The Content Debacle

The question of what content is being delivered can sometimes supersede the question of appropriate mode of delivery. And in many instances it can actually determine which learning style and mode of delivery is more appropriate.

So what is content? Is it the 'How' part of learning or is it the 'What' part of learning? Is it explanation or experience? Has the learner truly learned anything if they are told how something works rather than actually being shown what the process is? Is describing the process of making a cup of coffee from scratch the same as showing someone the process and having them make one for themselves?

So what is content? And before we consider the mode of delivery of this content, shouldn't we at least consider what educational content truly is? Do we sometimes limit learning to fit our delivery mechanisms rather than expand our modes of delivery to encompass all that learning truly is?

It is a unique human capability that we are able to learn  from instruction as well as from personal experience. And the nature of what needs to be learned as well as the mode in which it is delivered both equally determine the effectiveness of learning.

So when we are unable to fit it all in, what do we do? Do we cut out the parts that don't fit? Or do we look for a better way to teach it? (If it can easily be measured then it is certainly not it!) [quote required]

There are many issues to consider here. The first one is the role of the teacher in technology-enhanced learning. The next one is: what real reasons do we have for assuming that with technology-enhanced learning the teacher will have an enhanced rather than a diminished role?

 

However, considering the fact that throughout man's history, with or without technology, formal learning has always involved a teacher, mentor, coach, instructor or master. The face-to-face and other social aspects of formal education have always existed and have always been crucial to mastery of the learned subject or content. As Dreyfus said, technology-based teaching without the accompaniment of the teacher 'will produce only competence, while expertise and practical wisdom will be out of reach' (Dreyfus 2001, p. 49)

The argument is that learning at any level is essentially a 'human process enhanced by human beings' (Volungeviciene and Leduc 2006, p. 26), and the teacher plays a major part in it.

At the moment it seems that without the teacher, educational technologies can enhance information navigation, data gathering and knowledge implementation. But in the presence of an experienced and subject-practiced teacher or mentor, the learner has a chance to become an expert in that field with practical experience and internalized mastery of that specific subject area.

References:
Dreyfus, Hubert L. 2001. Thinking in action: On the Internet. New York and London: Routledge
Volungeviciene, A. and Leduc, L. (2006) 'Variations in transnational tutoring in distance learning' International Journal of Technologies in Higher Education, 3, 2, pp. 19-27

Multifunctional Mobile Models for Teachers and Learners Alike

Designs for an integrated system of learning and teaching are also to be considered in the development of models for learning using mobile technology. One significant reason for resistance on the part of teachers to the use of digital technologies for teaching is that in some cases these technologies seem to add to the daily responsibilities teachers already have.



The 'job' of the teacher includes so much more than just teaching - it also involves discipline, assessment, classroom control, as well as several targets that must be met, all with time constraints and deadlines. Any tech that does not deliberately make any of this easier, quicker or better is more likely to be seen as a problem rather than a useful tool or device. This has been cited as one of the main reasons why many teachers have refused to adopt several new digital technologies in their teaching.

An idea therefore, for the design of models for learning, would be one that integrates teaching tools with other aspects of the teacher's daily routine, making it so much easier for the teacher to organize lessons, assess students progress, provide feedback, and still build reports, lesson plans, correspondence (letters or emails) to stakeholders, and anything else that forms part of their regular duties.
A system that is all-inclusive and multifunctional is more likely to garner interest, exploration, and finally adoption from teachers than one which does not.

ICT4D and Personalised Learning

I started considering the preponderance of mobile devices in Africa a few years ago, and decided that I needed to contribute to the development of ICT projects there. While thinking about developmental projects in education and how mobile learning can truly change the world, I came across a counter argument from Neil Selwyn in his book Education and Technology - Key issues and Debates.

My focus had always been on equality and the level playing field that educational technology provides, as well as a clear and objective view of the costs involved and possible risks to anyone attempting to venture into this seldom traveled road. But upon closer examination, there had been several arguments against it.

"Educational projects form a large part of what has come to be known as ICT4D - The ICTs for Development movement where digital technologies are used as potential solutions to the challenges of community development (see Colle and Roman 2003).

Many of the challenges that ICT4D seeks to address are relatively basic. For instance, with only 15 per cent of rural households in sub-Saharan Africa having access to electricity, issues of power are of paramount importance. Another issue is the provision of low-cost and robust technological devices that are capable of working in poor and under-resourced communities where fundamental necessities such as teachers, books, shelter, water and food are still sparse.

Yet despite all these issues, technology is still seen as a major means of overcoming entrenched educational inequalities across the developing world. In particular, digital technology is being heralded as a key part of achieving some of the basic goals of providing access to free universal primary education of good quality, and the development of life-skills and vocational skills in later life.

Michelle Sellinger reasons:
ICTs can indeed hold the key to a step change towards improvement in the world's education systems. ICT is certainly not a panacea for education, but it is a powerful tool that when implemented appropriately can catalyze and accelerate education reform and development. (Sellinger 2009, p. 206)

Computer aid (charity work) p.104:
A range of non-governmental organizations like the Scandinavian Fair Allocation of Info Tech Resources project and the UK Computer Aid International charity all work to supply developing countries with refurbished and recycled computers that have been donated from firms and individuals in developed nations."*

Personalised Learning Ideas:
Ideas for personalised learning can be sought from special schools that cater for children with special needs, and inadvertently buck the trend in schools. Their attention to detail and unique approaches to helping these children achieve and excel means that the methods and systems they employ as successful and lead to exceptional achievements for the individual and for the school.

*(Culled directly from: Education and Technology - Key issues and Debates by Neil Selwyn, 2011, London. Chapter 5)

References:
Unwin, T. (ed.) (2009) ICT4D, Cambridge: Cambridge University Press
The ICT4D Collective: http://www.ict4d.org.uk