Subject: [IFETS-DISCUSSION:4126] Re: IFETS-DISCUSSION digest 481
thiru@fiu.edu
Date: Tue 05 Nov 2002 - 20:57:04 MET
From: thiru@fiu.edu Subject: [IFETS-DISCUSSION:4126] Re: IFETS-DISCUSSION digest 481 Date: Tue, 5 Nov 2002 14:57:04 -0500
Dr. Wild,
Responding to some of your responses...
In classrooms with computers a number of things, such as instant messages, e-mail, pop-ups, banner advertisements, animated graphics and text, etc. do compete for students' attention in addition to the content being taught. I teach technology courses, but if a computer breaks down, even if I know what the problem is, I do not have the access (passwords or the authority) to fix computers that break down in the classroom.
> I could add, that in breaking down, as a learner you are given the
> unique opportunity and context to learn how to fix the car - in fact,
> its a truly authentic setting for learning, since without the car you
> can't continue to learn to drive. So fixing it has a real-world, and
> to you, the learner, a very valuable outcome. What better environment
> within which to learn divergent yet valuable skill sets.
Simulations will be a part of POLTS. Isn't a simulation that is readily available worth more than one that is out there somewhere in cyberspace, waiting to be located?
> Because the affordances of technology use MAKE it worth while. And in
> many cases, authentic, content-rich learning environments are ONLY
> available if we use technologies (consider simulations of molecular
> behaviours; models of complex systems, such as the human body; etc).
>
POLTS (which will be Internet and network enabled), like the other technologies, will be one of the technologies that will be available for students and teachers to choose from, and use to learn content or skills, etc.
> Its dangerous (sort of) to get fixated on the Web as a technology. Of
> course, all technologies that have a reason for use have a reason for
> learning, including library-related technologies such as books and
> cataloguing systems; and of course, real-world computers.
I don't really see many advantages to using some complex tool to achieve something when the same results can be obtained using a simpler, more appropriate tool.
> >Complexity of ideas and problems is a good thing in education.
> >However, complexity of technologies in education is not such a good
> >thing.
>
> Why not?
>
I appreciate your comments and I hope you continue to share your thoughts.
Thiru.
(M.O. Thirunarayanan)
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