Technology and learning

How cool is it, I thought, to have grandparents that not only have a computer, but know how to use it?

Technology and learning

Page Share Cite Suggested Citation: Brain, Mind, Experience, and School: The National Academies Press. Technology and learning collaborative experiences help Technology and learning understand complex systems and concepts, such as multiple causes and interactions among different variables.

Since the ultimate goal of education is to prepare students to become competent adults and lifelong learners, there is a strong argument for electronically linking students not just with their peers, but also with practicing professionals.

Technology and learning

This trend provides both a justification and a medium for establishing virtual communities for learning purposes. Through Project GLOBE Global Learning and Observations to Benefit the Environmentthousands of students in grades kindergarten through 12 K—12 from over 2, schools in more than 34 countries are gathering data about their local environments Lawless and Coppola, Students collect data in five different earth science areas, including atmosphere, hydrology, and land cover, using protocols specified by principal investigators from major research institutions.

Students submit their data through the Internet to a GLOBE data archive, which both the scientists and the students use to perform their analyses.

Students in GLOBE classrooms demonstrate higher knowledge and skill levels on assessments of environmental science methods and data interpretation than their peers who have not participated in the program Means et al. Emerging technologies and new ideas about teaching are being combined to reshape precollege science education in the Learning Through Collaborative Visualization CoVis Project Pea, a; Pea et al.

Over wideband networks, middle and high school students from more than 40 schools collaborate with other students at remote locations. Thousands of participating students study atmospheric and environmental sciences—including topics in meteorology and climatology—through project-based activities.

Using scientific visualization software, specially modified for learning, students have access to the same research tools and datasets that scientists use.

Learners are first acquainted with natural variation in climatic temperature, human-caused increases in atmospheric carbon dioxide, and uses of spreadsheets and scientific visualization tools for inquiry. These staging activities specify themes for open-ended collaborative learning projects to follow.

Students then investigate either a global issue or the point of view of a single country. The results of their investigations are shared in project reports within and across schools, and participants consider current results of international policy in light of their project findings. Working with practitioners and distant peers on projects with meaning beyond the school classroom is a great motivator for K—12 students.

Students are not only enthusiastic about what they are doing, they also produce some impressive intellectual achievements when they can interact with meteorologists, geologists, astronomers, teachers, or computer scientists Means et al.

This was foreseen long ago: As applications have spilled over from other sectors of society, computer-based learning tools have become more sophisticated Atkinson, ; Suppes and Morningstar, They now include calculators, spreadsheets, graphing programs, function probes e.

In the Little Planet Literacy Series, computer software helps to move students through the phases of becoming better writers Cognition and Technology Group at Vanderbilt, a, b. For example, in the Little Planet Literacy Series, engaging video-based adventures encourage kindergarten, first- and second-grade students to write books to solve challenges posed at the end of the adventures.

Technology and learning

In one of the challenges, students need to write a book in order to save the creatures on the Little Planet from falling prey to the wiles of an evil character named Wongo. The challenge for education is to design technologies for learning that draw both from knowledge about human cognition and from practical applications of how technology can facilitate complex tasks in the workplace.

These designs use technologies to scaffold thinking and activity, much as training wheels allow young bike riders to practice cycling when they would fall without support.

Like training wheels, computer scaffolding enables learners to do more advanced activities and to engage in more advanced thinking and problem solving than they could without such help. Cognitive technologies were first used to help students learn mathematics Pea, and writing Pea and Kurland, ; a decade later, a multitude of projects use cognitive scaffolds to promote complex thinking, design, and learning in the sciences, mathematics, and writing.

The Belvedere system, for example, is designed to teach science-related public policy issues to high school students who lack deep knowledge of many science domains, have difficulty zeroing in on the key issues in a complex scientific debate, and have trouble recognizing abstract relationships that are implicit in scientific theories and arguments Suthers et al.

As students use boxes and links within Belvedere to represent their understanding of an issue, an online adviser gives hints to help them improve the coverage, consistency, and evidence for their arguments Paolucci et al. Scaffolded experiences can be structured in different ways.

Some research educators advocate an apprenticeship model, whereby an expert practitioner first models the activity while the learner observes, then scaffolds the learner with advice and examplesthen guides the learner in practice, and gradually tapers off support and guidance until the apprentice can do it alone Collins et al.

Others argue that the goal of enabling a solo approach is unrealistic and overrestrictive since adults often need to use tools or other people to accomplish their work Pea, b; Resnick, Some even contend that well-designed technological tools that support complex activities create a truly human-machine symbiosis and may reorganize components of human activity into different structures than they had in pretechnological designs Pea, In many fields, experts are using new technologies to represent data in new ways—for example, as three-dimensional virtual models of the surface of Venus or of a molecular structure, either of which can be electronically created and viewed from any angle.

Geographical information systems, to take another example, use color scales to visually represent such variables as temperature or rainfall on a map.

With these tools, scientists can discern patterns more quickly and detect relationships not previously noticed e. Some scholars assert that simulations and computer-based models are the most powerful resources for the advancement and application of mathematics and science since the origins of mathematical modeling during the Renaissance Glass and Mackey, ; Haken, The move from a static model in an inert medium, like a drawing, to dynamic models in interactive media that provide visualization and analytic tools is profoundly changing the nature of inquiry in mathematics and science.There are numerous ways that technology in the classroom can be leveraged to address diverse learning needs.

To do this efficiently and effectively requires careful selection, purposeful planning and thoughtful implementation. Technology has changed the way top companies approach learning and training, making it challenging to choose the best options for your needs.

Clarity’s consultants will help you: More effectively manage and deliver your training curriculum. Teaching with technology can deepen student learning by supporting instructional objectives. However, it can be challenging to select the “best” tech tools while not losing sight of your goals for student learning.

Once identified, integrating those tools can itself be a challenge albeit an. This learning guide is designed for use by Professional Learning Communities, learning coaches and teacher leaders or as a self-paced study to enhance and support teacher practice in learning more about how learning technologies can support student success.

But now technology is advancing at such a rate that traditional ways of teaching and learning are not pushing students and teachers to their full potential.

By using IT properly in the classroom, teaching and learning are enhanced and given a new dimension. Technology provides numerous tools that teachers can use in and out of the classroom to enhance student learning.

This page provides an introduction to some of the most common. Below are links to resources on using specific types of teaching and learning tools. Sometimes it's helpful to provide.

Educational technology - Wikipedia