
• Expression

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Conclusion

• Rethinking the virtual learning space