So How Do Students Learn with Technology?

A blog on the New York Times website this past month brought up an interesting question: What exactly do students learn from technology? This came in response to a major article the Times published which questioned how effective the so-called "Classroom of the Future" truly is (I will cover that article in another blog-post soon).

In exploring the question of what students learn from technology, the author of the post explored efforts by the Susan Crown Exchange to back research initiatives into what kinds of educational technology are most effective for students. One example of this is called the Common Sense project, which is trying to develop a rating system that parents can use in purchasing educational software. I found one portion of this research to relate wonderfully to our first Interactivity:

With the Common Sense project and others the foundation is supporting, the idea is to explore whether there are keys to understanding learning behavior in activities that may not be aimed at teaching in the first place. For instance, he said, players of World of Warcraft might be learning leadership and collaboration skills. Or, he said, anecdotal evidence suggests that children who spend a lot of time communicating online might be developing reading and writing skills that are not translating to standardized tests. 

I thought the portion about World of Warcraft and general online communication was a great tie-in to the second video we watched where students explained the role technology plays in their lives. It was interesting how one student mentioned video games and how they benefited him and then, after reading this blog-post, there are actual research initiatives looking into this. While it makes sense to me that online communication and online gameplay may have some benefits for students, I cannot see them being very substantial. If someone is playing World of Warcraft for 3 hours, as opposed to doing homework or working with a group of peers on a project, the benefits of that technology are far outweighed by the non-technology alternatives. Similarly, playing World of Warcraft would not be a good alternative to an educational software game (such as old-school MathBlaster).

However, it will be interesting to see where this research goes, and the effects it has, if any, in the way educational software and tools are developed. Any more insights, large or small, that we, as educators, can get into the effects of technology on learning would be to our benefit.

Interactivity #1

                Olivia’s story was interesting to me for several reasons. The first of these being the realization that not every student I will be teaching will have access to a computer, MP3 player or even cell phone every minute of every day. It was interesting to me that one of Olivia’s instructors estimated that approximately one-third of the students in the class did not have access to a computer at home. When assigning homework and projects, as well as dividing up class time, it is no doubt important to keep this in mind. In this day and age, where technology is so heavily depended upon for school work and just everyday life, this is just a staggering figure to me.

                With all this in mind, I was truly amazed how tech savvy Olivia was with the computer and social networking. This truly is proof that if a student can make something relevant and applicable to their life, they will stop at nothing to become proficient in it; that is something remarkable to keep in mind as an educator. It would be a truly great accomplishment if there was a way for us, as educators, to channel some of the interest in social networking that so many students have into intellectual curiosity. Students may know how to upload their status on Facebook, make a new Twitter post and create an album on Facebook, but do they know how to use all of the academic resources at their disposal for assignments? While it’s important for students to develop a relationship with technology to keep in contact with their peers and how to communicate with social networking, educators must also ensure that students know the many capabilities of technology with regards to learning.

                In the “Learning to Change, Changing to Learn” video, a group of students listed the forms of technology they use, as well as the intersection of technology and learning. For example, one student discussed video games in the context of coordination and communication skills needed for academic success, while another mentioned how she takes pictures on her cell phone of projects and school-related materials to post them online for later use. One view that seemed to permeate the discussion was the idea of technology as an “extension of who I am as a person”. While this was said in the context of social networking, it can no doubt be used in other forms of technology. For example, when we play multiplayer video games, the persona we broadcast is an extension of ourselves. When we keep a blog, the material we choose to post is an extension of ourselves. When we research topics of interest over the internet, the very choice of search terms is an extension of ourselves. From this video and Olivia’s story, educators should keep in mind that students do not just like technology, but specifically, technology that allows them to explore and broadcast themselves.

                 The three technologies that I listed at the beginning of the assignment for later reflection were: Internet, Cell Phone and Television. The internet has been an indispensable tool in my acquisition of information. Not only can I can read The New York Times online, listen to a podcast about Roman History and download the latest PBS documentary on string theory, but I can do them all pretty much at the same time and from the same place. I have no doubt that the level of intellectual curiosity I have has been increased substantially by having the World Wide Web at my fingertips. What used to take a day in the library to research, now takes a few hours (or even minutes) from the comfort of my own home. The television has also played a major role in my life in the acquisition of information. Not only are there 24-hour news networks and all kinds of documentary programs (and networks) but also tons of on-demand programs that allow me to watch what I want, when I want.

                I definitely use my cell phone in the same way as the students in the videos, that is, mostly for communication and social networking. Where I differ from those students though is my use of social networking. While I do have a Twitter and Facebook, it is rare for me to post something more than twice a week. I tend to use the internet to keep up on news, send the occasional e-mail and research things that interest me.

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