Of Mice and Middle Years…

Before I blog way, I just wanted to comment that in my opinion Rick you are unmistakably a full blooded Canadian and we are privileged to have your unique perspectives and brilliant insights into ET as witnessed in your recent presentation. Applause from North Battleford!

I remember my first Masters class (802) with Dr. Schwier. It was the most informative, thought provoking and challenging course I have ever taken. I was a little embarrassed my sudden brain freeze over some of the questions Dr. Schwier asked in his presentation that related to that course, and to miss referring to Seymore Papert as a scholar in ET as a response to one of Rick’s questions (which I consider to be one of my most influential ET scholars of the past) was more than a little disheartening. I didn’t even recognize his face. I wanted the Edtechposse cup Rob!
What is the importance of the material covered? “History is more or less bunk.” Henry Ford (1863-1947) Sorry Henry. As a teacher that was always exploring technologies in schools, my mindset was always on educational technology as “HARDWARE”. Dr. Schwier’s presentation (reminiscent of the days of 802) reminds us that technology is a tool of instruction, and it’s roots are also in it’s “software” (i.e sophists, Arisotle, Comenius, and the other forefathers of educational technology). It’s embedded in multiple disciplines such as learning theory (ie John Locke/John Dewey and instructional design. Rick did an incredible job of providing our class with a foundation which helps understand how we as educators and other professionals envision ET for the instructor and the learner.

Alec asks, “What are the implications of moving from individualized learning models to networked constructivism? How/will/should this translate to teaching and learning?” Individualized learning models, if adapted to the learner’s strengths can be effective tools of instruction. However, this type of instruction is often teacher centered. Material becomes stagnant and rigidly connected to curriculum, and in the end, often sadly due to content or time restraints, educators then come to rely on the lowest common denominator of this learning model. i.e Lecture. On the other end of the spectrum, I believe networked constructivism allows students to take responsibility for their own learning, giving teachers opportunities to explore knowledge as a facilitator and learner; builds learning communities, provides multiple perspectives and responsive curriculum in a variety of mediums, and engages the learner to interact, respond, defend and contribute to learning in a meaningful manner.

Through the growing contributions of past, present and future scholars of ET I believe we as educators can better understand what effective teaching and learning is for our students. Rick’s presentation reminds us as educators that we have an opportunity and responsibility to reflect on what is truly ET and design instruction for our “connected” generation. Generation 2.0. (Did I coin this?)
“What lies behind us and what lies before us are tiny matters compared to what lies within us.”
Ralph Waldo Emerson (1803-1882)