George Free (gfree@oise.utoronto.ca)
Thu, 26 Nov 1998 09:56:50 -0500 (EST)
Date: Thu, 26 Nov 1998 09:56:50 -0500 (EST) From: George Free <gfree@oise.utoronto.ca> Subject: Re: [ifets] Conference thread: technology inspiring studetns
On Tue, 24 Nov 1998, Chris O'Hagan wrote:
> the past'. But how deep does it go, how ubiquitous is it? 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? Can
> we unpack this a bit more?
>
Just to add a few more thoughts on this subject for the purpose of
discussion.... Its my impression that the social organization of schools,
colleges and universities reinforces-- and practically dictates --an
instructionalist approach to the use of technology, that is, technology is
used to deliver predetermined curriculum (subject matter) that the student
can only view or consume more or less passively (though I don't want to
deny that there is an active component to listening to a lecture,
television program or whatever). For example, television -- or rather
video -- could be used in a more active way by having students create
their own programs, rather than simply view those made by professionals.
However, it is simply not an option for most teachers,
instructors or professors to explore such a possibility (or related ones
like create multimedia, websites, radio programs or whatever you can
imagine). For the most part it is not a problem of access to the media
technology -- often this is available or can be acquired one way or
another. For example, most universities provide excellent computing
resources to students and faculty. Many school classrooms have (an often
idle) computer sitting in them. Rather it is a problem of the
organization of the instructional/teaching process. It is difficult if
not impossible to go beyond standard teaching practices when course and
class structures are set up in the way they typically are now. (Though there
are exceptions and possibilities to be explored, as shown by Ben
Schneiderman and other innovative teachers).
To fully explore creative teaching and learning possibilities, it
would be necessary--or very helpful--if classes were arranged in a more
intensive style, where teachers and students could work together for a
more extensive period of time on developing and producing a project.
Students not only need to learn about the technology or other things like
group communication and project management, but have to be able really
delve into the subject matter and figure out what they want to do.
The other major obstacle, as I see it, is that --in the
universities especially -- there is little support given to the
development of innovative teaching methods. On the whole, teaching is
devalued in the universities, and precedence is given to research.
Generally, faculty are not rewarded for their teaching, but mainly for
their research/publications. Teaching is often viewed as a distraction or
burden -- we talk about the 'teaching load,' e.g., -- rather than a focal
point of faculty activity.
In addition, I think it is also a problem that courses are
largely developed and taught on an individual basis. Using technology
requires greater large scale organization and planning. It requires a
cooperative effort on the part of faculty and staff, who would work
together to create coordinated programs and student learning experiences.
(The experience of the Open University in this matter seems to be
especially instructive here.)
...thoughts?
George Free
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