Entry #10: Thoughts on “Revolutionizing Learning in the Digital Age”

This article suggests a pivotal change in how we view technology and its role in teaching and learning. Specifically, Resnick (2001) insists that focusing on computers as “information machines” is very limiting and distorting. Instead, he suggests that computers should be used more like finger paint and less like a television, allowing people to create and express themselves. I agree that this ability to create and learn with the computer is a powerful educational opportunity. But I think ultimately, it is the creativity along with the information (and communication) that really makes computers such powerful tools. This technology expands what people can create and thus, extends learning farther. A great example presented in the article was the Computer Clubhouses, where students do not play games, but instead create them. I think this is an excellent idea and would love to visit one of these centers. It allows people to develop many skills, instead of spending endless hours playing a game that has little benefit. Most children seem to be very excited about technology, and it is up to teachers and parents to encourage them to use it creatively, instead of just passing the time in a similar manner as watching television.

The idea of digital fluency was one that really interested me. I agree that most schools just teach the basics of computer skills, such as word processing and Internet searching, but do not extend instruction further to help students become fluent. Interestingly, Resnick (2001) compared learning technology skills to learning a foreign language and I found this to be a perfect analogy. Many people learn key phrases in a foreign language so that, for example, if they traveled to that country on vacation, they could get by with their limited skills. The same is true with technology. Students almost all know the basic computer skills that allow them to get by, even through college. But in either case, fluency is not attained. It is only when one can construct things, whether with technology or in a language, then you can really use it and continue to develop your proficiency in it. This analogy brought a few questions to mind. Is digital fluency similar to language fluency in that it is best to start at a very early age? I think yes (this seems to be true with a lot of things – the younger you start, the better). The earlier students start learning, the easier it will be for them to develop advanced skills. The implication of this however is: what about teachers? We are now asking teachers to integrate technology into their classrooms. This expectation comes with many concerns. Often, teachers are expected to learn and use technology in a short amount of time. Many however, are uncomfortable using the technology and experience something known as “technostress”, which is the inability to adapt to or cope with new computer technologies (Henderson & Shepherd, 2004). And this certainly should not be surprising. After all, this is essentially the same as asking a teacher to learn a foreign language and then teach using that language. Certainly, teachers need a great deal of time and support. This means that extensive professional development opportunities are needed, and teachers should be given ample time to adapt. Also, it is important to remember that professional development must not be limited to using a technology, but must strive to help teachers achieve fluency – how to use as well as integrate to best enhance instruction with the technology.


References

Henderson, Z.S. & Shepherd, S.G. (2004). Relationships between computer skills and technostress: How does this affect me? Proceedings of the 2004 ASCUE Conference, June 6 – 10, 1004, Myrtle Beach, South Carolina. Retrieved November 20, 2006, from http://www.eric.ed.gov.ezproxy.lib.lehigh.edu/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/31/f3/8d.pdf

Resnick, M. (2001). Revolutionizing learning in the digital age. Publications from the forum for the future of higher education. Boulder, CO: Educause. Available online at
http://www.educause.com/reources