Technology definition
I immediately connected with Robert Muffoletto’s definition of technology. A common misconception is that technology is simply machines and that the latest gadgets will themselves reform education. Instead, I like his idea that technology is a “way of acting.” Technology is not just one thing but a combination of solving problems through all the tools that we are able to use. Sometimes, this means using the most current tools. The most modern technology is not, however, always the answer. I like how Muffoletto’s definition of technology thinks about the processes involved with finding solutions to educational needs.
Technology-enhanced learning experience
Before one can design a technology-enhanced learning experience (TELE) one must understand what the end goal is. Is it specific content knowledge? Is it a particular skill set? Or is it a combination of the two? You can’t effectively design a TELE until you have defined specific goals. I also believe one of the main benefits of a TELE is the collaboration opportunities and would therefore make this high on my priority list when designing. Additionally, I would hope to be able to design with more differentiation and individualized learning paths in mind.
Hi Kathryn,
I just responded to Tracey’s blog who focussed on the same two issues as you do: collaboration and individualized learning. I agree full with those!
I want to also ask you whether you feel that it is feasible to ask students to start a learning diary, to document their learning objectives, their approaches, their experiences, and what they learned at the end. Is this an activitiy this is helpful also for younger kids? And is this something also a group of students could do after working on a collaborative inquiry?
Elske
Hi Elske,
Interestingly, I just posted on Sarah’s entry about children in the UK always writing down their learning objectives at the start of every lesson. They will then often go back and check, have I met this learning objective? Do I need more support? I do feel that this practice helps to facilitate a very self-aware learner. I really like your idea of a learning diary and this is something that I am going to investigate a little bit more! I think for children it can be a bit easier on their own and more difficult to evaluate a group but definitely something that is possible if enough structure was provided!
Thanks
Kathryn
Hi Kathryn,
Your point about the need to understand the end goal when designing a TELE is well taken. It is interesting how the UK has children writing down their learning objectives at the start of every lesson. That could be useful but I wonder if children would find it fragmented if they did not know the overall direction of where teachers were guiding them. For instance, in my Junior School, there are 8 key building blocks (i.e. leadership, global awareness, design & build, environmental stewardship, etc.) that are prominently displayed in each classroom. With each activity, students are made aware what the overarching goal is. Perhaps the UK has some type of similar visualization or perhaps it is not necessary. Any thoughts?
Hi Gordon,
You bring up a great point and I like the idea of the 8 key points with children being aware of the overarching goal. I feel that this is excellent if the children are actually able to verbalise this and they really are discussed in each lesson! The reason I like a specific learning objective, for example, Can I find the area of a trapezium?, as it helps them to really know where they stand on the topic. I think maybe introducing larger overarching goals could help my students as well and it is something I am going to look into!
Thanks
Kathryn