Week 2 - Does Technology Affect Learning?

Does Technology Affect Learning? 


 There is no easy answer to this question, the answer is not black and white and, in fact, it's so grey that trying to answer it makes me feel like I'm on Newfoundland's Grand Banks amidst a blinding fog.


So What?

Technology has affected every aspect of our modern lives and therefore, has affected the environment we live in and the schema of the learners we serve, their families, our colleagues and ourselves. Yong Zhao describes the classroom as an ecosystem and this notion very much resonated with me.

 "To view a learning environment as an ecosystem, we have to shift our focus from finding the better (and even the best) learning medium to understanding the niche and the strength of each medium and taking into consideration the interrelationships among these media. To be more precise, we need to first analyze the strengths /niches of computers and humans and then construct a learning environment that taps the strengths/niches of both." (Zhao, 2016, p. 13)

 In order to embrace technology and use it wisely and intentionally, we need to go much deeper in our paradigm shift and see ourselves, the teachers, as part of a living, breathing, interconnected, adapting ecosystem, rather than the leader, manager or expert of the classroom. As much as we might talk about being facilitators of learning and that we learn from our students everyday, have we really shifted our practice? Are we really ok with the vulnerability that comes with saying, "I don't know" in front of our students? Do we embrace and model our struggles, genuinely seeking input from our students? Do we truly view our students as unique individuals with diverse strengths and ways of knowing to build upon AND does our practice and our classroom environment honestly reflect this belief? What are our look-fors and how do we know? I imagine with these questions I have pulled you along to the Grand Banks with me. While somewhat uncomfortable, it's a beautiful place to find yourself.

Like it or not, technology and computers are an integral part of our ecosystem. The role of teacher within the ecosystem has shifted to one of a designer of learning experiences rather than one who delivers content. Technology is our partner, not our replacement. Never Send a Human to Do a Machine's Job (Zhao, 2016)is a significant concept in our work as educators today. As we plan our lessons and design learning provocations and experiences, what pieces can be delivered by a machine? Can it be answered by siri? Imagine if we, as the human educator in the ecosystem, use technology to free ourselves from the responsibility of delivering facts and knowledge that our students can google? What a gift to spend our time supporting students with creativity, engaging in meaningful conversations and questioning in ways that foster critical thinking and deeper learning. Imagine living in the highest levels of Bloom's Taxonomy. Isn't it here that we all want to spend the valuable time we have with our students? I sure know I do.  And so, for me, the fog is starting to lift and I am reconsidering and reflecting on my practice and my mindset around how and why I use technological tools to cause and discover learning in my classroom ecosystem.

 Sources:

 The Components of a Digital Age Learning Ecosystem. (2014, July 06). Retrieved May 15, 2019, from https://byotnetwork.com/2014/07/06/the-components-of-a-digital-age-learning-ecosystem/

 What Is Bloom's Taxonomy? A Definition For Teachers -. (2018, December 11). Retrieved May 18, 2019, from https://www.teachthought.com/learning/what-is-blooms-taxonomy-a-definition-for-teachers/

Zhao, Y., Zhang, G., Lei, J., & Qiu, W. (2016). Never send a human to do a machines job: Correcting the top 5 EdTech mistakes. Thousand Oaks, CA: Corwin, a SAGE Company.

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