Design of Technology-Enhanced Learning Experiences (TELE)

In this module, our objectives are to:

• Develop a critical awareness of the implications technology has for students, teaching practice, curriculum development, and educational contexts, through analyses and discussions of foundational technology-enhanced learning experiences (TELE) in science and math.

• Synthesize rationales for the design of these TELE drawing upon theories of learning.

• Hypothesize the cognitive and social affordances as well as the limitations and constraints of these TELE.

• Analyze how the technologies introduced in this module are integrated in a learning environment, paying particular attention to customization of the technology, nature of student activities, and role of the teachers.

Defining technology….

To me technology is a tool- whether it is a pencil, a TV, a typewriter or an iPhone so to this end I find myself agreeing with Roblyer’s defintion. However, Jonassen’s (2000) definition also resonates strongly with me as it emphasizes the ‘cognitive affordances’ of technology.  For me to truly define technology I think we need to look at the history of technology, especially in education.

At one point in the history of educational technology people thought there was real potential in the ‘teaching machine’  or Pressey’s ‘automated teacher’ (Petrina, 2004, ) and even that the ‘medium was the message’ (McLuhan, 1967)- some still do.  Technology has had a dynamic impact on education for decades.  To define technology I think we need to look at it historically because history always tells us a story and enables us to learn from our mistakes and successes which is vital to progress. When looking at Pressey’s ‘Automatic Teacher’ we can remind ourselves of how quick we can be to jump on the proverbial bandwagon.  We now know that this emphasis on hardware can’t be the answer, that technology doesn’t provide good teaching or create good teachers. The hardware is the medium- the practice, the pedagogy, is at the heart of good teaching and learning.  ET enhances learning in ideal educational situations. How we use the tools we are afforded with is of utmost importance.

What I have learned about technology is that:

• innovations are constant and ET is not static
• we must learn from past mistakes to make informed technological decisions
• the value of integrating technology can be offset by the increase in workload for teachers (training, exploration time)
• technology introduces new ways to communicate which requires establishing new norms
• technology disrupts the traditional roles of teacher and student, empowering the learner and promoting student centred classrooms
• learners shift from being consumers of content to producers of content
• ePortfolio and potential for formative assessment lies in technology
• integration of IT in schools requires a shared vision
• technology costs!  time, money and training
• inequitable distribution in schools and across districts

Ultimately, it is easiest for me to think of technology metaphorically- it is a tool.  It is a tool teachers can use to construct valuable learning experiences.  It is a tool that learners can use to build knowledge and collobaroate.  It is a tool that can be manipulated pedagogically to support the diverse learning needs/preferences/styles of students in the 21st century.

References:

McLuhan, M. (1967). The medium is the message. NEA Journal, 56(7), 24-27.

Petrina, S. (2004). Sidney Pressey and the automation of education, 1924-1934. Technology and Culture, 45(2), 305-330.

My idea of an ideal pedagogical design of a technology-enhanced learning experience for math and/or science…