Subject: [IFETS-Discuss] salvation through technology
From: Muhammad Betz (mbetz@sosu.edu)
Date: Sat 24 Jun 2000 - 04:00:19 MEST
From: Muhammad Betz <mbetz@sosu.edu> Subject: [IFETS-Discuss] salvation through technology Date: Fri, 23 Jun 2000 19:00:19 -0700
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As a field, I think we should pursue more productive research rather than
trying to place our faith in technology to "save us." G. Morrison
Opposition to the Clark premise does not derive from the actual premise
itself. The premise I attribute to Professor Clark is that an instructional
medium, does not, in and of itself, affect the quality of instruction.
(Reconsidering research on learning from media, Review of Educational
Research, 53(4), 445-459.)
Professor Clark has used the metaphor that, like the nature of the vehicle,
which brings produce to the market does not affect the quality of the
produce, neither does the nature of the media, which brings instructional
content to the learner affect the quality of the learning.
I am not suggesting that there be an out-and-out denouement of traditional
research rigor and focus on non-technological components of the
instructional milieu to create excellent teaching and learning. Neither am
I placing my faith in technology to "save us," presumably from
instructional, learning debacles.
Students could perhaps read by candlelight and still read well. Teachers
could perhaps avoid technology altogether and still teach well. No one is
suggesting that either students or teachers do so, because technology is
ubiquitous in the present state of business and personal affairs. Here is
the crux of the argument against carrying the Clark premise into the next
decade.
Muhammad Betz, Ph.D.
Graduate Coordinator & Associate Professor
Department of Educational Instruction & Leadership
Southeastern Oklahoma State University
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