Tackling Technology in Learning

As a young individual immersed in a technology heavy field, I tend to have a more technological focused approach to learning. My education, in its entirety, from elementary school on has included the use of technology to supplement learning. From computer lab visits to in-class videos, and the infamous Promethean boards of 2008 that all students fought for the chance to calibrate, my learning experience never consisted of sitting in a chair all day everyday listening to the teacher give a lecture. Throughout my career as a student, I have gained experience with all types of technology and see the benefits they bring to expanding methods of teaching. I’ve also seen the damage it can do first-hand by causing distractions if not used correctly and, more importantly, students forming a reliance on technology so they can quickly reference information rather than understand it.

Technology has developed past just PowerPoint presentations and informational videos being shown on a rolling cart TV. Today, students have laptops, cell phones, and other devices that give them access to more than just learning materials throughout the school day. Students today have social media and instant communication at their fingertips all day which can cause major distractions in the classroom. In a 2017 study it was found that ” students believed that laptop and cell phone use in the classroom can affect their concentration and ability to learn” (Attia et. al., 2017). Although technology can be distracting, it does not mean I don’t think it should be integrated into the classroom. Michael Moore discusses three types of interaction, one being learner-content interaction. Using technology gives students access to more information than a teacher could possibly provide and being able to have that interaction with the content on their own allows for “changes in the learner’s understanding, the learner’s perspective, or the cognitive structures of the learner’s mind” (Moore, 1989). There are many benefits that come from using technology to learn, as long as that use is regulated and used strictly for learning during the time of instruction.

My philosophy on technology has changed as I’ve entered the field of Instructional Technology and Design. As a student I wanted all the freedom that came with using technology in classes, but now as I’ve started to understand how others learn and how to effectively teach others, I’ve realized that my philosophy has adapted greatly. I now find myself leaning toward the mindset that structured technology implementation in and out of the classroom is beneficial but there are also times where students will learn more when technology is put away and the focus is on the teacher.

With a career goal of working within the medical field designing training for professionals or courses for students, Bate’s SECTIONS Framework for selecting technology has altered my philosophy on technology in instruction as well. After identifying my students as adults who are capable of completing tasks on their own and holding themselves accountable for their work rather than young children or teenagers who require more guidance in their learning, I lean towards using technology much more than I would if the learners were in their formative years of middle school or high school. The adults I would be designing for are in the midst of their careers or are students spending much of their time studying and working towards entering a career and as the SECTIONS model mentions, “workforce learners want more flexibility and independency” (Bates, 2015). Technology allows for those accommodations to be made as the learners have access to their materials anytime and anywhere.

While my views on the use of technology in instruction may change over time or with the career path I end up on, for now I hold the belief that technology must be selected based on the maturity of the students and utilized in a way that maximizes its effectiveness.

References

Attia, N. A., Baig, L., Marzouk, Y. I., & Khan, A. (2017). The potential effect of technology and distractions on undergraduate students’ concentration. Pakistan journal of medical sciences, 33(4), 860–865.

Bates, A. W. (2015). Choosing and using media in education: the SECTIONS model. In Teaching in a Digital Age. (8.1 – 8.10).

Moore, Michael. (1989). Three Types of Interaction. American Journal of Distance Education. 3. 1-7. 10.1080/08923648909526659.