I have based my ´philosophy’ on educational technology on the premise that philosophy is “the study of general and fundamental problems Wikipedia). However, at the same time, depicting all aspects in a single concept map was not only going to be impossible, it would have contradicted the idea behind concept mapping in that a concept map addresses a specific focus question (CmapTools). Hence, I chose to ask “What elements should be taken into account when reflecting upon and researching educational technology?” Three central aspects that branch out are: educational, social/political and ethical, and central to all these, are people.
Educational aspects comprehend a series of elements that should precede the design or use of educational technology. A theory on learning and cognition is the foundation on which to base instructional design or decision on the use of technology, which in turn leads to decisions on the teaching approach and consequently teacher and student roles. Among the learning theories I chose Dewey, in that we experience technology like we experience nature etc; Dale’s cone of experience, because we learn through different experiences and at different levels, from concrete to abstract, and we do indeed assimilate by using different senses; Piaget’s cognitive development theory, because learning involves a process of accommodation of our prior knowledge, schemata or experiences. Vygotsky and Situated Cognition, because learning is a social, active process; we do not learn alone, we learn with and through others (including machines); Distributed Cognition, because it takes into account the actual cognitive process and sees technology as central to cognition (Petrina, nd).
All the above elements must be taken into account prior to commencing instructional design or the use of technology, and they should form a part of its theory. Kolb’s experiential learning cycle in my opinion will form part of the design and use of technology, rather than precede it, because I see Kolb’s experiential cycle more as a result of the previous learning theories than a learning theory itself; it supplies a model on which to base learning processes, be they face2face or online. Ideally, all teaching, no matter the tool, should aim to start and close an experiential cycle in order to hopefully result in some form of learning taking place. In turn, these elements require taking into account teacher development and ongoing training; new teacher and student roles, and both teacher and students being co and cyborgenic learners.
The above educational aspects cannot be seen in isolation of social and political ones; the people involved in them form part of a context and environment, and in turn culture and sub-culture. These in turn are linked to worldwide and local governments and economic policies that in turn lead to questions of inequality, cultural invasions, ecological and other social, political and ethical problems.
If the aim of educational technology is to enhance learning, this will not occur if educational technology is perceived as an instrument or tool alone. Educational technology is the result of a much more complex network of elements all of which should not only be considered, but constantly researched and reflected upon.
Click here for a larger image of the Concept Map.
Bibliography
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Petrina, S (nd) Curriculum and Instruction For Technology Teachers. Retrived http://www.modularte.gazi.edu.tr/usefuldoc/wts.pdf . 10/10/09
Petrina, S. & Feng, F. (2008). Primer for defining and theorizing technology in education, pt. 1. Vancouver, BC: Tech no-Printing Press.
Wikipedia http://en.wikipedia.org/wiki/Philosophy. Retrieved 15/10/09.