Skip to main content

New Technologies in the classroom and its impact on ID

Almost 20 years ago, Gillespie (1998) already argued that traditional approaches to ID were no longer appropriate to deal with the new technologies, since it required high levels of content specification and teacher control over the learning. This models tend to produce lower order cognitive tasks (transfer, acquisition and retention of knowledge). The focus should be helping the learner to become skilled and active at finding, evaluating and using information to problem-solve.
This requirement of involvement at a higher level and collaboration supposes redefinition in regards to the traditional roles of teachers and learners. Teacher will be more planners, designers and guides (rather that providers of content) and students will be assuming greater responsibility over their own learning and the communication and sharing of their inquiry.

For Campbell, Schwier and Kenny (2007) learning is more effective when is embedded in social experience. They believe that designers are social actors who embody core values. Therefore, ID is a moral and ethical practice. I Designer are involved with others in dialogues about social change. Designers exemplify Interpersonal, professional, social and institutional agency.

Snyder (2009) insists in the notion that as we move further into the information age, new skills are needed (innovation, create, solve ill-defined problems). Constructivism helps develops these competencies through group-based and cooperative work. She proposed an adult-learning theory based on andragogy rather than pedagogy. The principles of andragogy are the need to know, self-concept, experience, readiness to learn, learning orientation and motivation. The principal values of Design theory are : Learner-centred environment; synergy and diversity.

Sims (2012) argues that ID follows a pre-determined pathway to achieve the transmission of knowledge, but the interpretivism model proposes that knowledge is constructed by the individual. Students now entering in formal education posses a different skill set that those for whom ID was design for. For them, technology IS the environment and learning means different things. The key to new online environments is the transition from teacher-prescribed to learner-generated content and a contextual, integrated interface. The role of all participants in the educational process needs to be reassessed, since they can now  be interchangeable.


Popular posts from this blog

Open to Learning

Most people would say that educational leadership is about building relationships. However, Professor Viviane Robinson argues that "a lot of instructional leadership get stuck in the inability" to have conversations about the quality of teaching. Therefore, the real challenge is to integrate building relationships and 'doing the work’. Building these working relationships is not a question of building personal relationships and then “banking” on that relationship to have conversations about work. Staff trust their leadership on the basis of their observation of the leader's ability to do their work and treat people, on the leader's competence and their way of tackling people not being so. “The Open-to-learning™ Leadership approach [is based around teaching] how to build trust in teams and with individuals, while tackling the tough issues associated with the work of school and teacher performance and improvement” (UACEL, 2018). This approach is based on the

Heutagogy: A Holistic Framework for Creating Twenty-First-Century Self-determined Learners

By Lisa Marie Blaschke and Steward Hase Summary Heutagogy is a form of self-determined learning and is a holistic learner centred approach to learning and teaching. It is a theory that has been adopted mainly in e-learning environments and has developing capability, self-reflection and metacognition at its core. In the heutagogial model, self-determined students lead themselves through transformational experiences, becoming good communicators and problem-solvers of real-life scenarios. It was developed as an extension of andragogy and taps into the recent advances in neuroscience. A number of ideas, such as reflective practice; double loop learning; self-efficacy; self-determination and capability have supported the advent of heutagogy. Although some earlier experiments in this area (Steiner and Montessori) have been generally ignored, globalization and complexity are changing the way individuals and institutions interact and obtain information. In this complex environment, cura

Towards a definition of Digital Literacy

As technologies continue to develop, school and school systems become repositories of outdated terminology which, arguably, reflect how slow to respond to change and changing environments they are. The term literacy has evolved from a straightforward "capacity to read and write" to mean "competence or knowledge in a specific area", revealing in its evolution school's struggle to let go old principles. As a consequence of the shift in scholarly happening (as life moves away from paper-based into screen-based communication), terms such as literacy and fluency have seen a number of reinventions and redefinitions. It is beyond doubt that our lives are becoming increasingly permeated by technologies. Think, for example, of the Internet of Things, or Smart TVs or our portable mini-computers (which we still call mobile phones even when nobody actually uses them to talk!). This revolution in social practices has made necessary to define a term that can represent