RSA #4 Technology Changes Approach to Learning

http://blogs.edweek.org/edweek/learning_forwards_pd_watch/2013/06/technology_changes_approach_to_nature_of_learning.html

Carol Francois, Director of Learning from Learning Forward, taps into the notion of transformative learning in the attached article, Technology Changes Approach to Learning. She acknowledges that the way we learn using new tools and new environments has  dramatically changed the learning lansdscape. Learners control learning more than ever before because technology has opened access to content once reserved for the “sage on stage”. What learners need to know and be able to do has also changed dramatically. As a result, technology is the tool being used to facilitate and enhance the learning process. By using technology, learners have more control of what and how they learn. 

Jack Mezirow, who coined the term transformative learning asserts that learners must shake off the constraints of the limited perspectives of traditional learning environments (Palloff & Pratt, 2007). I can attest to this notion of transformative learning as I have experienced it in this course. I have experienced what Palloff and Pratt describe as disorienting dilemmas- dilemmas that cause distortions in the use of knowledge and social relationships. (p.187). This feeling of disorientation has resulted in anxiety and tension in my learning process. Transformative learning, though uncomfortable at times, can lead to both personal and intellectual growth. Using technology in an online setting forces the learner to take control of the learning process. This is not a passive learning environment. The responsibility and rewards of learning are in the learner’s hands. This transformative process ultimately leads to self confidence and a sense of mastery and power. In the process, however, there are many instances of feeling unprepared, overwhelmed, and helpless.

Transformative learning requires time and space for inquiry and reflection. In a traditional classroom, self-reflection is not necessarily encouraged. The content of the material takes precedence over reflection and integration of the content into the learner’s behavior, attitudes and actions. In transformative learning, the technology is the medium that allows the learner to construct their own knowledge (p.192). Easy access to reasonably priced technology tools makes it simple for learners to create a learning environment with or without the assistance of a teacher, coach, or facilitator. The reflective process and the learning by doing components of this new paradigm allows for deeper and more personal learning.

Doing More with Less (and Other Practical Educational Technology Tidbits) | Edutopia

Doing More with Less (and Other Practical Educational Technology Tidbits) | Edutopia

RSA #3

http://www.ed.gov/technology/netp-2010/teaching-prepare-and-connect

The attached article, Teaching: Prepare and Connect correctly identifies how teachers too often work in isolation with short and fragmented professional development. In the past, a classroom educator’s primary job was to cover assigned content.  This approach may have worked in the past, but has not kept pace with technology and globalization. Many policymakers and education leaders have focused their reform ideas around teacher accountability. This approach is limited and often does not leverage technology use to improve learning and assessment.  

It is no longer necessary for the teacher to simply dispense knowledge; rather, teachers must help activate self- directed student learning. In a connected classroom, teachers have access to data and tools that will help them focus their instruction. But this is not enough. In this new paradigm, teachers must also keep learning and growing. Teachers will need to collaborate and communicate purposefully with other teachers in order to prepare students effectively. Instructional technology makes this possible. Unfortunately, many experienced teachers do not have the skill or ease to use the available technology. Many new teachers lack expertise, but are quite comfortable with technology.  These gaps can and should be addressed with professional development initiatives that are collaborative and continuous –not isolated and episodic. Strategic use of technology combined with sound educational practice and learning communities can transform educational outcomes. Failure is not an option.

Educational leaders and policy makers are aware of the power of PLCs and instructional technology; however, implementation of these initiatives is often superficial. There is much work to be done. We must remember this transformation is a process, not an event.