Changes in education and in my thinking about education have been driven by two key forces of change: learning theory, and changing technology.
This page introduces a reflection on learning theory and changes in technology as they have impacted my thinking. I begin here, because learning theory and changes in technology form the backdrop to all the changes in my perception and practice during the course of the Masters program. They are the background against which this Portfolio is set. Within the broad range of ideas covered by learning theory and technology, several key ideas seemed to emerge again and again. These ideas seem to dovetail, complementing and strengthening each other (see figure, right). |
For example, as technology gives students 24/7 access to virtually all information, it changes the role of the teacher from being the source of information to being a guide through the vast array of information available - and thus we have taken a major step towards Student-Centered Learning.
Similarly, the increased capacity for student-student and student-teacher collaboration afforded by technology enhances student engagement and motivation. Outside of the classroom, children and teens use ICT primarily as a social tool, and integrating this function into educational use of technology has immense appeal for them.
Conversely, individualization of student learning pathways, or differentiated instruction, is now more achievable through the use of technology. One way to achieve this is to utilize the cognitive function of technology by having technology perform mundane functions, thus freeing students to focus on higher-level thinking, or allowing them to complete learning that would have been otherwise inaccessible.
These two forces for change are intertwined, working together to transform education. On the next two pages, I explore the key ideas (listed above) in learning theory and technology.
Conversely, individualization of student learning pathways, or differentiated instruction, is now more achievable through the use of technology. One way to achieve this is to utilize the cognitive function of technology by having technology perform mundane functions, thus freeing students to focus on higher-level thinking, or allowing them to complete learning that would have been otherwise inaccessible.
These two forces for change are intertwined, working together to transform education. On the next two pages, I explore the key ideas (listed above) in learning theory and technology.