shared by Glenn Hervieux on 21 Mar 15 - No Cached
Why Sing? | Mrs Fintelman Teaches - 6 views
shared by Roland Gesthuizen on 15 Mar 15 - No Cached
shared by Kelly Boushell on 08 Mar 15 - No Cached
Cave painting, contemporary art and everything in between | First things first | Khan A... - 23 views
shared by Lisa Langlois on 03 Mar 15 - No Cached
shared by Nigel Coutts on 01 Mar 15 - No Cached
Shanahan on Literacy: Why Standards-Based Teaching Has Failed to Raise Reading Achievement - 59 views
shared by Matt Renwick on 23 Feb 15 - No Cached
shared by Matt Claxon on 09 Feb 15 - No Cached
Some loved them, some hated them, and few were indifferent.
At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).
different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others
- ...7 more annotations...
Thus requiring the television program to be judged by the same assessment methods as for the classroom lecture unfairly measures the potential value of the TV program. In this example, it may be better to use both methods: didactic teaching to teach understanding, then a documentary approach to apply that understanding. (Note that a television program could do both, but the classroom lecture could not.)
many media are better than one.
The use of different media also allows for more individualization and personalization of the learning, better suiting learners with different learning styles and needs.
technology on its own does not lead to the transfer of meaning.
This of course is what we do with technology in education. We try either to incorporate new technology into old formats, as with clickers and lecture capture, or we try to create the classroom in virtual space, as we do with learning management systems. What we are still developing but not yet clearly recognizing are formats, symbols systems and organizational structures that exploit the unique characteristics of the Internet as a medium.
Given the need to create and interpret meaning when using media, trying to use computers to replace or substitute for humans in the education process is likely to be a major mistake, at least until computers have much greater facility to recognize, understand and apply semantics, value systems, and organizational factors,
it is equally a mistake to rely only on the symbol systems, cultural values and organizational structures of classroom teaching as the means of judging the effectiveness or appropriateness of the Internet as an educational medium.