Entry #2: Clark/Kozma debate

This debate centers on whether media influences learning, both currently and in the future. While both Clark and Kozma agree that media has not influenced learning, they each have a slightly different approach. Clark (1994) feels that ultimately, media are “mere vehicles that deliver instruction but do not influence student achievement.” In contrast, Kozma optimistically believes that we should not consider whether media currently influences learning, but instead, how it will influence learning in the future. He disagrees with looking at media as mere vehicles, because he thinks this prohibits any further research in determining a possible relationship. The distinction between medium and method of instruction is one that Kozma believes should be erased, in order to fully assess the potential of various technologies (Kozma, 1994).

Do media influence learning? I would agree with Clark in that no, it does not directly influence learning, and that it is the instructional strategy underlying the use that leads to learning. This does not mean that technologies are not useful. In fact, Clark (1994) specifically explains how we should look at the efficiency and cost effectiveness of using particular technologies in the classroom. After studying effective teaching strategies, I truly believe that it is the appropriate strategy that is essential for an effective lesson. For instance, my middle school American history class involved many hands-on group projects, giving us the opportunity to research a specific time period and put together a newspaper, poster, or similar artifact. Whether these artifacts were created using computers or by hand, I do not think it made a difference. Rather, it was the interaction with peers and hands-on design that made the lesson meaningful. I cannot think of a time during my K-12 years when using media was the reason for achievement. Ultimately, with less technology focus in classrooms in the past, I do not think there was less student achievement or learning occurring compared with today. But what about the future?

We are living in a media-centric world and perhaps new advances in technology, combined with a changing youth population, will change the role of technology in education. Technology may now be able to improve learning by catering to students better. Old strategies may not be the answer for today’s youth who are now surrounded by technology and media. Interestingly, communications theorist Walter Ong believes that the types of media people use define the way they think. This notion suggests that today’s mediacentric youth may “think and cognitively perceive differently than previous generations” (Kenny, 2001). If this is true, then the instructional strategies and media that will be able to motivate students to learn and achieve will be different than in the past. Maybe in the future, students will need more stimulating, exciting, and technology-centered lessons and activities in order to be attracted to learning. I believe Kozma is correct in the need to continue research in this area, but I also think we should proceed with caution. Instruction must be effective, not just entertaining. In fact, we need to be careful to still teach students necessary skills, such as how to critically read textbooks. I am certain most students would rather watch a movie about a topic than read a textbook, but we must remember the importance of certain skills that may not be developed by using technology. Still, the ability for media to be a motivating factor in learning is a great asset for today’s youth. When looking to the future, the best approach will be to look combinations of appropriate instructional strategies with particular media. Research efforts can be concentrated here to allow for a balanced classroom that will meet the needs of future generations and utilize both the strengths of past instruction and the powerful possibilities of media and technology.



References:

Clark, R.E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29.

Kenny, R. (2001, November). Teaching, learning, and communicating in the digital age. Annual Proceedings of Selected Research and Development [and] Practice Papers: Presented at the meeting of the National Convention of the Association for Educational Communications and Technology: Atlanta, Georgia, November 8-12, 2001. (ERIC Document Reproduction Service No. ED470091). Retrieved September 9, 2006, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/27/b3/14.pdf.

Kozma, R.B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development. 42(2), 7-19.