Learning Paradigms in Current Educational Environment
Susan L. Ingram Dr. Ethel Muter Ph.D. EDU 558 Seminar in Teacher Leadership EDUCATIONAL PARADIGMS 2 Abstract This paper focuses on analyzing the educational paradigms that are connected to the current educational environment. The paper showed that the educational age paradigm reflects the different educational tools, approaches and techniques that are being applied in the said environment. This is due to the massive application of the Internet and other technologies in delivering instructions or contents and driving learning process of the students and feedback from the instructors. Because of that, learner-centric approach and active learner approach are being used in order to connect the learners and the instructors and communicate regarding a specific content, topic or issue Keywords: paradigms, technology, learners, instructors
EDUCATIONAL PARADIGMS 3 Introduction Paradigms are considered as mental models or ways of thinking about something (Riegle, n.d.). It is usually connected to the scientific research, primarily to the issue of methods (Leadership in Early Childhood Education: Cross-Cultural Perspective, n.d.). As a result, choosing the right paradigms in a given educational environment is important in order to ensure smooth flow of learning process inside the classroom. Educational paradigm from industrial age to digital age (Leonard, 2002) shows the changes or evolution of the different aspects that are connected to learning such as teaching tools and learning theories. As of now, more and more of the debate regarding educational administration focus on paradigms as the foundation for different leadership approaches (Leadership in Early Childhood Education: Cross-Cultural Perspective, n.d.). Educational Environment: Learning and Assessments Educational Paradigm In my current educational environment, the learner-centric educational paradigm reflects the different educational and learning tools, assessments and activities which are being applied by the educator or instructors towards the students. Thus, it can be said that the constructivism is visible, because the contents that are being presented to the students are presented by the learners in terms of team-based collaborative learning, constructivist learning environment rather than the instructor (Leonard, 2002). As a result, it made the curriculum and instructional activity to focus on the importance of the learners over the instructor. With the help of technology, particularly the Internet, the instructor is no longer the primary intermediary and single conduit of knowledge between the students and the learning process and experience (Leonard, 2002). This can be seen on the different individual and group assignments and projects that are assigned to each and every student who are enrolled in specific course. On the other hand, there is also a touch of EDUCATIONAL PARADIGMS 4 active learning educational paradigm of constructivism, where in the instructor is the intermediary and single conduit of knowledge between the learners and the learning experience, but he or she serve as a coach who guide the learners toward their own answers, their own solutions to the problems as well as different issues that are posed by the instructor (Leonard, 2002). The primary evidence is the process where in students are all assigned to submit individual projects in every unit, which enables the students to work on their own, at the same time, let them post their comments, which enables them to use the knowledge and information which they have gathered and analyze in the duration of the course. As a result, it enables the students to learn through self-generated understanding, which teach them to be more independent and work based on their own strategies. Due to these reasons, it can be said that the current educational environment uses the digital age educational paradigm, where in schools shift the focus of their expenditures from building schools that house traditional classrooms, and focus on learners who are using technology as the integral aspect to the process of acquiring and sharing information inside and outside of the classroom, with or without the guidance of the instructors (Leonard, 2002). This has been done by using Intranet, in order to submit the projects and assignments given by the instructors, at the same time, focus on a webpage which enables the students to leave their messages based on their opinions and research on a specific subject or topic. This is entirely different from that of industrial educational paradigm which uses traditional learning tools, approaches and techniques in ensuring good flow of learning process. Educational technology, especially computers and computer-related peripherals, have grown tremendously and have permeated all areas of our lives. It is incomprehensible that anyone today would argue that banks, hospitals, or any industry should use less technology. EDUCATIONAL PARADIGMS 5 Most young people cannot understand arguments that schools should limit technology use. For them, use of the Internet, for example, plays a major role in their relationships with their friends, their families, and their schools. Teens and their parents generally think use of the Internet enhances the social life and academic work of teenagers: The Internet is becoming an increasingly vital tool in our information society. More Americans are going online to conduct such day-to-day activities as education, business transactions, personal correspondence, research and information-gathering, and job searches. Each year, being digitally connected becomes ever more critical to economic and educational advancement and community participation. Now that a large number of Americans regularly use the Internet to conduct daily activities, people who lack access to these tools are at a growing disadvantage. Therefore, raising the level of digital inclusion by increasing the number of Americans using the technology tools of the digital age is a vitally important national goal. (U.S. Department of Commerce, Economics and Statistics Administration, & National Telecommunications and Information Administration. 2000, p. xv). The very concept of the Internet would not be possible without technology. This is paralleled by the incredibly rapid growth of information that likely would not be possible without this technology. Research centers with no computers would arouse suspicion about the completeness, accuracy, and currency of their information because science and mathematics information grows daily and much of that new information can only be found through the use of technology. In fact, very few would argue with the statement that computers are essential to the work of professional scientists and mathematicians. From the beginning of the computer age, educational researchers and practitioners have told us that for technology use to be successful in our schools it needed to be closely tied to EDUCATIONAL PARADIGMS 6 school reform. Glennan and Melmed (1995) wrote: "Technology without reform is likely to have little value: widespread reform without technology is probably impossible". The unavoidable conclusion is that successful improvement of technology, science, and mathematics education is of high importance to our future. In 2002, 100 high-tech executives met with President Bush to discuss the future of technology: They indicated that improving mathematics and science education ranked next to national security and broadband Internet access was one of the most important considerations for improving economic growth in their companies. Economic, Moral, Leadership and Social Capital on Schools Educational leadership is becoming far more about evolution and adaptation than about consistency. For years, the traditionally successful school leader slowly and steady built a school culture built on consistency, routine, and solid expectations. This was a fair model, but it is already becoming dated. While the positive school culture will always be a primary concern, todays school leader needs to be good at adaptational change. District demographics, diversity, technology, and educational law are all changing faster today than they ever have. Todays school leaders need to build agile teams that can keep student learning at high levels while negotiating positive change. Education leaders are the best chances American education has for true positive reform. It is no longer acceptable for school or district leaders to watch idly by while politicians and lobbyists decide the future of education. Educational leaders need to lead not just buildings and student bodies, but need to lead the education revolution. If they do not, someone else will. This can easily be done side-by-side with the teaching corps, which adds to the teamwork component as well. EDUCATIONAL PARADIGMS 7 Educational leadership is about children. Not teachers, parents, or curriculum. The task of the school principal has become so muddied by the aforementioned factors, that often the central goal of successful school leadership is lost in the shuffle. Every action every moment of every day needs to be to the positive benefit of the students in the school. Sounds easy, but in practice is becoming increasingly difficult. However, the reality is that if the school leader is not looking out for the students, everything else is irrelevant. It is this social context of learning which provides the gateway to exploring the next stage in the evolution of the computer in schools. Learning about computers, which seems a fairly common curriculum approach in schools the world over, has now given way to learning through computers. Programming and simple keyboard literacy has been replaced by desktop publishing, digital imaging and robotics, research and referencing. In the Edison Project Report, Hechinger and Hopkins, have characterized this new paradigm of use, calling it Technology as a Second Language. They see this as a new process, which will afford students the opportunity to learn many new tools of expression. They have identified three levels of progression: The first involves the student having a facility level to be able to communicate - to simply express ideas and needs. Next comes a comfort level with the newly learned languages of technology. The user now has a greater degree of comfort in being able to express ideas and understanding with facility and variety. Lastly the learner may progress to the creative level, where the applications of technology become more unique and artistic, allowing for the freer expression of metaphor and representational symbolisms. Just as we become more adept at spoken and written language according to age, need and ability, the same may be true for absorbing the new language of technology. Once again it is essential that all students be provided equal opportunities to learn and use these new skills. EDUCATIONAL PARADIGMS 8 Just as there is a paradigm shift in the way schools approach the language of computer literacy, there are correspondingly new ways in which schools are utilizing the technology. As we move away from the computer lab and place technology in the hands of the student, the focus shifts towards curriculum. Concomitant with this is the final paradigm shift that experienced by the teacher, as she/he confronts what Cuban calls the dominant cultural beliefs of the school. Having overcome resistance or reluctance the faculty member becomes both teacher and learner in the classroom. Conclusion In the current educational environment, it can be said that using the industrial educational paradigm will not be feasible and applicable due to the different changes in the said environment, primarily due to the advancement of technology, primarily the Internet. Due to that, movement from industrial to digital educational paradigm is very important in order to ensure effective learning process and transfer of knowledge. This can be done by applying learner centric approach and active learner approach, because it enables the students to become more participative and independent about their learning. Classroom computers and other technology can play many instructional roles, from personal tutor and information source to data organizer and communication tool. So, it is important for teachers to consider how computers and other electronic technologies can enhance the learning experiences of students and increase their productivity. The primary conclusion of much of the research is that technology has considerable potential for increasing interest in, and improving the quality of, learning in science and mathematics classrooms. However, effective use of instructional technology is possible only if sufficient attention is given to the following: Curriculum uses. EDUCATIONAL PARADIGMS 9 Instructional pedagogy used. Assessments used. Sufficiency of technology and access to the Internet. Ability of the teacher, especially, to model uses of technology. Stone Wiske. (September 2004). writes about the new culture of teaching for the 21st century. He draws parallels between the introduction of recent innovations in the classroom, such as the calculator and, more recently the graphing calculator. He uses the lessons learned from these additions to the classroom to support his thesis that three factors must be present in order for a wider use of technology to make a similar impact on the quality of education in our schools. The three factors are: Technology must afford significant educational advantage just as the graphing calculator allows the user to analyze mathematical information more effectively. The technology must be affordable, networked and portable. It will only transcend its former role in the computer lab when every teacher and student has access in the classroom. Technology alone does not change school practice. This last point is most significant for those of us involved in preparing teachers for 21st Century schools. Is our concept of the school of the future going to inform and develop the new cadre of teachers, or will the new cadre of teachers define what the school of the future is all about? Technology can do one of two things it can serve to augment a traditional approach to education and help to replicate what we have done before, or it can make us change our perceptions of what constitutes curriculum goals and materials, assessment policies and teacher development. It dont think that anything less than a sustained and imaginative approach to in- service training and the provision of a highly technologically literate teaching force is going to EDUCATIONAL PARADIGMS 10 make the difference. The burning issue is how we can ensure that the paradigm shift is made in that area where it can be most effective. Stigler and Hiebert (1999) reflecting on the fact that Japanese students score better on international mathematics tests than students of most other nations, identify the approach taken to in-service training as a key factor in this success rate. They describe lesson study where Japanese teachers have scheduled time during the day when they develop, sample and assess lessons. This is provided within a classroom culture which begins with the assumption that most children can learn by being challenged, and consequently the teacher will engage higher order thinking skills and adjust the teaching from there. EDUCATIONAL PARADIGMS 11 References Leadership in Early Childhood Education: Cross-Cultural Perspective. (n.d.). Retrieved April 22, 2009, from Herkules: http://herkules.oulu.fi/isbn9514 268539/html/x157.html Leonard, D. (2002). Learning Theories, A to Z. Westport, CT: Oryx Press. Riegle, R. (n.d.). Educational Paradigms: Visionary Leadership for the Information Age. Retrieved April 22, 2009, from People: http://people.coe.ilstu.edu/rpriegle/ww wdocs/paradigm/welcome.htm Glennan, T. K., & Melmed, A. (1995). Fostering the use of educational technology: Elements of a national strategy. Washington, DC: RAND. Retrieved September 21, 2005, from http://www.rand.org/publications/MR/MR682/ Hechinger, Nancy; Hopkins, Michael. Remarks at the 1995 AASA Convention, New Orleans. Quoted in Achieving Technological Equity an Equal Access to the Learning Tools of the 21st Century. THE Journal, 06-01-96, pp74/5. Stigler, J. W., & Hiebert, J. (1999). The teaching gap; Best ideas from the worlds teachers for improving education in the classroom. New York, NY: The Free Press. Stone Wiske. (September 2004). Using Technology to Dig for Meaning. Educational Leadership: Teaching for Meaning. Volume 62, Number 1. Pages 46-50.