Learning Through the Use of Media and Technology - Reflective Post #3

Reconsidering Research on Learning from Media

In Richard Clark's article, he suggests that media, of any kind, does not influence learning only the content of the media can. He describes media as more of a vessel which delivers content (e.g. video, audio recording). The comparison he used, to illustrate his point about media, was the different ways pharmaceutical drugs are manufactured (e.g. tablets, capsules, liquids). Whether you are transferring knowledge, or as in his medicine metaphor, they are just devices delivering a product to it's user. Some drugs may be ineffective for some patients just as an audio recording is ineffective for a visual learner. Clark concludes that effective instructional methods should be the main concern and media should be used when necessary.

Learning with Media

Robert Kozma wrote a response to Clark's challenge "researchers [should] refrain from producing additional studies exploring the relationship between media and learning unless a novel theory is suggested." Kozma suggests that learning takes place through the interactions with multimedia. He explains that not all interactions are the same. Some learning interactions are visually dependent while some are audible, and therefore are processed differently. He believes that learning with media can only successfully take place if we understand the connection of what the technology is capable of and how it can be used to communicate to the learner.

Thinking Technology: Toward a Constructivist Design Model

Before attempting to digest David Jonassen's article, I feel it's important to explain what constructivism means. According to Wikipedia, constructivism is the theory that learners construct knowledge based on their experiences. Ideas are tested against existing knowledge, applied and then integrated to create a deeper understanding or new knowledge. Jonassen appears to be at odds with instructional design (ID) principles as ID looks to create standards which hinders constructivist learning. He suggests that instruction should focus on the design of learning environments instead of creating predictable sequences.

Redefining Equity: Meaningful Uses of Technology in Learning Environments

Robbin Chapman's article discusses the topic addressed last week of technological equity in education. Chapman does touch on the subject of "the haves vs. the have nots" but describes it with a sexier term "the Digital Divide." Chapman describes the Digital Divide as the result of social inequities which results in limited or denied access to digital resources. Instead of screaming injustice, Chapman describes that organizations that have been set up to create an environment for learning in a high tech environment. The article provides examples of organized examples where technology hangouts for learners to become familiar with educational technology. Such places can create a social atmosphere where learning can take place which ultimately provides learners the opportunity to explore, pursue their interests and create projects that could provide a positive direction for their future.

While it appears on the surface that all of these articles are different in nature, there is a common underlying theme of learning being closely tied to technology, but it is Jonassen's article that ties all of this week's readings together.

Let's start with the debate between Clark and Kozma. As much as it seems that they were at odds, I do see some agreement on the use of media in learning. I imagine that they would both agree that technology plays at least a supporting role in the learning process. Clark demands that if media is used, it should be an integral part of instruction and Kozma asks that a logical connection needs to be made before creating/using media in instruction. I think the topic that's truly being debated between Clark and Kozma is constructivism. Are students being guided through a process or are they testing and applying their existing knowledge to learn something if they watch a video or listen to an audio recording?

While there is debate about how to use media in education, it's apparent that technology plays a major role in learning. Being without technology can be nearly debilitating as a learning disorder. I think it's great to see that there are services and centers meeting the need to close the technology inequity gap. Putting technology in the hands of those without access is a great way to keep learners developing new skills in constructivist ways. The testimony in Chapman's article says it all:

When asked how he has benefited from membership at the Clubhouse, Jay responds, “I definitely want to go to college, a regular college where I can focus on computers and get other essentials. If I hadn’t come to the Clubhouse, I’d be pretty bored. I’d be staying at home, watching TV. That would be my whole day.”