robert holloway (rohollo@zeus.kern.org)
Sun, 06 Dec 1998 11:31:38 -0800
Date: Sun, 06 Dec 1998 11:31:38 -0800 From: robert holloway <rohollo@zeus.kern.org> Subject: Re: [ifets] Professional development on technology as pedagogical tool
Dan Suthers wrote: > ...I am concerned about the lack of pedagogical depth
that you just put class notes, assignments, and discussion groups on the web
and voila! you have an effective learning experience. ... focus on
understanding how the technology can and cannot function as pedagogical tools
-- on matching learning objectives and needs to the interactive experience
afforded by each medium...
==================================
Dan expresses a need that is immediately apparent to K-12 teachers -- how does
the technology relate to learning?
The fit between pedagogy and medium is not easy. I recall an algorithm used
by a branch of the military -- no matter what pedagogical method one entered,
the right technology turned out to be a specific piece of equipment that was in
large inventory. But folks in learning technology have been trying to sort
this out. (Even earlier, something called "Dale's Cone" helped with older
media.) But the match can be approximated.
The first step in a match is to get one's own list of pedagogues... how
learning occurs. I try to then design the lesson so I take advantage of that
kind of learning and look for the best medium. The tricky part for me is the
design of the lesson. That is where most of us have a hard time, technology or
no.
Each of us needs to develop some sort of sorting and development process.
If the primary value of technology is economic -- it provides more information,
reduces time and space limits, and may reduce staff needs -- then those who
prepare and sell try to meet those needs. The economic needs are important in
business and administration but the pedagogical needs are all after market.
I get lulled by the logistics, flash, and easy of use of technology for
information.
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