Van Weigel, also a contemporary tech-proponent, declares his enthusiasm for new technologies in Deep Learning for a Digital Age: "the broadband virtual classroom. The integration of data, voice, and video into the 'always on' environment of broadband will open up new possibilities for virtual learning."
There is more than a kernel of truth here as we are witness to a burgeoning e-learning marketplace in both higher education and the corporate sector. Yet, we must remain vigilant and cognizant of the fact that the value added is not inherent in the technologies per se. Value-added is driven at the pedagogical level, and when taking into account the profession of pedagogy, Constructivist Theory, is a most apropos learning model for us to consider when examining the role of educational technology in the classroom.
The principles underlying the e-learning potential for these new interactive learning environments can be examined within the framework of Bruner's Constructivist Theory, which views learning as an active process and learners as self-directed. The basic principles as stated by Bruner: 1) instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness); 2) instruction must be structured so that it can easily be grasped by the student (spiral organization); and 3) instruction should be designed to facilitate extrapolation or fill in the gaps (going beyond the information given).
Interactive Multimedia:
Providing Richness and Reach in the Language Classroom
Not so many years ago Thomas Edison predicted that "the motion picture is destined to revolutionize our educational system and in a few years it will supplant largely, if not entirely, the use of textbooks." Benjamin Darrow, founder of the Ohio School of the Air, declared in 1952 that radio "would bring the world to the classroom, to make universally available the services of the finest teachers, the inspiration of the greatest leaders… and unfolding world events which through the radio may come as a vibrant and challenging textbook of the air." And in the 1950's educational television was proclaimed to be the way to create a "continental classroom" that would provide access to "richer education at less cost." In fact, Asheim went so far as to say that "The well-planned television program can motivate students, guide and sharpen their reading by providing background and demonstrations, encourage responsibility for independent learning, arouse curiosity and develop new insights and the excitement of discovery. A school where these new devices are in use may find itself bursting out of old patterns."
From the Airwaves to the Web
How was it possible that the technologies of the age - TV and radio - did not actually revolutionize the classroom as predicted by those in the know? To provide a comprehensive list of explanations for the wide disparity between the predicted technological revolution that was to take place in the
classroom and what actually did occur, is far beyond the scope of this site. However, we are able to consider within the framework of these few pages at least, a significant difference in the fundamental and critical aspects of perspective on the part of the earlier techno - proponents and the form and function of our new technologies.
The impetus behind the earlier technologies of TV and radio was based on a technology-centered approach and the assumption that they - the technologies - would be the panacea to universal education. The role of the learner with respect to these technologies was that of a passive recipient of educational content and materials. The climb-aboard approach in relation to the adoption of educational technology today is not so much driven in the same manner, as it is by an administrative-calling, for technological implementation in order to increase the corporate, competitive advantage in the commodification of education. Accountability to shareholders or the board of directors impinges on administrative officials, encouraging them to build high tech infrastructures that in the end will hopefully enhance the bottom line. These top-down decisions may appease, at least in the short run, those with monetary vested interests; however, they may also completely bypass those to whom, ultimately the technology is intended for: teachers and students. The two critical factors left out of the classroom learning equation in both of these approaches are the student and teacher in regards to their underlying roles with each other and their instructional materials.
A few proponents of constructivist theory espousing these principles for e-learning environments are outlined below:
1.Learning is an active and engaged process:
"Learners are actively engaged in working at tasks and activities that are authentic to the environment in which they would be used."
2.Learning is a process of constructing knowledge:
"Constructivism assumes that 'knowledge' is not absolute but is 'constructed' by the learner. Thus, the opportunity to find knowledge for oneself, contrast one's understanding of that knowledge with others' understanding, and refine or restructure knowledge as more relevant experience is gained and seems to harness the reality of learning."
3.Learning is focused on thinking skills rather than rote memorization:
"Reflection on recent experiences is an effective method of learning: wisdom through reflection."
4.Learning involves 'social negotiation':
"Co-operation is fostered instead of competition with colleagues."
In addition, Jonassen (1995) also quite accurately declares that learning most naturally occurs not in isolation but by teams of people working together to solve problems, and maintains that Constructivist Learning Environments (CLEs) should provide shared knowledge building tools to assist learners collaboratively construct shared knowledge. Scardamalia (1994) states that Computer-Supported Intentional Learning Environments (CSILEs) enable students to produce knowledge databases so that their knowledge can "…be objectified, represented in an overt form so that it could be evaluated, examined for gaps and inadequacies, added to, revised, and reformulated." CSILEs provide a forum for storing, organizing, and reformulating the ideas that are contributed by each member of the community. In addition, participation within these CMC facilitated environments exposes students to a variety of opinions and experiences, which are invaluable in today's global community.
The basic premise, therefore, that underpins the focus on educational technology and e-learning environments today is that students actively construct internal representations of knowledge by interacting with the material to be learned and do not remain solely as passive recipients of content and learning materials.
Brown and Duguid, in their thought provoking work, The Social Life of Information (2000), state rather succinctly, "Resources for learning lie not simply in information, but in the practice that allows people to make sense of and use that information and the practitioners who know how to use that information."
Though it appears to be taken for granted that educators should be, or will be consulted prior to the implementation of new educational technology, it seems that often they are left out of the loop with respect to purchasing decisions in regards to the selection of applicable and appropriate software and hardware and the precursors to contemporary multimedia, TV and radio. In many cases, this may well have to do with the knowledge base of the academics concerned; however, it would appear that they might not be any more or less familiar with new technologies than administration officials and members of the academic board. Nevertheless, it is imperative that educators be kept in the learning-loop from the onset of implementation of new technology through to curriculum development and course design. In doing so, a shift from a technology driven model to a learner-centered approach will help guide these new interactive learning environments. To quote Koschmann, this new instructional paradigm, "focuses on the use of technology as a mediational tool within collaborative methods of instruction" and these technologies and their applications designed with the student in mind, will enable synchronous or asynchronous learning relationships that vary from "one alone, one-to-one, one-to-many, and many-to-many."
