- How can learning be distributed and accelerated with access to digital resources and specialized tools and what are several implications of learning of math and science just in time and on demand?
The ubiquitous potential of learning technologies has direct personal and indirect societal educational benefits. Digital resources and specialized tools allow for the development of a positive feedback loop for learning. In particular, the tools increase communication channels, hence boosting the frequency of communication and thus allowing for wider access and enhancing exposure for all problem solvers and inquisitors. If given the premise that accelerated learning is about being part of a learning community, indeed, technological develops helped distribute and accelerate learning by communicative advantages.
Enhanced Access – Communication Avenues
At a individual level, as new technological tools are developed, it also increases the number of ways in which information can be communicated. This makes it easier for learners to attain required information for learning. Consider the idea of a world library. The intention behind this project is to connect books with people (Kelly, 2006). There are multiple communicative platforms for users to choose from. Students now have access to multiple platforms to explore their paradigms and conceptual relationships. For example, with the development of hyperlinks, users are redirected to similar resources. More over the enhanced communicative methods helps differentiate and personalize learning. For example, video and or auditory are often successful solutions for students with low literacy skill levels and or special needs. After all, “[m]ental computation has limitations which can be overcome through written computation.” (Carraher, Carraher & Schliemann, 1985, p.28) It is also easier for students to access and explore graphical representations of more complex concepts. Beyond access to information, students can actively translate their understanding to their community in multiple ways. Together, these developments allows for learning outside the traditional classroom. As ideas are more widely spread, it increases the likelihood of exposing personal misconceptions and conceptual change. For example, on demand knowledge helps fill in learning gaps and confronts students with possibly opposing information.
Increase intensity – Communicative Frequency
Beyond directly enhancing personal access and expression, digital technology also indirectly allows for more opportunities to exchange ideas. Since digital tools connect information and solutions with people, more options allows for more frequent and effortless contacts. Instead of waiting for students to get to school to obtain an answer, users can send messages via asynchronous methods such as email or synchronous choices via collaborative tools like live chats.
Moreover, since learners have more platform flexibility, this communicative freedom increases the amount of opportunities for an educational discussion. Students then have more chances to actively engage with the learning. Educators can take advantage of this to promote learning by providing timely feedback. Moreover, with the support of technological tools, students will be quicker to identify and correct their misconceptions.
Participation – Building a community
Most importantly, how would these two communicative benefits accelerate and build the learning community? Some scholars believe that knowledge becomes productive when it can be found. Specifically, Kelly (2006), mentioned earlier in this post, suggests the value derives from a piece of work increases when shared. Unfortunately, “[o]nly 15% of all books are in the public domain” (Kelly, 2006). The writer claims that contributors can take advantage of this technology by ensuring their work is searchable in the networked libraries. This development then eases the process of participating in a knowledge-based community. Driver, Asoko, Leach, Scott & Mortimer (1994) believes that with knowledge, learners actively take part in accelerating the knowledge in a scientific community. Taken the notion that knowledge is productive and useful, this view envisions students as productive and contributing members of the greater learning community. Consider anchored instructions or WISE, where students contribute by submitting their response to the learning community.
Hence, the development of digital technology directly enhances personal and social communicative means, allowing for
Reference
Carraher, T. N., Carraher, D. W., & Schliemann, A. D. (1985). Mathematics in the streets and in schools. British journal of developmental psychology, 3(1), 21-29. Available in Course Readings
Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientific knowledge in the classroom. Educational researcher, 23(7), 5-12. Available in Course Readings.
Kelly, K. (2006, May 14). Scan the book. New York times.