Humanizing Education through Technology (Part 8)

Описание

Many models of instruction have been proposed. A review of effective instructional methodologies and technologies will inform the current presentations. Carroll (1963) proposed a model for school learning, informed largely by Skinner's research. Carroll incorporated notions of motivation and prior learning and developed a formula accounting for mastery: a student's rate of learning equals the time needed to learn divided by time available to learn. Bloom expanded and refined the model in pedagogical terms. Historically, such figures as Thorndike wondered how technology might enhance instruction and learning. A review of teaching machines will be provided, identifying notable contributions, measurement paradigms, and results.
One of the first to use a "teaching machine" was Pressey. Skinner later refined the teaching machine and provided an alternative way of conceptualizing instruction and learning using said machines. Concurrently, Skinner and James Holland developed a "programmed instruction" method using a print version less dependent on technology, nevertheless premised on the established psychological principles. Keller and Schoenfeld developed the "personalized system of instruction", but this too lacked any technology. A review of the then existing primitive technology will identify their strengths and weaknesses. Current technology permits a more comprehensive implementation of the psychological principles. The goal is to humanize the instructional and learning processes. For the "teacher" this involves continuous interaction with the material and feedback from student performance. For the learner, self-pacing permits one to learn at one's individual rate. An additional advantage of current technology is that some of the materials are freely available through the World Wide Web, thus, poverty need not preclude access to a world-class education maximizing one's potential. Carroll's axiom may now be fully realized through our current technology, freeing both instructor and learner from the constraints of the existing lock-step instructional materials and the presumption all learners learn at the same rate.
(By: Dr. Charalambos Cleanthous Associate Professor, Counseling, Educational, and Developmental Psychology Department, Eastern Washington University, Dr. Keely Hope Assistant Professor, Counseling, Educational, and Developmental Psychology Department, Eastern )