EDLD+5364+-+Week+1

In this first week of EDLD 5364 (Teaching with Technology), there was much emphasis on the basic understanding of how people learn and how technology can be used to aid in the learning process. To begin the week, the lecture, videos, and readings focused on three main learning theories: constructivism, connectivism, and cyborg. Constructivism, much as the name would suggest, is the theory that learners come into the learning environment with a base knowledge that is specific to their life experiences and background. From this base, "students make sense of the world by synthesizing new experiences into what they have previously understood" (Sprague, 1999). As John Abbott states, "you never learn anything from completely from scratch". (Abbott, nd) Connectivism theory tends to explore the learning environment ,  more than just the learner ,  by emphasizing the countless sources of information. Through connectivism theory, it is not only important for the learner to "know how" to learn, but to also "know where". Learners (especially those who are to continue learning) must know where to go for information that is relevant to their problem. Finally, the cyborg theory outlines the implications of human/machine interactions and the resulting effect on learning. Although there are extreme examples of such interactions given (e.g. Kevin Warwick's experience with computer chip implantation), cyborg theory is indeed proving to be the learning theory of tomorrow (which is quickly becoming today). Daily, th ere are new technologies  developed that will greatly affect the way we live our lives and the way in which we learn. Already, distance education is becoming an ever-increasing presence in society, and this is just the beginning. Technology is quickly becoming the main source through which we get our information, and this may soon include in the classroom as well as at home!

This week's readings explored learning using  technology. One key concept ran through all readings dealing with technology integration - the need to update the curriculum and the role of the teacher. "Technology can help to create an active environment in which students not only solve problems, but also find their own problems." (Bransford, 2000) In short, the curriculum must evolve to become more relevant and more learner-centered. Technology provides students with this relevance by allowing them a vast world from which to learn. "Changes in the classroom's curriculum and interactions demand changes in assessment. Assessment should be linked to student learning and relate to performance and understanding." ( Southwest  Educational Development Laboratory, 1999) Technology enhances the constructivist theory of learning by allowing students to build upon their background to form their new knowledge base. Technology also creates the need for a new kind of teacher - a facilitator that enhances the students awareness of where information can be found (connectivism) and how it relates to other aspects of the students' learning (constructivism). This new teacher must know technology and must embrace technology to ensure that their students' learning experience is one of growth and awareness that continues beyond the classroom walls.