Ania Lian (ania@lingua.arts.uq.edu.au)
Sat, 13 Feb 1999 12:11:20 +1000 (EST)
Date: Sat, 13 Feb 1999 12:11:20 +1000 (EST) From: Ania Lian <ania@lingua.arts.uq.edu.au> Subject: Re: summary of merrill discusiion 2-7 to 2/9
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I think that in regard to the question of technology in education, teh
question is not as much what to do with it since we have it, but the
question is of the same kind as it was before we had it, so to spek. And
teh question is why we do what we do. Once we have this pretty much under
control, the question of technology in education will completely
disappear. It will because we may find it redundant i.e. not forming the
epicentre which generates ways of thinking about education environment.
In short, ways of incorporating technology in education are not
subservient to the ways we think there could be but are susbervient to the
ways we think about education.
On Fri, 12 Feb 1999, Diane Ehrlich wrote:
> Kaisler and Rowley challenge Merrill's argument and
> advocates problem-based learning as an approach that is supported by
> instructional coaching who guide learners through acquiring higher order
> thinking skills.
This is an interesting development. Personally I'd be affraid to claim
access to ways which guide learners in development of higher order
thinking skills. As Atkinson put it once in relation to second langauge
teaching, how do you ensure that you do not function as a police of
meaning. While Atkinson fails to reflect criticaly on his own pedagogical
advise, I think it is relevant to ask about the relationship between
guiding and acting as a police of meaning. I do decline to take on the
issue here, but the question may be more complex than saying, we allow
students to have own oppinions. To have own oppinions is not necessarily a
sign of a skill of "higher thinking".
Ania Lian
http://education.canberra.edu.au/~andrewl/mlal2
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