Karen Allnutt (allnutt@blue.weeg.uiowa.edu)
Tue, 24 Nov 1998 15:45:51 -0600
Date: Tue, 24 Nov 1998 15:45:51 -0600 From: Karen Allnutt <allnutt@blue.weeg.uiowa.edu> Subject: [ifets] First Summary "Next Generation, Tomorrow Never Comes" aka "Old vs New Technology"
Chris O'Hagan (University of Derby, Derby, England) Introduction.
"The context for this is *education*... Are teachers keeping up with the
changes?
The epigram, 'Tomorrow never comes' reminds us that it is 'today'
that counts - ....So *carpe diem* - seize the day, make the
most of *now*.
... that if we are always looking into the future in expectation
of a revolution that will liberate us and make everything suddenly
easier, we will be disappointed.
Has the arrival of the digital
exacerbated such a gap between frontier and plain?
Are we doomed to be forever running after the bus
never knowing what destination is written on the front, and not
noticing the possibilities that flash past on each side?"
Bob Leamnson's comments about Chris's post.
"... the more important
question of whether any technology ever lives up to its promises.
No technology has ever caused learning. All technology comes
eventually to provide what the users demand of it.
The more recent
technologies (internet, distance learning etc.) emphasize access, but in
modern times access has not been the limiting factor in learning. ....
What technology provides (for
those inclined to use it) is ease and speed.
Does technology
facilitate learning is a separable and equally important question. Here
the "old vs. new" question falls apart, because any technology can
facilitate learning if the students involved want to learn and know the
technology. Which prompts the question, "which technology, if any,
inspires students to learn?" (Not the same question as "which do they
find more attractive?")
My hypothesis can be put in the form of a question. "Do the newer
technologies work better at educating students, or at providing
information for those already educated?"
I propose this strongly dichotomous question, (does technology
work better at providing education, or at accommodating the
previously educated) because I think the same question has been asked
and answered for one old technology--reading. Cunningham and
Stanovich (American Educator, spring/summer, 1998) have clearly
demonstrated that reading in and of itself provides a positive feedback.
People who learn to read well do more of it and people who read more
learn more. This same question now needs to be posed and answered
vis-a-vis newer technologies."
Chris's response to Bob.
"I think Bob maybe misses the essence of my questions which were about
teachers rather than learners. ... my point was rather whether teachers
have the
skills to facilitate this and the ability to use technologies to develop
pedagogically effective resource-based learning. Without these
skills the new technologies...may be doomed to the margins
Perhaps I am being hard on teachers..... Is
George Free right that the 'traditional instructionalist models' and
the social organisation of schools (and maybe Colleges and
Universities as well) are inhibiting factors for the majority?
How far can students be inspired if their teachers are not?"
George Free comments about Chris's opening post.
"I don't believe that we have made full and proper use of the 'old
technologies' in our education system.... The main obstacle to their 'full and
proper' use is
the social organization of the schools. Teachers and students are not
allowed to explore and develop meaningful projects and activities ), but
must follow a prescribed curriculum and
devote themselves to 'studying for the test.'
This criticism has been
levelled against the educational system by reformers for well over 100
years. Today, some argue that the computer offers new possibilities for
the reform of education. I'm not so sure. Without a change in our thinking
about the nature of education, it is likely that they will not be made use
of in a full and proper way either."
End of First Summary.
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