What I Read for the Week of September 9, 2024
This week’s readings for my Doctorate in Educational Technology (DET) program at Central Michigan University offered a deep dive into the ongoing debate about the role of technology in learning, providing various perspectives on how media influences education and cognition.
Salomon & Perkins (2005) – Do technologies make us smarter? This article introduced the idea of three technology effects: “with,” “of,” and “through.” Salomon and Perkins argue that technology can act as a cognitive partner (“with”), alter tasks (“of”), and even reorganize thinking patterns over time (“through”). Their framework helps rethink how educational technologies are not just tools but integral to reshaping learning processes. This is particularly relevant to my focus on creating AI-driven learning platforms for special education, where technology isn’t just an accessory but an essential part of individualized learning.
Barron (2006) – Interest and self-sustained learning as catalysts of development: A learning ecologies perspective Barron’s article explores the idea of learning ecologies, emphasizing that learning happens across various contexts—home, school, online, and within peer groups. The research suggests that self-sustained learning, driven by personal interests and access to digital tools, fosters deeper engagement. Interviews with teenagers showed how they leveraged these environments to learn beyond formal educational structures, which resonates with how I envision AI tools extending learning opportunities outside traditional classrooms.
Clark (1994) – Media will never influence learning Clark’s perspective is that media does not directly impact learning, serving merely as a vehicle for delivering instruction. He argues that teaching methods, not the media used, determine learning outcomes. While this viewpoint highlights the importance of instructional design, I find it less aligned with today’s digital-first learning environments, where technology is embedded in the learning process itself.
Kozma (1991) – Learning with media Kozma offers a counterargument to Clark, suggesting that media can influence learning by providing students with interactive and immersive experiences. He emphasizes the potential of technology to actively engage learners, offering examples like simulations and multimedia resources that go beyond simple information delivery. His argument supports my belief that technology can play an active role in shaping not just how, but what we learn.
This week’s readings were a reminder of the ongoing debates about the role of technology in education and how important it is to balance traditional teaching methods with innovative digital tools. For me, the key takeaway is that technology, when integrated thoughtfully, can fundamentally transform the learning experience, especially for students with unique educational needs.
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