Thoughts on educational theory in technology use and design
I find that when it comes to educational apps for children, as Peter mentioned last week, many of the apps (learning objects) are designed based on the behaviourist model of learning. There is an "immediate response to student input" as you said, and the learning objective is limited and simple - for example, to recognize symbols (numbers and letters) or to perform simple operations (like addition). They are "skill shaping" activities, as is mentioned in the powerpoint you linked to, rather than activities that stimulate inquiry (active construction of knowledge).
I'm very interested in developing inquiry-based apps for mobile technology in the future. The limitation of a mobile app is that it is usually a learning object that is used independently by the user and not facilitated, like an e-learning course would be, for example. I am wondering what the challenges are when trying to make independently-used learning object an inquiry-based, constructivist learning experience.
As all my group members are parents (and a few are teachers), I'm wondering if any of you have come across any inquiry-based mobile apps? And what would define whether it is truly a constructivist learning experience and not just a behaviourist skill builder?
Hi Diana: I think you should look to develop that kind of application. There's need for it. Here's why.
My son loves to colour and use the ABC apps I've got on the iPad. He's a natural at it now. Far from being concerned I'm happy with that. I only wish there were more that I could use. The goods ones are few and far between. I think the earlier he gets comfortable with technology the better. After all, he's growing up in a tech world and will need skills and knowledge to succeed.
He doesn't spend all day on it, he still gets out and plays, rides his bike, goes to the pool etc. But the computer is a part of his play routine.
As a parent I know that he'll be exposed to it in any case so I'd rather have a measure of control over what and how and how long that occurs. In the same way that I sit and read with him, and count with him and watch TV with him - to teach him numeracy and literacy skills and visual literacy skills, I sit and help him acquire technology literacy skills as well. Seems logical to me.
About apps for young kids like learning ABC or flashcards to remember words, as these all are some concrete facts without any dispute, a behaviourist approach might be an effective method for teaching and learning. In these kinds of apps, technlogy is just a delivery medium not an integral part in the education process.
I agree with the idea that as long as young children have a balance of "real" activities and virtual activities, it can be useful for them to develop ICT skills early on, as well as to use ICT to develop content skills like phonics. ICT is one of the "literacies" in our world now and children are going to engage with ICT no matter what. So as Tony said, it probably makes sense for the adults in a child's life (parents, teachers) to be actively involved in supporting and guiding how children use technology - just as parents and teachers try to expose young children to good books (another form of literacy).
I agree with Josephine that there is a place for behaviourist types of learning through technology, such as learning phonics through an iPad app.
However, I do think it is important that parents realize that there are many other kinds of learning for children to engage in, and that they don't think that if their child is on the iPad for hours every day that they are having optimal learning experiences. There is so much a young child learns through unstructured play, exploration, experimentation and inquiry (as Tony describes his son doing). Inquiry can definitely be supported by technology, especially for older children (search engines, collaboration, sharing of opinions and creations, creating maps, etc.) but I think especially parents of younger children need to pay attention to how much behaviourist vs. constructivist/inquiry-based learning their child is engaging in in a day. This is part of why I am interested in developing more constructivist, inquiry-based apps for young children. Parents are happy that children can play and learn on the iPad, but families need more interesting apps to choose from. For example, there is an iPhone/iPad app for young children that supports storytelling and virtual role play. This is an example of a more open-ended learning app that could be a good addition to the more behaviourist apps that develop number and letter skills. If there are more open-ended apps on the market, when it's "iPad time", the child has the chance to engage in some independent thinking as well. See the app here: http://itunes.apple.com/us/app/my-playhome/id439628153?mt=8
Thoughts on educational theory in technology use and design
ReplyDeleteI find that when it comes to educational apps for children, as Peter mentioned last week, many of the apps (learning objects) are designed based on the behaviourist model of learning. There is an "immediate response to student input" as you said, and the learning objective is limited and simple - for example, to recognize symbols (numbers and letters) or to perform simple operations (like addition). They are "skill shaping" activities, as is mentioned in the powerpoint you linked to, rather than activities that stimulate inquiry (active construction of knowledge).
I'm very interested in developing inquiry-based apps for mobile technology in the future. The limitation of a mobile app is that it is usually a learning object that is used independently by the user and not facilitated, like an e-learning course would be, for example. I am wondering what the challenges are when trying to make independently-used learning object an inquiry-based, constructivist learning experience.
As all my group members are parents (and a few are teachers), I'm wondering if any of you have come across any inquiry-based mobile apps? And what would define whether it is truly a constructivist learning experience and not just a behaviourist skill builder?
Hi Diana:
ReplyDeleteI think you should look to develop that kind of application. There's need for it. Here's why.
My son loves to colour and use the ABC apps I've got on the iPad. He's a natural at it now. Far from being concerned I'm happy with that. I only wish there were more that I could use. The goods ones are few and far between. I think the earlier he gets comfortable with technology the better. After all, he's growing up in a tech world and will need skills and knowledge to succeed.
He doesn't spend all day on it, he still gets out and plays, rides his bike, goes to the pool etc. But the computer is a part of his play routine.
As a parent I know that he'll be exposed to it in any case so I'd rather have a measure of control over what and how and how long that occurs. In the same way that I sit and read with him, and count with him and watch TV with him - to teach him numeracy and literacy skills and visual literacy skills, I sit and help him acquire technology literacy skills as well. Seems logical to me.
About apps for young kids like learning ABC or flashcards to remember words, as these all are some concrete facts without any dispute, a behaviourist approach might be an effective method for teaching and learning. In these kinds of apps, technlogy is just a delivery medium not an integral part in the education process.
ReplyDeleteHi Tony and Josephine,
ReplyDeleteThanks for your comments!
I agree with the idea that as long as young children have a balance of "real" activities and virtual activities, it can be useful for them to develop ICT skills early on, as well as to use ICT to develop content skills like phonics. ICT is one of the "literacies" in our world now and children are going to engage with ICT no matter what. So as Tony said, it probably makes sense for the adults in a child's life (parents, teachers) to be actively involved in supporting and guiding how children use technology - just as parents and teachers try to expose young children to good books (another form of literacy).
I agree with Josephine that there is a place for behaviourist types of learning through technology, such as learning phonics through an iPad app.
However, I do think it is important that parents realize that there are many other kinds of learning for children to engage in, and that they don't think that if their child is on the iPad for hours every day that they are having optimal learning experiences. There is so much a young child learns through unstructured play, exploration, experimentation and inquiry (as Tony describes his son doing). Inquiry can definitely be supported by technology, especially for older children (search engines, collaboration, sharing of opinions and creations, creating maps, etc.) but I think especially parents of younger children need to pay attention to how much behaviourist vs. constructivist/inquiry-based learning their child is engaging in in a day. This is part of why I am interested in developing more constructivist, inquiry-based apps for young children. Parents are happy that children can play and learn on the iPad, but families need more interesting apps to choose from. For example, there is an iPhone/iPad app for young children that supports storytelling and virtual role play. This is an example of a more open-ended learning app that could be a good addition to the more behaviourist apps that develop number and letter skills. If there are more open-ended apps on the market, when it's "iPad time", the child has the chance to engage in some independent thinking as well. See the app here: http://itunes.apple.com/us/app/my-playhome/id439628153?mt=8