Learning in a Digital World

Technology has impacted every aspect of our society.  Education is no exception.  In the classroom, teachers are using smartboards, interactive testing, electronic gradebooks, countless online resources, and many more technology driven sources.  Outside the traditional classroom, distance learning is growing by leaps and bounds due to our capacity to communicate and learn over distances due to technology innovation.  Through all these technological advances, it is important to continue to keep learning in the forefront.  We must constantly ask ourselves the question, “Are students learning, comprehending, and utilizing what is being taught?”  All the technological innovations and advances in the world are great, but if they are not enhancing the learning process they are not serving their ultimate purpose.   I still struggle with online learning sometimes when I am unable to grasp or understand the professor’s goals, objectives, and standards for a class.  Those are the times that I wish I could look a professor in the eye, tell them what I am struggling with, and listen to their answer face to face instead of negotiating email, discussion boards, online syllabi, or other forms of distance communication.  In fact, there should always be a phone number readily available in case such questions arise.

In regards to things that are non-negotiable in regards to teaching or learning, Snow and Swanson (1992) addressed it best when discussing essential criteria for learning theory:

1. An end-state of goals of instruction
2. A goal-relevant initial learner state
3. Instructional conditions that promote this transition process
4. A transition process

These four items address what it takes for learning to take place regardless of the degree of technology that is injected into the learning process.  To simplify this a little, these four items address a) What the goals are for instruction b) How the learner can relate to these goals, c) the learning environment while these instructional goals are being attained, and d) How the learner will be taught in order to achieve these goals.  These four items layout a blueprint for teachers to effective instruct students to learn, comprehend, and apply in order to effectively reach the objectives of what is being taught.  Regardless of whether it is traditional or online instruction, this allows teachers to be single-minded and focused in on what is to be instructed and how learning can effectively take place.

New Technologies

I have noticed a evolution of how people respond to technology.  Several years ago, it seemed that there was major apprehension going from a non-technology driven way of doing things to one based technology.  For example:  Going from a paper and pencil attendance to recording attendance on a computer.  Today, though the majority of my co-workers have successfully adapted to a computer driven society, it seems the apprehension now comes when there is a change in software of technology.

We recently changed out school grading program to one that was comprehensive.  There was a great deal of reluctance and "push-back" in regards to changing software packages.  Any differences in the software from the previous software was perceived as a inconvenience and struggle.  Even with the training provided by our IT department, there was still a significant amount of complaining, especially, if there was any glitch in the software thus causing inconveniences. 

In looking at Keller's ARCS design, I can see several relative examples in the scenario that I discussed above.  In breaking down each aspect of ARCS I found the following:

A - Attention
Our school system did as much possible create an environment of attention to training and prepping teachers for the transition to the new software program.  There were multiple trainings and re-trainings as well as providing one on one assistance if needed.  There was also a good deal of "selling" the software of what it could do that the previous software was unable to while at the same time, stressing how it made their job easier.

R - Relevance
We sought to match the motives of the teachers with the motives of the administration by being able to track student progress and have an easier access to student information such as contacts, scores, and academic performance.

C - Confidence
Through repetitious training, our IT staff sought to instill a level of confidence in using the new software.  As teachers began to engage in and utilize the software a higher level of confidence was developed. 

S - Satisfaction
As teachers began to use the software more and more, they began to realize the benefits of the new software thus, finally beginning to develop a degree of satisfaction with the program and its capabilities.