In the "Emerging Technologies for Learning" article, the author writes that “teachers can and should be able to understand and teach where and how new technologies can add value in learning. To do this, teachers must learn what these technologies are and can do, and understand them, but without necessarily becoming proficient in their use.” My question is: how well can they understand a technology without using it? Can they decide whether or not a technology is appropriate without using it? How will they choose a particular technology over another one? And last but not least, we can’t assume that all students are tech-savvy students so can we rely on students to teach their peers? What about technologies with a longer learning curve (e.g. video editing or Flash)?
I’m perplexed about the analogy between ‘open book’ tests and ‘open phone’ tests. In the former case, students still need to look for the information and apply it whereas in the latter case, how can we make sure that students truly understand and do not simply write down the received answer?
I do agree that teachers and students need to work together and learn from each together “in order to figure out ways to use the technologies in service of learning”, but I wonder how willing the teachers are to learn from their students and to put at risk their image of authority...
The second article (on-line learning migration) emphasizes the importance of social presence in order for social learning to occur through social interaction. It also states that if CMC is used appropriately, it can be personal and foster social presence. “In other words, it is the perception of the users that matters even though the attributes of media do not provide the opportunity”. However, the author does not recommend ways of promoting social presence, which is a “complicated variable”… He does mention that features such as communication style, computer literacy skills and paralanguage skills influence the level of social presence but does not go a lot further.
Another point raised by the article is the potential difference between male and female students (and minority students). How do they react to online learning? Studies seem to agree that female and minority students tend to find benefits in an online classroom in which they are better able to communicate.
4 comments:
Hi Clemence,
I was also perplexed by the idea of "open phone" tests. I think there is a big difference between "open book" tests and tests where you can ask your neighbor the answer via test message. I would like to have read more about Prensky's experiences with these types of tests - what subjects these tests work best with? Prensky does say that using open phone tests allows teachers to create more complicated questions. To me, this implies that teachers can create tests that are not only based on a student's ability to regurgitate information, but to think flexibly with it.
Greetings Clemence,
I think the point Prensky is trying to make is that there is pedagogical value in using some of these technologies.
For that to happen, you need not only teachers who can design appropriate activities with clear measurable learning objectives, but also an educational system that nurtures and promotes the use of technology in teaching.
Teachers don't need to be expert users in any software. Even today there are software packages that will create Javascript, Flash or HTML products with just a few clicks. And it's only going to get easier. The important thing here is for the teacher to know what and how these technologies can help him/her to meet her learning objectives.
Hi Clemence,
I am not sure if ‘perplexed’ is a good enough word when Prensky wrote aboute ‘open book’ test and ‘open phone’ tests. To me open phone test is not even close to open book how can we compare the two. If educators allow open phone test we should just eliminate tests.
Just from your blog about the second article, I am getting a better understanding about social presence which promotes social learning and interacting. You brought up a good point about the author not talking about ways to promote social presence. Even with all the research, I think it is up to the individual when it comes to social presence. We can come up with ways but it will still depend on the individual.
In my work as an educational technologist, if there is anything I can vouch for, it is that the process of incorporating technology is getting easier. I think that the creators of technology (both hardware and software) realize that they must make it as easy as possible for educators to use, like an organic process.
Plone is a software that comes to mind. In many ways, it is like Dreamweaver or FrontPage, programs that leave the designing to you, while handling the hardcore nerdy programming stuff on its own.
In fact, these programs have gotten easy to the point of making it modular (e.g. "Type text where you see the big giant blinking cursor!") and just skinning the look of a Web page, like you were "pimping out" your cellphone with those (umm...) hideous stickers.
But only if there's a point to the whole exercise!
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