Praxis Makes Perfect

I’ve been playing with a rather simple, but interesting idea in my head, when it comes to online schools in K-12 public education. Many of the controversies in states implementing online charter schools are due to a fundamental misalignment between the policies and organizations of the established school system, with the new possibilities of online schools. I think the key for anyone interested in seeing online options for schooling, or even using the Web for “outside the box” schooling models (e.g. here), is understanding how this can and cannot happen within the current edu policy framework can be helpful. More after the jump.

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I read a great little post by David Buckingham (click here) today about the role of digital media in schools. The post brings to bear many of the popular arguments made in the media and learning debate. I thought I’d share some of my thoughts:

1. What we know: Digital media does not improve (or negatively impact) students’ learning. In fact most good studies show no significant differences in student learning from using media or traditional classrooms. Mr. Buckingham writes about those who champion the use of media in learning that, “They see the more playful, democratic forms of learning offered by games or online communities as infinitely preferable to the traditional, authoritarian approach of schools.” If we’re concerned about how well students learn, then this is a weak argument. (EDIT: see some good articles about media and learning, and pedagogy below)
2. What I think: I think the above quote sheds light on how digital media can enhance our qualitative EXPERIENCE of learning. Maybe using media may be more engaging, fun, and enjoyable. These are important aspects of learning, but if using digital media is separated from solid pedagogy (what many pundits often call boring, traditional teaching practices) it becomes meaningless.
3. Mr. Buckingham makes a great point that schools are not “out”. In fact school is deeply ingrained into the social, cultural, and economic flows of our society. It will take a full on revolution and upheaval of many of our (humankind) cultural norms to replace school with playing games on the Internet.

In all, the time is ripe right now for new thinkers to clearly define the role of digital media in schools. Throw away the weak arguments. Media does not improve learning. Games are not superior ways to learn than some traditional pedagogies like role modeling or plain showing someone how to do something. Media is not inherently more “democratic” (what does that term mean anyway), but particular uses of it may open up opportunities for students to interact with other people. Economic arguments about having “digital skills” are also weak. The kindergarten students of today will need far different digital skills when they graduate from college than we do now… so why do we need to TEACH them how to use the Internet or blog? Many will likely learn and adapt on their own.

Digital media is clearly an innovative and engaging tool. However, justifying its use in schools will require far more clear and coherent arguments than are currently discussed. Does anyone have any ideas?

EDIT: Some articles to read.

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.

Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.

Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology, Research, and Development, 42(2), 7-19.

Kirschner, P. A., Sweller, J, & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.

In bullet form:

• We know a more about learning with media than we think, but we have to ask the right question. Some articles and readings to ponder:
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A recent research study released by the Institute of Education Sciences found that the use of selected reading and math software (for an experimental group of teachers) did not improve student test scores when compared to students of classrooms that did not use those software (the control group of teachers). Read about the study here: http://ies.ed.gov/ncee/pubs/20074005/execsumm.asp

My thoughts after the jump. (more…)

Technology - The application of science, especially to industrial or commercial objectives. The entire body of methods and materials used to achieve such objectives.

Question of the day: Given the defnition of technology, what is the definition of Educational Technology?

I’m on a few trains of thought today: More after the jump.

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My first semester in the PhD program is frantically winding down. One of my classes this semester addressed the effects of globalization on education. Up to this point I’ve experienced dialogue concerning globalization in a periphery manner - news snippets here, comments there - and didn’t really understand what globalization was.

People who write about globalization speak a lot about the impact of information technology in facilitating global influence on countries, and consequently education writers took that claim and trumpeted the importance of teaching our kids “technology skills” so they could be a part of the 21st century. What does this mean? I’m not entirely sure, but I’ll attempt to summarize what I’ve learned this semester, and hopefully frame the role of technology in education using a globalization perspective:

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Defining my research interests will be an ongoing theme for me as I progress through my doctorate and future career. In the past few weeks, my interest in computing and education has been nicely bolstered by my advisor and professors. I feel invigorated again concerning the topic; I have to thank my professors for their enthusiasm, and for the timely readings I have worked on in classes.

But, I also need your help (dear reader)!! (more…)

I haven’t written in a long time. Much has happened in the past few months, but here goes again. In my last post, I questioned how I would develop as an academic in the field of Education. Coincidentally, that has been the theme of my classes in my first semester of PhD studies. I still haven’t answered how I will define myself just yet, but I have been actively thinking about a few things. The current issue on my mind is the state of education research (which I hope will be my chosen profession for the next couple decades).

There are a couple issues: 1) Education as an academic field suffers from low prestige, 2) There is often a disconnect between education research and practice; we (academia) are just not relevant, and 3) There is much pressure for education research to mimic the hard sciences. I’m not very motivated to spend time on Point #1 at the moment. Why? Well, I think if we (academics and practitioners both) can figure out how to make education research more relevant to improving practice (Point #2), prestige will improve over time. And Point #3 is an internal debate among academics that needs a post of its own (maybe my next post).

My hunch is that computing and networks, maybe things like the semantic web or Web 2. concepts, can help improve the research process and communication channels between academia and practice. Actually, I’m really excited about the possibilities and have some possible projects in mind. More on those ideas once they are better formed in my brain. It’s nice to be back.

I will be starting my PhD program soon, and I already have a full plate of reading, writing, and research ahead of me.

I’ve noticed that there are distinct differences in the ways I talk about “Education” with my colleagues in academia versus the people I know who are in the classroom everyday.

Academics talk in terms of characteristics, variables, outcomes, ideas, hopes etc… When I talk with teachers or parents of children in public school, they speak about schools being unsafe, how kids just don’t want to pay attention or do their homework, how there are so many mandates placed on teachers that even if they completed all of their requirements in a day they’d still need 1.5 more hours than they have, how curriculum is standardized and there is no room for teachers to be teachers….

I guess my point is, as I begin my PhD studies I am painfully aware that I am still unable to bridge these two worlds (academia versus “reality”), and I wonder how I will be able to do that in the next 4 years of my time studying, researching, and working.