How Has Technology Redefined Learning?

Above is a visual story I created that addresses how techonlogy has redefined learning.


Technology has drastically changed how we communicate, create, receive entertainment and shop.  In many ways, technology has changed learning.  In schools, smart-boards have replaced chalkboards, keyboards have replaced pencils and electronic reading devices are soon to replace books.   Having technology in the classroom gives students an infinite amount of information at their fingertips.  Technology also gives students the opportunity to collaborate with other learners in the same classroom or around the world.  Additionally, technology has changed the role of teachers.  With all of the information and collaboration available, there is no need for a teacher to stand at the front of the class and spit out facts to bored students.  Instead, students can teach themselves using technology and the teacher can help guide them through the learning process.


The Internet is an amazing tool.  Users can research and create content about anything from aardvarks to zambonis.   Pre-technology learning consisted of teachers lecturing and students reading.  Learners were limited by the knowledge of their teacher and the books available at their school or library.  The Internet contains an unthinkable amount of content that can be reached at amazing speeds.  For example, a quick google search on "aardvark" returned about 12,100,000 results in under one second.  Besides reading material, the Internet provides an endless number of videos, images and games that not only facilitate learning, but (arguably more importantly) keep the attention of the students.  The best teachers and the biggest libraries in the world cannot compete with the speed and content of the Internet.  Learning has been redefined courtesy of the vast amount of information users are able to obtain.  


Leaning has also been redefined courtesy of collaboration.  The popularity of Internet sites such as facebook, amazon, wikipedia and twitter are popular because users are encouraged to participate.    Lankshear and Knobel found that "recent years have witnessed a massive growth in social software development and availability, affording opportunities for popular participation and collaboration based on shared interests or affinities, and where participants collectively contribute to 'intelligence' and draw upon and contribute to distributing expertise, mentorship and a like." (p. 74-75)  This collaboration gives students the ability to work with students in their own school or in another country.  Before the Internet and computers were available, five students from five different countries working on a project together was unthinkable.  Now, it is as easy as logging onto typewith.me.  As an example of typewith.me, see the following assignment completed collaboratively with a group of students.  





Click on the clock in the upper right corner then the play button to see our collaborative note taking process.


The role of the teacher has also changed with technology.  As stated earlier, the Internet has given students access to an enormous amount of information and ability to easily collaborate with others.  Therefore, teachers are no longer standing in front of the class and instructing; instead, they are encouraging and facilitating learning on topics that interest the students.  As you can see in this video,, Josh Stumpenhorst, 2012 Illinois teacher of the year, is not the traditional teacher.  He uses technology to facilitate learning.  As digital immigrant teachers are fazed out by digital natives, teachers like Mr. Stumpenhorst must embrace technology and all it has to offer in the classroom.


In conclusion, technology has changed learning by giving students exceptional amounts of information and the ability to easily collaborate.  It has also changed the role of the teacher from lecturer to facilitator.  Education has benefited greatly from technology and will never be the same.


Resources:


Lankshear, C., & Knobel, M. (2011). New literacies: technologies and values. New Literacies Everyday Practices and Social Learning. (3rd ed., pp. 52-92). Maidenhead: McGraw-Hill Education