Time to rethink the “shiny new toys” syndrome

It was with great satisfaction that I recently received a copy of Information technology and constructivism in higher education: progressive learning frameworks, edited by Carla Payne and published by IGI-Global. Having collaborated with two colleagues from Cork on a chapter for a year it was good to finally see the volume brought to completion. Broadly speaking, the value of the work is in its attempt to open a debate on the value of embedding online tools and resources within a curriculum for its own sake. Critics argue that the Internet has tended to reinforce learning-as-information accumulation, the antithesis of critical enquiry and appropriation of information through practice as advocated by constructivist educational models (Coulter and Mandell, 2009). It is clearly apparent that the “shiny new toys” syndrome is fading and that debates are focusing on a need to clarify attitudes towards technology usage. Technology is still a tool and the success or failure in exploiting it very much depends on user attitudes and assumptions. It is somewhat disheartening to read that technology usage in Western educational systems still falls into patterns of information transmission rather than knowledge transformation. If we truly want to create tools to enhance teaching and learning then we need to listen to user needs and facilitate greater user participation. Yet, this can still be enshrined within an informed, yet flexible, approach to different learning styles without diluting the integrity of the chosen discipline or profession. “Learning is experience”, wrote Albert Einstein, “everything else is just information”.

Reference:
Coulter, X. & Mandell, A. (2009). Nontraditional students and information technology: The siren call of the virtual classroom and its impact on progressive educational ideas. In Payne, C. (Ed.), Information technology and constructivism in higher education: progressive learning frameworks, (pp. 90-110), Hershey, PA and London: IGI Global.

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