I was taken by Muffoletto’s (1994) observation that technology is “not a collection of machines and devices, but a way of acting.” While I would argue that the collection of machines and devices is one component of technology, two equally important components of technology are the user and the interaction between the user and the device. I postulate that the design of an effective technology-enhanced learning environment should consider not only what information and applications the technologies offer but also how the user will engage with the educational technology.
An effective TELE should engage and inspire student learning. It should rely on a variety of media (text, images, simulations, and video) to convey information in manageable and differentiated chunks of information. The educational technology should emphasize generative learning by anchoring the information to real-world and meaningful contexts. The technology should encourage the student to think, argue and reflect by engaging the students with important complex problems. The student should not be left with the impression that the technology is the bearer of all knowledge of which they, the student, need to somehow absorb. Rather, the student should feel actively involved in the construction of knowledge and given opportunities to practice expressing and refining their point of view. Finally, a well designed TELE should support both synchronous and asynchronous collaboration between students so that a rich learning community is established.
Roblyer (2012) argues that each teacher must assume the role of “scriptwriter” and plan for all contingencies. I worry that this view might limit the potential for learning within a learning environment. While a teacher should create learning guidelines and behavioral expectations for students to follow, Roblyer’s “script”, in my mind, should not dictate how and exactly what students learn but rather, it should guide students through their learning process.
Roblyer, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching.
Muffoletto, R. (1994). Technology and restructuring education: Constructing a context. Educational Technology, 34(2), 24-28.
Hi Bryn,
I too was taken by Muffoletto’s definition of technology and like how you described not only the user, but additionally, the relationship between the user and device as equally important components of technology. The machines and gadgets are ever changing, and therefore one could argue that how we engage with the technology should also be fluid and flexible. One way of doing things doesn’t work for all. This brings me onto your next point about the teacher as “scriptwriter.” I fully agree that this term seems somewhat limiting as scripts are fixed and don’t adapt to the audiences experiences and reaction. Perhaps, if we are following along on this metaphor, we should consider teachers to be more like improve actors?! Constantly taking on suggestions and adding to enhance the experience. Just something interesting to think about! Thanks for your post.
Kathryn
Hello Bryn,
Another insightful posting!! Muffoletto’s definition of technology. Another insightful posting!! Muffoletto’s definition of technology, moreover the words “a way of acting [with the technology]”. As 21st century educators, is important we have conversations with our students around technology use. WHAT DO WE WANT STUDENTS TO DO WITH TECHNOLOGY? Here are a few essential for digital literacy skills students should do when working with technology; find answers, start conversations or make a difference. Finally, incorporate appropriate digital citizenship skills when they are engaging with technology. For me, “the script” is to help students be safe, confident explorers of the online world by integrating formal and informal learning environments.
Hi Bryn
I like the fact that you discussed at the end that teachers have the “role of “scriptwriter” and plan for all contingencies.”
I wonder how much time that would take for all the activities that occur throughout the year.
A good next step might be to share what an “effective technology-enhanced learning environment” looks like in a classroom.
To keep the conversation going — make sure to respond to at least two other learners as well respond to all learners that respond to your own post. When responding to other learners, expand the discussion.
Christopher