RWL Assignment 1 (08/05/2014)
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A new Digital Age gives a lot of possibilities for acquiring knowledge and interacting with information. Every year companies increase the production of new gadgets to make these processes faster, easier and more efficient. Computers, laptops, tablets, mobile phones, PDAs, and other devises became an integral part of our daily life at home, school and a work place. In such a fast changing environment the process of education provides both students and educators with the opportunity to grow professionally at any time, any place, and any speed. That is to say it is mobile and on the move.
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Educational scholars develop new and supplement old models for successful integration of technology into the classroom. Among the new there are SAMR, TPACK, and FRAMEWORK models. SAMR consist of four technology implementation levels. Substitution and Augmentation levels allow teachers and students to replace ‘old’ ways to complete tasks with ‘new’ methods, which are more convenient or easier to do. “There is nothing new under the sun,” said King Solomon and instead of blackboards educators start using smart boards or instead of handwritten essay they ask students to submit a typed one. Thus, the question arises, can we consider these two levels to be an innovative way of integrating technology as the product remains the same but only task processing is a little bit different? Life doesn't stand still and I believe it is the right time for educators to proceeds to the next two stages of SAMR model – Modification and Redefinition. They allow creating a totally new product with the help of new methods of technology application. Essay in the movie format could be an example of that (Miller, 2014). However, would students be able to use hand writing or to write correctly without spell check with such emphasis on technology or these skills would be considered archaic in 15-20 years?
In 2001 Bloom’s Taxonomy was redefined to reflect the relevance to the 21st century educational objectives. The passive nouns were transformed into the verbs as the process of education became more inter- and techno- active. Creating replaced synthesis skill and became a highest order thinking skill that students have to acquire. Redefined
Bloom’s Taxonomy was effectively applied to a variety of programs, for example,
iPad program (Kharbach, 2014).
I find it interesting how Maslow’s Hierarchy of Needs pyramid was associated with the technology (Gerstein, 2014). I am not sure that Maslow would be happy to see how his global thinking was put into that idea. I wonder how Maslow’s philosophy of educating healthy and happy |
learners who are able to accomplish, for example, love and belongingness (very material pleasures) can be matched to a dead-hearted technological reality. Gerstein
(2014) argued that, “Technology can not address the physiological needs”, but
how about ordering food and drinks online and eat/drink them off line; so it seems partially can? (para. 6).
In this regard, even Pavlov's (1927) Classical Conditioning theory can be integrated into technology but do we really need this? I believe that true life values and needs should be distinguished from technological if we do not want to educate the next generation of robots who live and interact only virtually.
It is always a good idea to use technology in the classroom but to use it effectively teachers should be able to answer the following questions with confidence: Why? What? To whom? How? Just because it’s a new approach it doesn't necessarily mean it's the best choice to achieve the educational goals, especially when one is not technologically skilled. There should be offered more programs for teachers where they could leave the comfort zone and challenge themselves. It will not only increase their competence but self-esteem. It is a great feeling when you accomplished something you thought you never could. A teacher who won a technological battle with himself is not only respected by the colleagues but gets highest students’ appreciation as well. Thus, we should not try to fit the new models into our educational process just because we have to unless we are sure that we know why, what, to whom, and how. However, you never know until you try! |
References
Gerstein, J. (2014, March 13). Addressing Maslow’s Hierarchy of Needs with Technology. Retrieved from http://usergeneratededucation.wordpress.com/2014/03/12/addressing-maslows-hierachy-of-needs-with-technology/
Kharbach, M. (2014, January 30). Bloom’s taxonomy: The 21st century version. Retrieved from http://www.lessonpaths.com/learn/i/21st-century-skills-focused/blooms-taxonomy-the-21st-century-version-educational-technology-and-mobile-learning
Miller, M. (2014, March 13). Rethinking SAMR, TPACK and using technology well. Retrieved from http://ditchthattextbook.com/2014/03/13/rethinking-samr-tpack-and-using-technology-well/
Pavlov I. P. Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. – 1927.
Kharbach, M. (2014, January 30). Bloom’s taxonomy: The 21st century version. Retrieved from http://www.lessonpaths.com/learn/i/21st-century-skills-focused/blooms-taxonomy-the-21st-century-version-educational-technology-and-mobile-learning
Miller, M. (2014, March 13). Rethinking SAMR, TPACK and using technology well. Retrieved from http://ditchthattextbook.com/2014/03/13/rethinking-samr-tpack-and-using-technology-well/
Pavlov I. P. Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. – 1927.