Entry#7: Reflections on Mindtools article

This article makes a striking claim about how technology should and should not be used in education. The authors warn against having students learn from technology, instead of with technology. They recommend using computers as mindtools to allow learners to become designers who are actively engaged in constructivist learning.

I think this article hits the nail on the head. Following the suggestions of the article, we can avoid one of the dangers of technology: becoming lazy thinkers. (I previously discussed this concern in Entry #5.) If one relies too heavily on technology, we could become lazy thinkers and passive participants. Using computers as mindtools however, changes the dynamic completely. Students become active learners instead of just depending on the technology to do the work for them. Learners play a pivotal role in an “intellectual partnership” (Jonassen, Carr, & Yueh, 1998).

Technology plays an ever-increasing role in society, so it certainly holds a place in education. But to make technology effective, it must be integrated with education in mind. Thus, technology should be a promoter of education, and not vice versa. Some of the most beneficial ways of incorporating technology to enhance learning are mentioned in the article. Using technologies as organization, modeling, information interpretation, construction, collaboration, and conversation tools all enable the learner to create a deeper understanding of relationships, concepts, and meanings. The tools promote critical thinking and reasoning skills, as well as enabling active learning in the classroom.

One of the best mindtools I have worked with is concept mapping, an example of a semantic organization tool. Concept maps can be used for multiple purposes, including brainstorming, designing complex structures, communicating complex ideas, showing relationships between concepts, and assessing understanding. Concept maps are a visual representation of knowledge and the relationships that exist, allowing learners to gain an even greater understanding of the larger picture. A concept map is an excellent learning tool closely related to the ideas of constructivist learning. The mapping helps learners to integrate new knowledge into existing structures in order to create meaning, by illustrating the relationships. In fact, studies have shown that students who use concept mapping outperform non-concept mappers in long term retention tests. There are many software programs that allow you to create concept maps. Using technology here provides many added benefits. Perhaps the most important is the ease of adaption and manipulation. When constructing a concept map by hand, there are often many problems with fitting in more ideas later or trying to make changes, especially to the structure. With a computer program, learners can quickly and easily make changes, and are thus more likely to make revisions, enhancing their effectiveness (Plotnick, 1997). Thus, not only are concepts maps a great learning tool, but through using technology as a mindtool for creating the maps, the educational benefit increases significantly.

Ultimately, I agree with the article that if technology is used as mindtools, the “whole of learning becomes greater than the sum of its parts” (Jonassen, Carr, & Yueh, 1998). I think this is the most important aspect to keep in mind when deciding whether or not to use technology for a particular activity or lesson. Does it improve the quality of the instruction? Will it somehow more fully benefit the learner, by helping the student engage in reflective, critical thinking about what they are studying? If not, then maybe we should rethink how the technology is used, or realize it is not needed at all.


References

Jonassen, D.H., Carr, C., & Yueh, H-P. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43 (2), 24-32.


Plotnick, E. (1997).Concept mapping: A graphical system for understanding the relationship between concepts. ERIC Clearinghouse on Information and Technology, Syracuse: NY. (ERIC Document Reproduction Services No. ED407938). Retrieved October 31, 2006, from http://www.eric.ed.gov.ezproxy.lib.lehigh.edu/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2a/28/8c.pdf