Has technology changed the way we learn

It could be said that we currently live in a ‘Knowledge society’ or ‘information revolution’ where information and data are downloaded or uploaded into our personal space on an hourly basis. Crawley believed that although there are positives in that “It can draw people and communities together”(Crawley, J. 2011: p57), it also could create a ‘digital divide’ in society. The information overload itself could be questioned. Although knowledge is now so very easy to access in the class room or out of it, in seconds a student can research just about anything.

 

 Accurate and solid information is a different matter. The student now has to be educated in the value of the content of the research. Crawley again suggests that we “ a media society where we are information rich but content poor”(Crawley, J. 2011: p57). For the student it is not as simple to go to the local library and pick up a book as any one can write on the Internet. So although the student not only has to be a where of the potential poor content but also tort how to filter through all the dater and fined true academic sources.
Not only dose the student have to change to adapt in the knowledge society but it could be argued that the teacher or lecturer has to change also. Currently students spend less then 5000 hours of their lives with their noses in books, but spend double that on video games and double that again on Ipad's, watching TV, Ipod's, phones and computers. In the words of Marc Presnsky, (2001) internationally acclaimed leader in critical areas of learning and education, "Our students have changed radically, today's students are no longer the people our educational system was designed for". The list of apps that aid learning is endless. A few examples are Collins revision apps, bitesize maths, IBM think, and Atlas by Collins the list goes on.

Using an interactive white board and power point ineffectively both can be counterproductive in the classroom as well as an aid to teaching.

The interactive white board being used as literally a board of which to write on, in this instance the teacher is not utilising the full potential of the interactive nature of the board. Power point also can be used inefficiently limiting the presentation to a mere slide show of built point after built point. Slides ladened with text and in the words of Petty (2009 p380) “failure to exploit the medium”.

The interactive white board has the potential to enable the teacher to engage the class and as the board suggests, interact with the class. Not only are there pens for the board, but also the computer screen can be put up on the board for the whole class to observe and take part, as well as a number of different activities. Both the board and power point allows the teacher to integrate with the class and become more approachable for possible questions. (Bennett/Dunne(1992) believed that joining in on an activity in the class was much better than just supervising the activity. joining in raises the possibility of dialogue. Feeling comfortable and able to ask questions enables effective learning.

For example if the teacher wanted to assess the class on the lesson of that day, they could construct a quiz on the board using the pens and dragging the answers with their fingers. Geoff Petty (2009,p247) believed that “games can produce intense involvement, and a quality of concentration no other teaching method can match”. It could be said that playing games like a quiz in a learning environment heightens interest and motivation, also a game that stimulates good feelings and laughter encourages positive feelings towards the topic being tort.

The interactive white board along side power point could be a very powerful tool in the classroom if used effectively. Over 80% of information that enters your mind is visual; also visual information is easier to remember.

Power point with the interactive board allows for multisensory learning, which is considered one of the best ways of learning. Auditory, visual and tactile learning could be met with visual aids, areas for discussion and a virtual interactive game. With so many digital contributions to the class room and with an audience already geared up to accommodate and thrive of it, it could be said that it has changed the way we learn and the way we teach.

References


Bennett, N, Dunne, E, (1992) Managing classroom groups ,Stanley Thornes (publishers) LTD

Crawley J. (2011) In at the deep end Perth: Prepress rojects LTD(cited Goethe 2009) p57


Castle, S. Explain Everything App in the class room (10,3,2013) http://www.youtube.com/watch?feature=player_detailpage&v=Cr9sZycBYLM. Accessed 19,9,2013

 Petty,G. (2009)Teaching Today, Nelson Thornes LTD, (Cited page 247)
 
Presnsky, M. Digital Natives, Digital Immigrants (5,10,2001) http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf. Accessed 19,9,2013


Sawers, P. 12 of the best educational apps of 2012 (27,12,2012) http://thenextweb.com/apps/2012/12/27/12-of-the-best-educational-apps-of-2012/. Accessed 19,9,2013