Changes in technology have created new possibilities and new realities for education. No longer are teachers the sole source of information. No longer are schools the only place students can learn. Students have continuous access to the information highway. They can learn wherever, whenever, and with whomever they want. They can connect with information, with each other, and with real-world contexts related to their study. This has led to different expectations for 21st century learners compared to pre-internet generations. Tapscott (2008) presents these expectations as eight 'norms' for 21st century students:
Freedom: students expect freedom to learn and work where and when they want
Customization: they tailor their consumer experiences to their own tastes, and transfer this expectation to education
Scrutiny: they have a healthy skepticism with regard to online information, and are a lot more media savvy than previous generations
Integrity: they are more global in their outlook, and are quick to respond to integrity or lack of it on the part of companies
Collaboration: they are highly connected socially, and expect to work with others as they learn
Entertainment: they value fun and entertainment, and evaluate their experiences - including learning - based on this value
Speed: they expect instant access to information and services
Innovation: they value new, current ideas
While I have some reservations about the way Tapscott generalizes these norms for an entire generation (see my entry on the Technology and the Curriculum blog for more), it is clear that technology is changing our world, and students expect their education to be consistent with those changes. Education needs to adapt to meet the needs of these students. Technology, as well as driving these changes, can play a major role in meeting these expectations, in three ways: providing access to information; fostering collaboration; and engaging learners. Further, technology is playing a role in changing how we think and how we learn.
Access
With the spread of smart mobile technology, students now have constant access to the information highway. A number of school districts are embracing BYOD (Bring Your Own Device) policies as a way to incorporate this technology into the classroom. Students can now access learning outside of the classroom; some educators have drawn on this added learning time to completely change the way students work at home and in the class (see Flipped Classroom for further discussion of this model). As noted previously, and explored further on the Student-Centered Learning page, this access to information has changed the role of the teacher. Rather than providing information, teachers are now guiding students and helping them locate, evaluate and use information, providing context and direction as students search for answers.
Freedom: students expect freedom to learn and work where and when they want
Customization: they tailor their consumer experiences to their own tastes, and transfer this expectation to education
Scrutiny: they have a healthy skepticism with regard to online information, and are a lot more media savvy than previous generations
Integrity: they are more global in their outlook, and are quick to respond to integrity or lack of it on the part of companies
Collaboration: they are highly connected socially, and expect to work with others as they learn
Entertainment: they value fun and entertainment, and evaluate their experiences - including learning - based on this value
Speed: they expect instant access to information and services
Innovation: they value new, current ideas
While I have some reservations about the way Tapscott generalizes these norms for an entire generation (see my entry on the Technology and the Curriculum blog for more), it is clear that technology is changing our world, and students expect their education to be consistent with those changes. Education needs to adapt to meet the needs of these students. Technology, as well as driving these changes, can play a major role in meeting these expectations, in three ways: providing access to information; fostering collaboration; and engaging learners. Further, technology is playing a role in changing how we think and how we learn.
Access
With the spread of smart mobile technology, students now have constant access to the information highway. A number of school districts are embracing BYOD (Bring Your Own Device) policies as a way to incorporate this technology into the classroom. Students can now access learning outside of the classroom; some educators have drawn on this added learning time to completely change the way students work at home and in the class (see Flipped Classroom for further discussion of this model). As noted previously, and explored further on the Student-Centered Learning page, this access to information has changed the role of the teacher. Rather than providing information, teachers are now guiding students and helping them locate, evaluate and use information, providing context and direction as students search for answers.
Collaboration
Today's students thrive on social networking and being connected. This transfers to the classroom as a preference for working collaboratively. Students can collaborate online using a wide array of programs and applications. One of these is Edmodo. The following artifact, created for the Learning with Technology course, examines how Edmodo could support effective learning. |
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Engagement
Innovative use of technology, based firmly on learning theory, increases student engagement (Jensen et al, 2010). There are many programs and apps available to educators which can be used to increase student engagement. One is the free recording software, Audacity. This video, Audacity in the Classroom, demonstrates three ways Audacity can be used (for a quick description of how to use this program, watch the video How to Use Audacity). Completing this assignment on Audacity was an interesting experiment. I have used Audacity in English and Music classes for many years, and have always thought highly of it. Students enjoy working with the program, and their work seems to demonstrate effective learning. With new insight into how students learn, I had to re-examine my reasons for using this program, and determine whether it really does support effective learning. These videos were made as part of the Technology and the Curriculum course.
In Learning Tools, we explored Web-Based Learning Tools (WBLTs), online mini-programs or applets which usually focus on one area of content or skill. They are interactive, and access is usually free to students. WBLTs can engage students in learning, as long as they are well-designed. A number of learning theories and design principles come into play when evaluating how effective an online tool is for learning. Here is a list of characteristics of effective WBLTs.
Initially, I wondered at the relevance of examining WBLTs. Many seemed to be focused on Science or Math, although there are some good Music WBLTs as well. I couldn't envisage ever making one myself; why should I learn design principles? However, I found that this course reinforced some key learning theories, introduced me to some more, and helped me become more aware of some important principles guiding any kind of of multimedia presentation.
One way in which WBLTs engage students is that they often involve playing games. This idea has been taken to the next level by one New York school, Quest to Learn. Students learn by completing tasks or missions that involve skills used in game-playing, such as collaboration, role-playing and simulation. Learning is active, and promotes 21st century learning skills (see the 21st Century Schools page for more details). Students also demonstrate learning by creating games, often in the form of WBLTs (Moeller & Reitzes, 2001, page 17).
Technology can also serve to provide access to real-life contexts, which increases the relevance and engagement for students. For example, students can locate and contact relevant experts such as authors, scientists, or musicians; publish work online; or complete projects based on real-life problems which can be explored using technology. Some WBLTs are designed around real-life scenarios which students work through, learning content and skills as they solve problems. This kind of use of technology to situate learning in real-life contexts corresponds to a number of learning theories mentioned in the Engagement graphic on the Learning Theory page.
Innovative use of technology, based firmly on learning theory, increases student engagement (Jensen et al, 2010). There are many programs and apps available to educators which can be used to increase student engagement. One is the free recording software, Audacity. This video, Audacity in the Classroom, demonstrates three ways Audacity can be used (for a quick description of how to use this program, watch the video How to Use Audacity). Completing this assignment on Audacity was an interesting experiment. I have used Audacity in English and Music classes for many years, and have always thought highly of it. Students enjoy working with the program, and their work seems to demonstrate effective learning. With new insight into how students learn, I had to re-examine my reasons for using this program, and determine whether it really does support effective learning. These videos were made as part of the Technology and the Curriculum course.
In Learning Tools, we explored Web-Based Learning Tools (WBLTs), online mini-programs or applets which usually focus on one area of content or skill. They are interactive, and access is usually free to students. WBLTs can engage students in learning, as long as they are well-designed. A number of learning theories and design principles come into play when evaluating how effective an online tool is for learning. Here is a list of characteristics of effective WBLTs.
Initially, I wondered at the relevance of examining WBLTs. Many seemed to be focused on Science or Math, although there are some good Music WBLTs as well. I couldn't envisage ever making one myself; why should I learn design principles? However, I found that this course reinforced some key learning theories, introduced me to some more, and helped me become more aware of some important principles guiding any kind of of multimedia presentation.
One way in which WBLTs engage students is that they often involve playing games. This idea has been taken to the next level by one New York school, Quest to Learn. Students learn by completing tasks or missions that involve skills used in game-playing, such as collaboration, role-playing and simulation. Learning is active, and promotes 21st century learning skills (see the 21st Century Schools page for more details). Students also demonstrate learning by creating games, often in the form of WBLTs (Moeller & Reitzes, 2001, page 17).
Technology can also serve to provide access to real-life contexts, which increases the relevance and engagement for students. For example, students can locate and contact relevant experts such as authors, scientists, or musicians; publish work online; or complete projects based on real-life problems which can be explored using technology. Some WBLTs are designed around real-life scenarios which students work through, learning content and skills as they solve problems. This kind of use of technology to situate learning in real-life contexts corresponds to a number of learning theories mentioned in the Engagement graphic on the Learning Theory page.
Technology and thinking
The learner's cognitive processes can be supported by using technology as cognitive tools (Jonassen, 1995), assigning 'thinking' tasks, especially repetitive and mundane tasks, to technology. This frees up the learner to focus on higher-level thinking. For example, using a calculator to perform additions allows a student to complete complex questions successfully; having to add the numbers without using a calculator may make the task overwhelming, due to the additional cognitive load.
A number of web-based learning tools function as cognitive tools. For example, the EdHeads Designing a Cell Phone tool calculates the effectiveness of options chosen by students, and quickly gives feedback. Without this use of technology, this stage of the design process would require significant cognitive load on the part of students, and obstruct learning otherwise achieved by using this learning tool.
Cognitive load becomes a significant barrier for students with learning disabilities, and assistive technology becomes crucial for these students experiencing success in the classroom.
Technology can be used to differentiate, tailoring learning to the needs of individual students. The School of One uses technology to differentiate learning for every student. Each student works for a period on the computer each day; the program responds to their answers to questions, and tailors material to match their level and pace (Moeller & Reitzes, 2011).
In Principles of Learning, we explored some of the ideas of Canadian philosopher Pierre Levy, who suggests that the internet and the technology that connects us to it have promoted the development of collective intelligence, a new way of thinking where the intelligence is shared between individuals and computers.
The learner's cognitive processes can be supported by using technology as cognitive tools (Jonassen, 1995), assigning 'thinking' tasks, especially repetitive and mundane tasks, to technology. This frees up the learner to focus on higher-level thinking. For example, using a calculator to perform additions allows a student to complete complex questions successfully; having to add the numbers without using a calculator may make the task overwhelming, due to the additional cognitive load.
A number of web-based learning tools function as cognitive tools. For example, the EdHeads Designing a Cell Phone tool calculates the effectiveness of options chosen by students, and quickly gives feedback. Without this use of technology, this stage of the design process would require significant cognitive load on the part of students, and obstruct learning otherwise achieved by using this learning tool.
Cognitive load becomes a significant barrier for students with learning disabilities, and assistive technology becomes crucial for these students experiencing success in the classroom.
Technology can be used to differentiate, tailoring learning to the needs of individual students. The School of One uses technology to differentiate learning for every student. Each student works for a period on the computer each day; the program responds to their answers to questions, and tailors material to match their level and pace (Moeller & Reitzes, 2011).
In Principles of Learning, we explored some of the ideas of Canadian philosopher Pierre Levy, who suggests that the internet and the technology that connects us to it have promoted the development of collective intelligence, a new way of thinking where the intelligence is shared between individuals and computers.
Vision and reality
Technology, from mobile smartphones to online game-based learning systems, has tremendous potential. It was inspiring to explore these possibilities throughout the Masters program. Some weeks, we discussed specific programs. Other classes explored the future directions of Web 3.0 and beyond. In every course, we were pushed to develop our own technological skills, using a range of research and presentation tools. I learned how to build and deliver a Prezi presentation; how to design more engaging PowerPoint slideshows; and how to make videos using Camtasia and Jing. I watched a presentation from a fellow student as an avatar in a virtual reality game. I saw how other students used a range of programs and hardware in innovative and engaging ways in their classrooms.
In every discussion about technology and education, however, there was a fly in the ointment, or perhaps an elephant in the room: where is the technology? I would explore the dizzying heights of what could be done with technology - the cloud; interaction with reality using location-based apps on smartphones; students collaborating creatively with other students around the world - on Monday night, and then return to my one-computer, 30-student classroom on Tuesday morning. Yes, I can do some things with one computer and 30 students; yes, I can draw on the resources of students' own technology through BYOD. But in my experience there is still a shockingly wide gulf between what could be done, and what is being done, and the fundamental reason is the lack of hardware in the classroom.
Example 1: Following a discussion in class on Monday night about the importance of 1:1 access to technology, including some speculation about the new Google Chrome computers which seemed to make this dream a real possibility, I attended a staff meeting at which we discussed how to best use the 10 new laptops being provided - for a school of 450.
Example 2: My board offered to install data projectors in teachers' classrooms, but teachers had to complete a 8-session course of study first, at their own expense. There were 200 positions available in the course (the board employs more than 7000 teachers). Never mind that the data projector has long been considered a given for any presentation in the business and professional world.
Example 3: Revised curriculum documents include very clear expectations that students will be using a range of technologies in every subject. There is a computer lab in my school, with 28 computers. I have one 30-minute block with my class in the computer lab each week; that's not enough time to integrate technology into the curriculum in any way that is not simply paying lip service to the idea.
There is a dilemma here. Teachers - including myself - are reluctant to invest time and effort in integrating new technology into our teaching, because we cannot trust that the technology will be there. But administrators and governments will not provide the technology unless they see teachers willing to integrate it and use it to improve learning. At the same time, the world continues to move on ahead of us, leaving us further and further behind.
There is some light on the horizon. Two years after I missed the cut for the data projector course, my new principal installed data projectors in every classroom in my school. I have used mine well. My school's site administrator and librarian is developing innovative and engaging units of work for students at all grade levels, working in partnership with class teachers. Owing largely to the generosity of parents, the school now has a class set of iPods. The Board is providing more laptops, so that there will be three class sets in the near future. These are steps in the right direction. The biggest change, however, is that I am now realizing that I need to be part of the push forward. I need to take whatever technology is available, and use it to promote meaningful learning in whatever way I can - and then ask for more.
In every discussion about technology and education, however, there was a fly in the ointment, or perhaps an elephant in the room: where is the technology? I would explore the dizzying heights of what could be done with technology - the cloud; interaction with reality using location-based apps on smartphones; students collaborating creatively with other students around the world - on Monday night, and then return to my one-computer, 30-student classroom on Tuesday morning. Yes, I can do some things with one computer and 30 students; yes, I can draw on the resources of students' own technology through BYOD. But in my experience there is still a shockingly wide gulf between what could be done, and what is being done, and the fundamental reason is the lack of hardware in the classroom.
Example 1: Following a discussion in class on Monday night about the importance of 1:1 access to technology, including some speculation about the new Google Chrome computers which seemed to make this dream a real possibility, I attended a staff meeting at which we discussed how to best use the 10 new laptops being provided - for a school of 450.
Example 2: My board offered to install data projectors in teachers' classrooms, but teachers had to complete a 8-session course of study first, at their own expense. There were 200 positions available in the course (the board employs more than 7000 teachers). Never mind that the data projector has long been considered a given for any presentation in the business and professional world.
Example 3: Revised curriculum documents include very clear expectations that students will be using a range of technologies in every subject. There is a computer lab in my school, with 28 computers. I have one 30-minute block with my class in the computer lab each week; that's not enough time to integrate technology into the curriculum in any way that is not simply paying lip service to the idea.
There is a dilemma here. Teachers - including myself - are reluctant to invest time and effort in integrating new technology into our teaching, because we cannot trust that the technology will be there. But administrators and governments will not provide the technology unless they see teachers willing to integrate it and use it to improve learning. At the same time, the world continues to move on ahead of us, leaving us further and further behind.
There is some light on the horizon. Two years after I missed the cut for the data projector course, my new principal installed data projectors in every classroom in my school. I have used mine well. My school's site administrator and librarian is developing innovative and engaging units of work for students at all grade levels, working in partnership with class teachers. Owing largely to the generosity of parents, the school now has a class set of iPods. The Board is providing more laptops, so that there will be three class sets in the near future. These are steps in the right direction. The biggest change, however, is that I am now realizing that I need to be part of the push forward. I need to take whatever technology is available, and use it to promote meaningful learning in whatever way I can - and then ask for more.
The landscape of education has changed as technology has developed. As I explored these new possibilities, while also gaining a deeper understanding of learning theory, I saw my view of education changing in three areas: how students learn, and therefore how I should teach; how technology can transform music education; and 'what school could be', that is, how education could evolve to meet the challenges and opportunities of the 21st century. These themes are explored in the Portfolio Themes section of this website.