Encountering E-Learning Education

It is predicted that use of computer technology for education within schools will continue to increase dramatically exponentially (U.S. Department of Education, 1994 in Bransford et al., 1999).  A “romanticized” perception on technology education is that the presence of ICTs in the classroom will automatically and undeniably enhance students’ learning (Bransford et al., 1999). However, there is increasing evidence that much money and time is wasted on computer technologies implemented to  enhance education (Education Policy Network, 1997 in Bransford et al., 1994). It is undeniable that new technologies provide opportunities for wonderful educational opportunities of older technologies such as books, blackboards and linear communication media. However, it is important to constantly assess whether in fact new technologies to enhance or guarantee effective learning. Conversely ineffective uses of technology can hinder learning and can be a very poor use of time. Students can waste time sifting through extensive internet sites in an attempt to “research” about a particular topic. In reality the vast majority of their time is not used efficiently and is wasted on mindless reading and unproductive learning.

However, many aspects of technology certainly do create enviornments where students can learn by “doing, receiving feedback and continually refine their understanding and build knowledge” (Barron et al., 1998 in Bransford et al., 1994). Interactivity and student-centered learning are two fundamental teaching and learning concepts which ensure teaching using technology is useful and worthwhile. New technologies have a plethera of benefits for primary education including:

1. Assisting students with visualising concepts (Linn et al., 1996)

2. Modelling activities and experiences which lie beyond school boundaries

3. Providing a vast array of information

4. Increasing connections between schools and communities including homese

5. Creating real-world learning contexts within the classroom

6. Providing new and innovative scaffolding tools for learning

7. Providing students and teachers with different and creative forms of feedback and reflection (such as weblogs)

(Bransford et al., 1994).

It is certainly imperative that teachers are constantly assessing the use of technology for learning in the classroom environment. Technology has become such an important instrument within primary teaching and holds great promise for new and creative approaches towards education in the future. Computer technologies are powerful pedagogical tools in expanding the dimensions and contexts for students’ learning. However, it is always essential for educational professionals to assess whether computer technologies are being used to create genuine and authentic learning environments for students. This requires constant reflection and critical evaluation of teaching and learning tools and strategies. This is the key to ensure proficient and effective teaching approaches in all educational disciplines, not just those involving technology. Consequently genuine and critical assessment of one’s teaching practice is paramount in constantly motivating, challenging, engaging and teaching students.

Bransford et al., (1999). How people learn. Ch. 9 Technology to Support Learning.