The technology of the digital age is just another tool
that can be applied (and misapplied) in education. Fundamentally, it does not
change the basic learning modes / styles, but it can greatly facilitate and supplement
traditional classroom teaching.
It can also make more work for the teachers. In some schools, teachers must learn the technology on their own and at their own expense. This can be both a financial and emotional burden for teachers. In some schools, the training is provided or subsidized. Another critical factor is the financial and technical support at school to maintain these "new" learning technologies (i.e. computer systems rapidly "age" or get obsolete in a few months) and software upgrades can be frequent and costly. It is also challenging to effectively cover lessons when some computers are working while others aren't and the repairs are slow in coming.
Distance learning is seen by administrators as "serving more" (thus earning more) without expanding staffing. There are issues concerning the effectiveness of the teaching, but that depends much upon multiple variables of instructor, student, learning styles, etc. For some teachers, especially future teacher it could mean fewer jobs.
The big danger of technology in education is the fallacy of the "one size fits all" approach. Computers work best with standardized inputs for processing mountains of data using repetitive processes to fully utilize the speed of the technology. Education is more individualized to the learner, and the mass production, high speed manufacturing model is ill-suited to schools. While lessons can be individualized to permit students to independently work ahead, it can be a real challenge for the teacher to keep track of a large number of students working in this mode. While some districts have mandated smaller class sizes, the economic realities make it difficult to implement.
However, individual learners can apply the technology to their advantage to expand their learning experience beyond the classroom. But, in my experience, that is not the majority of students. A digitally literate person will possess a range of digital skills, knowledge of the basic principles of computing devices, skills in using computer networks, an ability to engage in online communities and social networks while adhering to behavioral protocols, be able to find, capture and evaluate information, an understanding of the societal issues raised by digital technologies (such as big data), and possess critical thinking skills.
It can also make more work for the teachers. In some schools, teachers must learn the technology on their own and at their own expense. This can be both a financial and emotional burden for teachers. In some schools, the training is provided or subsidized. Another critical factor is the financial and technical support at school to maintain these "new" learning technologies (i.e. computer systems rapidly "age" or get obsolete in a few months) and software upgrades can be frequent and costly. It is also challenging to effectively cover lessons when some computers are working while others aren't and the repairs are slow in coming.
Distance learning is seen by administrators as "serving more" (thus earning more) without expanding staffing. There are issues concerning the effectiveness of the teaching, but that depends much upon multiple variables of instructor, student, learning styles, etc. For some teachers, especially future teacher it could mean fewer jobs.
The big danger of technology in education is the fallacy of the "one size fits all" approach. Computers work best with standardized inputs for processing mountains of data using repetitive processes to fully utilize the speed of the technology. Education is more individualized to the learner, and the mass production, high speed manufacturing model is ill-suited to schools. While lessons can be individualized to permit students to independently work ahead, it can be a real challenge for the teacher to keep track of a large number of students working in this mode. While some districts have mandated smaller class sizes, the economic realities make it difficult to implement.
However, individual learners can apply the technology to their advantage to expand their learning experience beyond the classroom. But, in my experience, that is not the majority of students. A digitally literate person will possess a range of digital skills, knowledge of the basic principles of computing devices, skills in using computer networks, an ability to engage in online communities and social networks while adhering to behavioral protocols, be able to find, capture and evaluate information, an understanding of the societal issues raised by digital technologies (such as big data), and possess critical thinking skills.
Digital literacy does not replace traditional forms of
literacy. It builds upon the foundation of traditional forms of literacy.
Digital literacy is the marrying of the two terms digital
and literacy;
however, it is much more than a combination of the two terms. Digital information is a symbolic representation of
data, and literacy refers to the ability to read for knowledge, write
coherently, and think critically about the written word.
Digital literacy researchers explore a wide variety of
topics, including how people find, use, summarize, evaluate, create, and
communicate information while using digital technologies.
By Musa Lilian BAPRM 42631
No comments:
Post a Comment