Week 13: Reading 2

Does computer use at a very young age limit cognitive abilities? Do employers want highly trained computer workers or multifaceted problem solvers?

Week 13: Reading 1

Wow, this is a very alarmist article. What I want to know, is what has become of this notion seven years later? Are faculty still afraid of losing their positions/status because of infringing online/distance education? Is this still a threat, or have we simply absorbed this into our everyday expectations?

Week 12: Reading 2

Storm Clouds on the Digital Education Horizon

Dr. Reeves outlines major issues with digital post-secondary education, such as the time commitment of online faculty and students, assessing student performance, accreditation of non-brick-and-mortar institutions, and lack of diversity in educational research. His ultimate call is for more development research.

Of interest: Time involved in teaching and attending class seems to increase with online delivery, however this may be due to a mismanagement of tasks on an individual basis. Assessment could be more authentic: instead of offering credits based on hours in class, a student would earn merit based on tasks accomplished or experiences gained.

Week 12: Reading 1

Chris Dede presents Six Challenges for Educational Technology which touch on such topics as availability of capable computers for every 2-3 students, affordability of computers and telecommunications, motivating non-tech educators to adopt new tech-based models, proving tech-based models are better, increasing equity, and expected student performance.

Of particular interest was the idea of bringing technology out of the classroom and into the homes of the learners via video game consoles, thus saving school funds and using physical class as a discussion time.

Dede predicts that the following outcomes of learning with technology would prove that tech-based models are better than traditional models: increased learner motivation, advanced topics mastered, students acting as experts do, better outcomes on standardized tests.

He concludes that student performance would exceed our current expectations if students were simply allowed to learn with computers and embrace new knowledge.

Week 11: Reading 3

Interesting article -- I find it incredibly short-sighted to punish schools for the intellectual performance of the children, especially when the punishment is to decrease funding. Unless all schools were at the same baseline at the onset of this educational initiative, it appears that this logic bolsters the success of previously well-established and well-performing schools.

As well, if no child is left behind -- why should children academically ready to move forward be held back (educational opportunities) because of another child? All hail the status quo. How can we expect children trained to jump through educational hoops to become full-fledged, collaborative members of our society?

Week 11: Reading 2

I found this article fascinating. I think it's very accurate as we find our culture on this cusp between the Industrial and Knowledge (Information) Age. Having chosen a career path in the service (of knowledge) industry, I'm torn between excitement for others to learn these same skills and fear of becoming obsolete due to increased competition. I think it is accepted that my generation will be engaged in lifelong learning. Perhaps generational issues are better observed based on the coming of a new age.

It's accurate to portray such a shift in paradigms. Having been educated in "Industrial Age" Classrooms my entire life, by the time I entered the workforce I've found myself operating in a very different environment than my teachers and parents prepared me for. One must quickly adapt and seek their own knowledge -- collaboration is such a big thing that was never encouraged in school. Having studied in Germany, I found their school system to be quite unlike my own. Students were far more responsible for their own learning, while students here seemed more forced into the same path.

I like the author's description of a Knowledge Age classroom. It seems like a more relevant and fun way to learn.

Week 11: Reading 1

Adoption of innovation. . . . There are so many factors involved in one's adopting an innovation -- socio-economic status, ability, education, time, skepticism, risk-taking. I questioned the idea of only upper-class being early adopters (based on money) because it seems that so many poorer people are also embracers of new technology. The explanation of fads and trends clarified this, a low to middle class person may adopt a new innovation because it will give the appearance of being of the upper class. Pretty interesting. Outside of the realm of technology, it seems like fashion really takes to this too.

Personally, I can appreciate this s-curve in relations to cell phones. I've yet to join that band-wagon, and I've been watching the whole thing unfold over the past x years. It's not distrust of the innovation but rejection of what impact the innovation may have on my life. As it stands, not adopting it has impacted my life as pay-phones disappear.

Week 10: Reading 1

A Model to Guide the Integration of the WWW as a Cognitive Tool in K-12

Dr. Reeves introduces this text with an overview of the Carroll model of school learning which has six components comprising a input -> process -> output model: aptitude; opportunity to learn, ability to understand instruction, quality of instruction, and perseverance; and academic achievement. Dr. Reeves then explains a new model to integrate learning with computers via the WWW. Like Carroll's model, the new model is based on input -> process -> outcome. Input being: aptitude and individual differences, cultural habits of mind, and origin and strength of motivation. Processes being: opportunity to construct learning, task ownership, sense of audience, quality and structure of web resources, instructor support, collaborative support, and metacognitive support. Outcomes being: knowledge and skills, robust mental models, and higher order outcomes.

This article disspells the idea of computers being educational lifesavers, advocates learning with computers in well-fitting situations, and encourages educational outcomes to adapt to this changing environ (i.e. allowing computers to handle rote cognitive tasks and allowing students to concentrate on problem-solving not recall).