What I Read for the Week of August 26, 2024

As I begin my journey in the Doctorate in Educational Technology (DET) program, this first week was packed with insightful readings that lay the groundwork for understanding the evolution of learning sciences and the impact of technology on education. Below, I’ve summarized the key points from the articles I reviewed, highlighting how they align with my interests in developing AI-driven platforms for special education.

1. The New Science of Learning (Sawyer, 2006)

This article introduces the “new science of learning,” which represents a significant shift from traditional educational models focused on rote memorization. Sawyer emphasizes the importance of deep conceptual understanding, active participation, and creating learning environments that build on prior knowledge. These concepts resonate with my goal of developing platforms that cater to the unique needs of autistic students, offering them meaningful and personalized learning experiences.

2. Foundations and Opportunities for an Interdisciplinary Science of Learning (Bransford et al., 2006)

Bransford and colleagues explore the interdisciplinary nature of learning sciences, drawing from psychology, education, neuroscience, and sociology. They discuss how integrating insights from these fields can create more effective learning environments. This article reinforces the need for a holistic approach when developing educational technologies, ensuring they address the cognitive, social, and emotional needs of learners.

3. Constructivism: When It’s the Wrong Idea and When It’s the Only Idea (Spiro & DeSchryver, 2009)

This article critically examines constructivism, emphasizing that while it is valuable in certain contexts, it can be counterproductive if applied universally. The authors advocate for a balanced approach to educational methods. This perspective is crucial as I work on designing platforms that not only deliver content but also adapt to the specific learning needs of autistic students, providing the right balance of structure and flexibility.

4. Rethinking Education in the Age of Technology (Collins & Halverson, 2009)

Collins and Halverson discuss the transformative impact of digital technology on education. They argue that traditional schools must adapt to the new technological landscape, which offers personalized and engaging learning opportunities. This article directly supports my interest in leveraging AI and other digital tools to create platforms that can address the shortage of special education teachers by providing scalable, customized learning experiences.

5. A Review on Artificial Intelligence in Special Education (Drigas & Ioannidou, 2013)

This additional reading focuses on the application of AI in special education, particularly in diagnosis and intervention for students with learning difficulties. The authors highlight the potential of AI to personalize learning experiences and improve educational outcomes. This article is highly relevant to my research, as it provides a foundation for understanding how AI can be integrated into special education to meet the diverse needs of students.

References

  • Sawyer, R. K. (2006). Chapter 1 Introduction: The New Science of Learning. In R. K. Sawyer (Ed.). The Cambridge Handbook of the Learning Sciences (pp. 1-16). New York: Cambridge University Press.
  • Bransford, J.D., Barron, B., Pea, R. D., Meltzoff, A., Kuhl, P., Bell, P. et al. (2006). Foundations and Opportunities for an Interdisciplinary Science of Learning. In R. K. Sawyer (Ed.). The Cambridge Handbook of the Learning Sciences (pp. 19-34). New York: Cambridge University Press.
  • Spiro, R. J., & DeSchryver, M. (2009). Constructivism: When It’s the Wrong Idea and When It’s the Only Idea. In S. Tobias & T. Duffy (Eds.), Constructivist theory applied to instruction: Success or failure. Mahwah, NJ: Lawrence Erlbaum.
  • Collins, A., & Halverson, R. (2009). Rethinking Education in the Age of Technology: The Digital Revolution and the Schools. New York, NY: Teachers College Press.
  • Drigas, A. S., & Ioannidou, R.-E. (2013). A Review on Artificial Intelligence in Special Education. Communications in Computer and Information Science, 278, 385-391.
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