Technology to Support Learning
National Research Council (2000). Technology to support learning. [Expanded Edition]. In John D. Bransford et al.(Eds), How people learn: brain, mind, experience, and school (pp. 206-230). Washington, D.C.: National Academy Press.
Abstracted by Cherrie Noble
Based on the earlier study by the National Research Council, How people learn: bridging research and practice, this expanded edition is considerably longer. This edition also better links the research agenda to current practice in the classroom through explanations, illustrations, and examples. The chapter "Technology to Support Learning" is an exhaustive review of the literature on computer technology and its effectiveness in learning environments. Not surprisingly, the results are mixed. The authors caution that appropriate use of the technology is crucial, and that its use must be closely linked to current knowledge on learning.
An earlier chapter of this book reports that current research emphasizes three key findings on learning: learn with understanding, the importance of pre-existing knowledge, and active learning. The authors also provide examples of technology use based on the research that has been compiled on the design of learning environments (also reported in an earlier chapter of this volume). These learning environments are learner-centered, knowledge-centered, assessment-centered, and community-centered.
The authors discuss and review five ways that new technologies can be used in the classroom. They include extensive examples for each.
- Bringing real-world problems into the classroom: Computers can provide expanded opportunities for problem solving, including both the identification of problems and the solving of authentic problems. The potential for interactivity is a key feature. Examples include connecting students with working scientists, banking simulations, role-playing, and collecting and sharing data.
- Incorporating scaffolds and tools to enhance learning: The technology can provide more options and complexity for learners, such as representing data in a different way through the use of multimedia, dynamic models that can be manipulated, and data analysis tools.
- Providing opportunities for feedback, reflection, and revision: This may occur between teacher and student or between students, either locally or globally. By posting comments or publishing a report on a computer forum, for example, students may elicit feedback from others, reflect on their own work, or provide comments to other students.
- Building local and global communities: Technology can help to connect the classroom with the local community. An example is phone messaging that is updated daily to inform parents of classroom activities and homework assignments. Students, teachers, and parents can also connect with educational networks globally.
- Expanding opportunities for teacher learning: Teacher training, both pre-service and in-service, is an important feature. For example, as teachers begin to use the technology in the classroom, the research indicates that three changes occur: teachers tend to focus on (1) being a partner in innovation (with students, parents, administrators, and the community), (2) the need for time to learn, and (3) the need for collegial advisors (or guides/facilitators) to student learning, rather than supervisors.
This study presents an impressive review of the research literature on technology and learning. The authors conclude by noting:
What has not yet been fully understood is that computer-based technologies can be powerful pedagogical tools-not just rich sources of information, but also extensions of human capabilities and contexts for social interactions supporting learning. The process of using technology to improve learning is never solely a technical matter, concerned only with properties of educational hardware and software. Like a textbook or any other cultural object, technology resources for education-whether a software science simulation or an interactive reading exercise-function in a social environment, mediated by learning conversations with peers and teachers.
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