John Seely Brown presents an interesting notion that the internet leverages
the small efforts of many with the large efforts of few. The central premise
is that connections created with unusual nodes supports and intensifies
existing large effort activities. Brown provides the example of a Maricopa
County Community College system project that links senior citizens with
elementary school students in a mentor program. The children “listen
to these “grandparents” better than they do their own parents,
the mentoring really helps the teachers…the small efforts of the
many- the seniors – complement the large efforts of the few –
the teachers.” (2002). This amplification of learning, knowledge
and understanding through the extension of a personal network is the epitome
of connectivism.
Samantha Stock on 05 Dec 08The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments.
