In this article, Monke (2004) argues that technology cannot serve as a substitute for the first hand experience...at least not for younger children. The argument is based on the fact that children should be allowed to go through normal developmental processes, including experiencing things first hand utilizing all senses, rather than being thrown into the abstract, two-dimensional world of computers.
Massive amounts of money has been poured into incorporating technology in education in two goals in mind: 1) to provide children with the computer skills necessary to flourish in a high-tech world and 2) to give them access to tools and information that will enhance their learning in subjects like mathematics and history. (Monke, 2004)
With the incorporation of technology into education, Monke (2004) states, "we need to ask what kind of learning tends to take place with the computer, and what gets left out?" First hand experience. Learning via simulation with a computer takes place in an abstract, two-dimensional world in which the primary senses utilized are vision and maybe auditory, excluding touch, taste and smell...and while these senses might not be present in all educational experiences, they are also important stimuli that help to create associations, memories, and learning.
Key Aspects on How the Brain Learns (Zull, 2006)
Zull (2006) provides the framework for how the brain interprets stimuli and builds associations and memories, which are manipulated down the road depending on the context. This is the platform for learning. Zull (2006) outlines the 'four pillars' of learning:
- Gathering Data: which means "sensory input"...not information input. The data comes from vision, touch, taste and smell.
- Reflection: the brain categorizes the sensory input forming associations, memories and emotions.
- Creating: the new associations are manipulated for a purpose based on context...yielding intent, feelings, decisions, and judgments.
- Testing: the active part of learning...writing down ideas, talking about and/or putting ideas into action.
1 comment:
That's a great synthesis of the Monke and Zull articles. They certainly support each other. If both Monke and Zull state that we must have sensory data gathering, I wonder how students who are otherwise incapable of data gathering via different senses could benefit from technology. I wonder if Helen Keller would have had a different experience in life if she had some technology available. On the other hand, if the movie is accurate, than it was water at the pump and her teacher signing in her hand that led to her breakthrough of learning.
I do agree completely with Monke and Zull, but will through this thought out there - if we are to learn by gathering data via the senses than how do we explain those that are book smart? Many of our ancestors never traveled beyond the family farm and nearby town and yet, have they have a wealth of information that they've gleaned from the books they read. Would we consider a book, technology?
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