Learning Objects

Through the exploration of learning objects in our tutorial at school, a comment by a lecturer made me wonder, how does prescribed learning objects ensure all students are catered for? If half of the class know the subject matter already, and the other half don’t, does that really mean you still teach the learning object to the WHOLE class?

There are many benefits of using technology in the classroom. However, I am constantly questioning whether technology is actually ASSISTING in knowledge acquisition. For me, it would seem that students would actually learn more by doing an experiment, physically. After conducting a test then students may be asked how they could make the test better? And then enter into the topic of fair testing, using non-examples and examples from their past experiences. In this case the students would have an existing bank of knowledge to draw on, and students who already know about fair testing are able to show their knowledge through a task at their standard, rather than becoming bored by going over information they already know. There are benefits to learning objects, no doubt, as they can be used when no equipment is available, or locations or time restraints do not permit certain knowledge to be acquired practically. However, as Learning Managers we must continue to ask ourselves, how can technology be used to FURTHER knowledge acquisition and deep understandings??? I think we need to look at the teachers who are failing to use technology appropriately, either by using it badly, or not using it at all.

As I mentioned on Anna’s blog, the problem with ICTs in education is that teachers may use technology to teach content superficially. Even with widespread use of technology in schools and homes, there is a declining rate of graduating students in technology and decreasing interest of children in technology education (Moravec, 2009). This suggests that the problem is not technology, but the way it is being used. “The key to success lies in finding the appropriate points for integrating technology into a new pedagogical practice, so that it supports the deeper, more reflective self-directed activity children must use if they are to be competent adults in the future” (Matusevich, 1995). This means computers need to stop being used as ‘add-ons’ or modern day electronic alternatives to old fashioned worksheets which focus on rote skills, and look to technology as the “tools which are an integral part of a child’s learning experience” (Matusevich, 1995).

In my posting on Anna’s blog, I suggested teachers needed more training (and funding to do more training) in the area of technology. But, I wonder, even if teachers implement technology into classrooms, how do we ensure technology is integrated in a way that improves educational outcomes, rather than using it because it is ‘fun’?