Revolutionizing learning in the Digital Age

Education, information and computers are synonymous. A separation of one from the other will not be a wise thing to do. Focusing on one or two and leaving out the other can be interference in a marriage ultimately causing a lasting damage. Revolutionizing learning in the digital age requires digital equity. The product of this will be individuals that are not just consumers of information but are also producers. In an ecosystem, the rule requires a symbiotic relationship. If we all want to consume what someone produced and find no need in giving back in anyway, eventually the symbiotic relationship will be broken and the habitat is destroyed. Learning is a two way communication link. Ability to think, collaborate, social learning and the constructivist approach are fundamental building blocks in our revolutionizing of learning in this digital age.

We have to move past the idea of looking at computers as just an information machine. We have to see it as a tool for constructing knowledge, like finger paint, it should be used to design and create things (Resnick, 1998). Our homework in my TBTE 406 class is no doubt perfect examples of knowledge creation and creativity. It enables individuals to apply and create something of significance and ultimately equip us for a career in teaching and learning effectively. We are able to use computers as a material for making a variety of things from videos to instructional materials. We are been thought not just how to use computer technology but how to construct something significant with computer, thereby fluency with computers.

The digital divide in our society and many others is bound to come to an end with the cost of computers on a decline, and then there will be no more excuses as to why someone is dormant and unable to create knowledge. Jobs in the horizon are continuously looking for 21st century skills in potential candidates. Are you going to be ready, fully equipped for every good work, competent and ashamed of nothing? Now is the time to work on shortening the access gap and also shrink the fluency gap that is currently inherent in digital divide (Resnick, 1998). Computers have proven very useful in transforming somewhat theoretical and not easily understood ideas to concepts mastery and understanding.

We will generate wealth, enhance health, and maintain peace locally and worldwide if we improve education (Resnick, 2001). The mastery of digital technology and its application builds self confidence and creativity. For every passing day and night, a lot will be learned by applying self and developing one’s own philosophy and ideas about teaching and learning. In helping kids to learn, we do well to redesign computers targeted to them rather than continuously increasing computer’s speed. This will ensure their personal interactivity with technology, will encourage lifelong learning and learning anywhere at anytime. Learning from group projects involving differing age groups is an excellent way to social learn. The benefits are enormous and very rewarding as they learn from one another. We need to breakdown the walls of classrooms in support of lifelong learning. The creativity embedded in our childhood should be explored, nourished, refined, and developed so that it grows throughout life. New approaches to education and learning, and new technology will help to achieve these goals (Resnick, 2001).

References:
Resnick, M. et al. (1998). The Computer Clubhouse: Technological Fluency in the Inner City” in High Technology and Low-Income Communities, Mitchell (Cambridge: MIT Press, 1998, pp. 266–286); Retrieved November 13, 2006 from: http://web.media.mit.edu/mres/papers/Clubhouse/Clubhouse.htm

Resnick, M. (2001). Revolutionizing learning in the digital age. Retrieved November 13, 2006 from: http://www.educause.edu/ir/library/pdf/ffpiu014.pdf

Rethinking Assessment and Its Role in Supporting Educational Reform.

According to Bond (1995), “content standards - knowledge, skills, and behaviors required of students to achieve at high levels are been developed at the national and state levels in such areas as mathematics, science, geography, and history.” This is in response to the awareness that our society is changing from industrial age to information age. It is no longer sufficient to have basic reading and arithmetic skills, but the ability to access, analyze, interpret, and use information for making decisions are becoming basic requirements for success in today’s labor market. Educators, policy makers and parents are united in calling for a closer match between the skills students learn in school and the skills they will need upon leaving school (Bond, 1995). On a personal note, my interest in classroom activity that cannot be translated to authentic and or real life situations has no value and is considered a waste of my valuable time. It is nothing but pouring of water in a basket.

Teachers need to change teaching and learning geared toward passing standardized tests only. Instructions should be focused on promoting and encouraging “engaged learning” that prepare students for 21st century skills. Passive learning and all support for it should be thrown out the window. Teachers need administrators and policy makers’ support in their effort to root out shortsighted and outmoded learning theory. Challenging human intellectual abilities will ensure they can construct personal cognitive maps interconnecting facts and concepts. Then we can expect real learning to take place and not one skill at a time spoon-feeding (Bond, 1995). Educational reform is knocking at the door and the message is for us to rethink assessment and standards and make the necessary changes in teaching and learning based on authenticated research with clear goals in mind.

According to Roeber (1995), “the real goal of reporting assessment results to students, parents, schools and the public is to help children learn.” This will ultimately give us insight on what direction educational reform should be directed if any. Creating a common ground between alternative and traditional assessment will make sure of the important goal of selecting assessments that match both outcomes to be assessed and the purpose of the assessment (Bond, 1995). I agree with Michele’s blog, “multiple solutions place difficulties on grading and evaluating students against each other.” I think forging a “partnership” between traditional and alternative assessment will work out good for all involved. However, time is needed for any change to occur. Adopting a change before buy-in from staff and not allowing them needed time will be detrimental (Bond, 1995). It may result in resistance from staff and the change may be ineffective. Assessments to determine what students know and what they can do should be identified with purpose since one assessment cannot serve both purposes. If assessment is to be used in any purpose then it should be valid. Drawing conclusion on student X superior ability over student Y needs authentication. A change is good but not easily embraced. However, a careful examination of reason(s) for the change can make the transition easy and acceptable.

[References]
Roeber, E. (1995). Critical issue: reporting assessment results. North central regional educational laboratory. Retrieved 13 November, 2006 from: http://www.ncrel.org/sdrs/areas/issues/methods/assment/as600.htm

Bond, L. (1995). Critical Issue: rethinking assessment and its role in supporting educational reform. North central regional educational laboratory. Retrieved 13 November, 2006 from: http://www.ncrel.org/sdrs/areas/issues/methods/assment/as700.htm

Reflection on Bloom's Article

Learning for mastery should be paramount in a teacher - student relationship. Teachers should seek alternative ways to help students who have difficulty in some subjects. A teacher worth his onions would alleviate a feeling of defeat and passivity in all of the students in his “care.” Varied instructional materials and procedures are needed, which may translate to extra work but the best teachers are not in the profession for financial gains but for their passion for molding the “greater tomorrow” – the kids.

According to Bloom (1968), “modern society requires continual learning throughout life. If the schools do not promote adequate learning and reassurance of progress, the student must come to reject learning – both in the school and later life.” How can we allow this to happen to all these leaders of tomorrow? This killing of “embryo” has destructive effects on our society and the results are not palatable. How can we explain the massacre of Columbine High school in April 1999? Some causes and effects could be traced to feelings of defeat and passivity. When students have difficulty with subjects, they should not become an outcast or a subject of mockery. There should be system in place to help students to learn and master the act of learning. The feeling is so rewarding and motivating. According to Bloom (1968), “the clearest evidence of affective change is the interest the student develops for the subject he has mastered. He begins to “like” the subject and to desire more of it.”

Exploration of new information become something fun, but poor performance may become a turn off. We can conclude that mastery leads to motivation for further learning. It is time to discard the broken cistern or what good is it to serve? I reject any teacher that begins a new term expecting only a third of his students to adequately learn what he has to teach, expects about a third to fail or just get by, and expect another third to learn a good deal of what he has to teach but not enough to be regarded as “good students.” According to Bloom (1968), “this set of expectations, which fixes the academic goals of teachers and students, is the most wasteful and destructive aspect of the present educational system. It reduces the aspirations of both the teachers and students; it reduces motivation for learning in students; and it systematically destroys the ego and self-concept of a sizeable group of students who are legally required to attend school for 10 to 12 years under conditions which are frustrating and humiliating year after year.”

Unsupported staff training is bound to have negative repercussion on the staff’s strength and ability to breed students with life long learning goals in their mind. According to Bloom (1968), “most students, perhaps over 90 percent, can master what teachers have to teach them, and it is the task of instruction to find the means which will enable students to master the subject under construction.” Inability to forge this partnership is nothing but a broken cistern. It alienate youths from both school and society. For how long are we going to tolerate this happening?

References:
Bloom, B. S., Stability and change in human characteristics. New York: John Wiley & Sons, 1964.
Bloom, B.S. (1968). Leaning for mastery: Instruction and Curriculum, 1(2), 1-12.