How People Learn:
Brain, Mind,
Experience, and School
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Part III: Teachers and Teaching
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9
Technology to Support Learning
Attempts to use
computer technologies to enhance learning began with the efforts of
pioneers such as Atkinson and Suppes (e.g., Atkinson, 1968; Suppes and
Morningstar, 1968). The presence of computer technology in schools has
increased dramatically since that time, and predictions are that this
trend will continue to accelerate (U.S. Department of Education, 1994).
The romanticized view of technology is that its mere presence in schools
will enhance student learning and achievement. In contrast is the view
that money spent on technology, and time spent by students using
technology, are money and time wasted (see Education Policy Network,
1997). Several groups have reviewed the literature on technology and
learning and concluded that it has great potential to enhance student
achievement and teacher learning, but only if it is used appropriately
(e.g., Cognition and Technology Group at Vanderbilt, 1996; President's
Committee of Advisors on Science and Technology, 1997; Dede, 1998).
What is now known about
learning provides important guidelines for uses of technology that can
help students and teachers develop the competencies needed for the
twenty-first century. The new technologies provide opportunities for
creating learning environments that extend the possibilities of
"old"--but still useful--technologies--books; blackboards; and linear,
one-way communication media, such as radio and television shows--as well
as offering new possibilities. Technologies do not guarantee effective
learning, however. Inappropriate uses of technology can hinder
learning--for example, if students spend most of their time picking
fonts and colors for multimedia reports instead of planning, writing,
and revising their ideas. And everyone knows how much time students can
waste surfing the Internet. Yet many aspects of technology make it
easier to create environments that fit the principles of learning
discussed throughout this report.
Because many new
technologies are interactive (Greenfield and Cocking, 1996), it is now
easier to create environments in which students can learn by doing,
receive feedback, and continually refine their understanding and build
new knowledge (Barron et al., 1998; Bereiter and Scardamalia, 1993;
Hmelo and Williams, in press; Kafai, 1995; Schwartz et al., in press).
The new technologies can also help people visualize
difficult-to-understand concepts, such as differentiating heat from
temperature (Linn et al., 1996). Students can work with visualization
and modeling software that is similar to the tools used in nonschool
environments, increasing their understanding and the likelihood of
transfer from school to nonschool settings (see Chapter 3). These technologies also provide access
to a vast array of information, including digital libraries, data for
analysis, and other people who provide information, feedback, and
inspiration. They can enhance the learning of teachers and
administrators, as well as that of students, and increase connections
between schools and the communities, including homes.
In this chapter we
explore how new technologies can be used in five ways:
- bringing exciting curricula based on real-world problems into
the classroom;
- providing scaffolds and tools to enhance learning;
- giving students and teachers more opportunities for feedback,
reflection, and revision;
- building local and global communities that include teachers,
administrators, students, parents, practicing scientists, and other
interested people; and
- expanding opportunities for teacher learning.
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NEW CURRICULA |
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An important use of
technology is its capacity to create new opportunities for curriculum
and instruction by bringing real-world problems into the classroom for
students to explore and solve; see Box 9.1. Technology can help to create an active
environment in which students not only solve problems, but also find
their own problems. This approach to learning is very different from
the typical school classrooms, in which students spend most of their
time learning facts from a lecture or text and doing the problems at the
end of the chapter.
Learning through
real-world contexts is not a new idea. For a long time, schools have
made sporadic efforts to give students concrete experiences through
field trips, laboratories, and work-study programs. But these
activities have seldom been at the heart of academic instruction, and
they have not been easily incorporated into schools because of
logistical constraints and the amount of subject material to be covered.
Technology offers powerful tools for addressing these constraints, from
video-based problems and computer simulations to electronic
communications systems that connect classrooms with communities of
practitioners in science, mathematics, and other fields (Barron et al.,
1995).
A number of video- and
computer-based learning programs are now in use, with many different
purposes. The Voyage of the Mimi, developed by Bank Street College, was
one of the earliest attempts to use video and computer technology to
introduce students to real-life problems (e.g., Char and Hawkins, 1987):
students "go to sea" and solve problems in the context of learning
about whales and the Mayan culture of the Yucatan. More recent series
include the Jasper Woodbury Problem Solving Series (Cognition and
Technology Group at Vanderbilt, 1997), 12 interactive video environments
that present students with challenges that require them to understand
and apply important concepts in mathematics; see the example in Box 9.2. Students who work with the
series have shown gains in mathematical problem solving, communication
abilities, and attitudes toward mathematics (e.g., Barron et al., 1998;
Crews et al., 1997; Cognition and Technology Group at Vanderbilt, 1992,
1993, 1994, 1997; Vye et al., 1998).
New learning programs
are not restricted to mathematics and science. Problem-solving
environments have also been developed that help students better
understand workplaces. For example, in a banking simulation, students
assume roles, such as the vice president of a bank, and learn about the
knowledge and skills needed to perform various duties (Classroom Inc.,
1996).
The interactivity of
these technology environments is a very important feature for learning.
Interactivity makes it easy for students to revisit specific parts of
the environments to explore them more fully, to test ideas, and to
receive feedback. Noninteractive environments, like linear videotapes,
are much less effective for creating contexts that students can explore
and reexamine, both individually and collaboratively.
Another way to bring
real-world problems into the classroom is by connecting students with
working scientists (Cohen, 1997). In many of these student-scientist
partnerships, students collect data that are used to understand global
issues; a growing number of them involve students from geographically
dispersed schools who interact through the Internet. For example,
Global Lab supports an international community of student researchers
from more than 200 schools in 30 countries who construct new knowledge
about their local and global environments (Tinker and Berenfeld, 1993,
1994). Global Lab classrooms select aspects of their local environments
to study. Using shared tools, curricula, and methodologies, students
map, describe, and monitor their sites, collect and share data, and
situate their local findings into a broader, global context. After
participating in a set of 15 skill-building activities during their
first semester, Global Lab students begin advanced research studies in
such areas as air and water pollution, background radiation,
biodiversity, and ozone depletion. The global perspective helps
learners identify environmental phenomena that can be observed around
the world, including a decrease in tropospheric ozone levels in places
where vegetation is abundant, a dramatic rise of indoor carbon dioxide
levels by the end of the school day, and the substantial accumulation of
nitrates in certain vegetables. Once participants see significant
patterns in their data, this "telecollaborative" community of students,
teachers, and scientists tackles the most rigorous aspects of
science--designing experiments, conducting peer reviews, and publishing
their findings.
Similar approaches have
been used in astronomy, ornithology, language arts, and other fields
(Bonney and Dhondt, 1997; Riel, 1992; University of California Regents,
1997). These collaborative experiences help students understand complex
systems and concepts, such as multiple causes and interactions among
different variables. Since the ultimate goal of education is to prepare
students to become competent adults and lifelong learners, there is a
strong argument for electronically linking students not just with their
peers, but also with practicing professionals. Increasingly scientists
and other professionals are establishing electronic "collaboratories"
(Lederberg and Uncapher, 1989), through which they define and conduct
their work (e.g., Finholt and Sproull, 1990; Galegher et al., 1990).
This trend provides both a justification and a medium for establishing
virtual communities for learning purposes.
Through Project GLOBE
(Global Learning and Observations to Benefit the Environment), thousands
of students in grades kindergarten through 12 (K-12) from over 2,000
schools in more than 34 countries are gathering data about their local
environments (Lawless and Coppola, 1996). Students collect data in five
different earth science areas, including atmosphere, hydrology, and land
cover, using protocols specified by principal investigators from major
research institutions. Students submit their data through the Internet
to a GLOBE data archive, which both the scientists and the students use
to perform their analyses. A set of visualization tools provided on the
GLOBE World Wide Web site enables students to see how their own data fit
with those collected elsewhere. Students in GLOBE classrooms
demonstrate higher knowledge and skill levels on assessments of
environmental science methods and data interpretation than their peers
who have not participated in the program (Means et al., 1997).
Emerging technologies
and new ideas about teaching are being combined to reshape precollege
science education in the Learning Through Collaborative Visualization
(CoVis) Project (Pea, 1993a; Pea et al., 1997). Over wideband networks,
middle and high school students from more than 40 schools collaborate
with other students at remote locations. Thousands of participating
students study atmospheric and environmental sciences--including topics
in meteorology and climatology--through project-based activities.
Through these networks, students also communicate with
"telementors"--university researchers and other experts. Using
scientific visualization software, specially modified for learning,
students have access to the same research tools and datasets that
scientists use.
In one 5-week activity,
"Student Conference on Global Warming," supported by curriculum units,
learner-centered scientific visualization tools and data, and assessment
rubrics available through the CoVis GeoSciences web server, students
across schools and states evaluate the evidence for global warming and
consider possible trends and consequences (Gordin et al., 1996).
Learners are first acquainted with natural variation in climatic
temperature, human-caused increases in atmospheric carbon dioxide, and
uses of spreadsheets and scientific visualization tools for inquiry.
These staging activities specify themes for open-ended collaborative
learning projects to follow. In laying out typical questions and data
useful to investigate the potential impact of global warming on a
country or a country's potential impact on global warming, a general
framework is used in which students specialize by selecting a country,
its specific data, and the particular issue for their project focus
(e.g., rise in carbon-dioxide emissions due to recent growth,
deforestation, flooding due to rising sea levels). Students then
investigate either a global issue or the point of view of a single
country. The results of their investigations are shared in project
reports within and across schools, and participants consider current
results of international policy in light of their project findings.
Working with
practitioners and distant peers on projects with meaning beyond the
school classroom is a great motivator for K-12 students. Students are
not only enthusiastic about what they are doing, they also produce some
impressive intellectual achievements when they can interact with
meteorologists, geologists, astronomers, teachers, or computer
scientists (Means et al., 1996; O'Neill et al., 1996; O'Neill, 1996;
Wagner, 1996).
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SCAFFOLDS AND TOOLS |
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Many technologies
function as scaffolds and tools to help students solve problems. This
was foreseen long ago: in a prescient 1945 essay in the Atlantic
Monthly, Vannevar Bush, science adviser to President Roosevelt,
depicted the computer as a general-purpose symbolic system that could
serve clerical and other supportive research functions in the sciences,
in work, and for learning, thus freeing the human mind to pursue its
creative capacities.
In the first generation
of computer-based technologies for classroom use, this tool function
took the rather elementary form of electronic "flashcards" that students
used to practice discrete skills. As applications have spilled over
from other sectors of society, computer-based learning tools have become
more sophisticated (Atkinson, 1968; Suppes and Morningstar, 1968). They
now include calculators, spreadsheets, graphing programs, function
probes (e.g., Roschelle and Kaput, 1996), "mathematical supposers" for
making and checking conjectures (e.g., Schwartz, 1994), and modeling
programs for creating and testing models of complex phenomena (Jackson
et al., 1996). In the Middle School Mathematics Through Applications
Projects (MMAP), developed at the Institute for Research on Learning,
innovative software tools are used for exploring concepts in algebra
through such problems as designing insulation for arctic dwellings
(Goldman and Moschkovich, 1995). In the Little Planet Literacy Series,
computer software helps to move students through the phases of becoming
better writers (Cognition and Technology Group at Vanderbilt, 1998a, b).
For example, in the Little Planet Literacy Series, engaging video-based
adventures encourage kindergarten, first-, and second-grade students to
write books to solve challenges posed at the end of the adventures. In
one of the challenges, students need to write a book in order to save
the creatures on the Little Planet from falling prey to the wiles of an
evil character named Wongo.
The challenge for
education is to design technologies for learning that draw both from
knowledge about human cognition and from practical applications of how
technology can facilitate complex tasks in the workplace. These designs
use technologies to scaffold thinking and activity, much as training
wheels allow young bike riders to practice cycling when they would fall
without support. Like training wheels, computer scaffolding enables
learners to do more advanced activities and to engage in more advanced
thinking and problem solving than they could without such help.
Cognitive technologies were first used to help students learn
mathematics (Pea, 1985) and writing (Pea and Kurland, 1987); a decade
later, a multitude of projects use cognitive scaffolds to promote
complex thinking, design, and learning in the sciences, mathematics, and
writing.
The Belvedere system,
for example, is designed to teach science-related public policy issues
to high school students who lack deep knowledge of many science domains,
have difficulty zeroing in on the key issues in a complex scientific
debate, and have trouble recognizing abstract relationships that are
implicit in scientific theories and arguments (Suthers et al., 1995).
Belvedere uses graphics with specialized boxes to represent different
types of relationships among ideas that provide scaffolding to support
students' reasoning about science-related issues. As students use boxes
and links within Belvedere to represent their understanding of an issue,
an on-line adviser gives hints to help them improve the coverage,
consistency, and evidence for their arguments (Paolucci et al., 1996).
Scaffolded experiences
can be structured in different ways. Some research educators advocate
an apprenticeship model, whereby an expert practitioner first models the
activity while the learner observes, then scaffolds the learner (with
advice and examples), then guides the learner in practice, and gradually
tapers off support and guidance until the apprentice can do it alone
(Collins et al., 1989). Others argue that the goal of enabling a solo
approach is unrealistic and overrestrictive since adults often need to
use tools or other people to accomplish their work (Pea, 1993b; Resnick,
1987). Some even contend that well-designed technological tools that
support complex activities create a truly human-machine symbiosis and
may reorganize components of human activity into different structures
than they had in pretechnological designs (Pea, 1985). Although there
are varying views on the exact goals and on how to assess the benefits
of scaffolding technologies, there is agreement that the new tools make
it possible for people to perform and learn in far more complex ways
than ever before.
In many fields, experts
are using new technologies to represent data in new ways--for example,
as three-dimensional virtual models of the surface of Venus or of a
molecular structure, either of which can be electronically created and
viewed from any angle. Geographical information systems, to take
another example, use color scales to visually represent such variables
as temperature or rainfall on a map. With these tools, scientists can
discern patterns more quickly and detect relationships not previously
noticed (e.g., Brodie et al., 1992; Kaufmann and Smarr, 1993).
Some scholars assert
that simulations and computer-based models are the most powerful
resources for the advancement and application of mathematics and science
since the origins of mathematical modeling during the Renaissance (Glass
and Mackey, 1988; Haken, 1981). The move from a static model in an
inert medium, like a drawing, to dynamic models in interactive media
that provide visualization and analytic tools is profoundly changing the
nature of inquiry in mathematics and science. Students can visualize
alternative interpretations as they build models that can be rotated in
ways that introduce different perspectives on the problems. These
changes affect the kinds of phenomena that can be considered and the
nature of argumentation and acceptable evidence (Bachelard, 1984;
Holland, 1995).
The same kinds of
computer-based visualization and analysis tools that scientists use to
detect patterns and understand data are now being adapted for student
use. With probes attached to microcomputers, for example, students can
do real-time graphing of such variables as acceleration, light, and
sound (Friedler et al., 1990; Linn, 1991; Nemirovsky et al., 1995;
Thornton and Sokoloff, 1998). The ability of the human mind to quickly
process and remember visual information suggests that concrete graphics
and other visual representations of information can help people learn
(Gordin and Pea, 1995), as well as help scientists in their work
(Miller, 1986).
A variety of scientific
visualization environments for precollege students and teachers have
been developed by the CoVis Project (Pea, 1993a; Pea et al., 1997).
Classrooms can collect and analyze real-time weather data (Fishman and
D'Amico, 1994; University of Illinois, Urbana-Champaign, 1997) or 25
years of Northern Hemisphere climate data (Gordin et al., 1994). Or
they can investigate the global greenhouse effect (Gordin et al., 1996).
As described above, students with new technological tools can
communicate across a network, work with datasets, develop scientific
models, and conduct collaborative investigations into meaningful science
issues.
Since the late 1980s,
cognitive scientists, educators, and technologists have suggested that
learners might develop a deeper understanding of phenomena in the
physical and social worlds if they could build and manipulate models of
these phenomena (e.g., Roberts and Barclay, 1988). These speculations
are now being tested in classrooms with technology-based modeling tools.
For example, the STELLA modeling environment, which grew out of
research on systems dynamics at the Massachusetts Institute of
Technology (Forrester, 1991), has been widely used for instruction at
both the undergraduate and precollege level, in fields as diverse as
population ecology and history (Clauset et al., 1987; Coon, 1988; Mintz,
1993; Steed, 1992; Mandinach, 1989; Mandinach et al., 1988).
The educational
software and exploration and discovery activities developed for the
GenScope Project use simulations to teach core topics in genetics as
part of precollege biology. The simulations move students through a
hierarchy of six key genetic concepts: DNA, cell, chromosome, organism,
pedigree, and population (Neumann and Horwitz, 1997). GenScope also
uses an innovative hypermodel that allows students to retrieve
real-world data to build models of the underlying physical process.
Evaluations of the program among high school students in urban Boston
found that students not only were enthusiastic about learning this
complex subject, but had also made significant conceptual developments.
Students are using
interactive computer microworlds to study force and motion in the
Newtonian world of mechanics (Hestenes, 1992; White, 1993). Through the
medium of interactive computer microworlds, learners acquire hands-on
and minds-on experience and, thus, a deeper understanding of science.
Sixth graders who use computer-based learning tools develop a better
conceptual understanding of acceleration and velocity than many
12th-grade physics students (White, 1993); see Box 9.3. In another project, middle school students
employ easy-to-use computer-based tools (Model-It) to build qualitative
models of systems, such as the water quality and algae levels in a local
stream. Students can insert data they have collected into the model,
observe outcomes, and generate what if scenarios to get a better
understanding of the interrelationships among key variables (Jackson et
al., 1996).
In general,
technology-based tools can enhance student performance when they are
integrated into the curriculum and used in accordance with knowledge
about learning (e.g., see especially White and Frederiksen, 1998). But
the mere existence of these tools in the classroom provides no guarantee
that student learning will improve; they have to be part of a coherent
education approach.
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FEEDBACK, REFLECTION, AND REVISION |
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Technology can make it
easier for teachers to give students feedback about their thinking and
for students to revise their work. Initially, teachers working with the
Jasper Woodbury playground adventure (described above) had trouble
finding time to give students feedback about their playground designs,
but a simple computer interface cut in half the time it took teachers to
provide feedback (see, e.g., Cognition and Technology Group at
Vanderbilt, 1997). An interactive Jasper Adventuremaker software
program allows students to suggest solutions to a Jasper adventure, then
see simulations of the effects of their solutions. The simulations had
a clear impact on the quality of the solutions that students generated
subsequently (Crews et al., 1997). Opportunities to interact with
working scientists, as discussed above, also provide rich experiences
for learning from feedback and revision (White and Fredericksen, 1994).
The SMART (Special Multimedia Arenas for Refining Thinking) Challenge
Series provides multiple technological resources for feedback and
revision. SMART has been tested in various contexts, including the
Jasper challenge. When its formative assessment resources are added to
these curricula, students achieve at higher levels than without them
(e.g. Barron et al., 1998; Cognition and Technology Group at Vanderbilt,
1994, 1997; Vye et al., 1998). Another way of using technology to
support formative assessment is described in Box 9.4.
Classroom communication
technologies, such as Classtalk, can promote more active learning in
large lecture classes and, if used appropriately, highlight the
reasoning processes that students use to solve problems (see Chapter 7). This technology allows an instructor to
prepare and display problems that the class works on collaboratively.
Students enter answers (individually or as a group) via palm-held input
devices, and the technology collects, stores, and displays histograms
(bar graphs of how many students preferred each problem solution) of the
class responses. This kind of tool can provide useful feedback to
students and the teacher on how well the students understand the
concepts being covered and whether they can apply them in novel contexts
(Mestre et al., 1997).
Like other
technologies, however, Classtalk does not guarantee effective learning.
The visual histograms are intended to promote two-way communication in
large lecture classes: as a springboard for class discussions in which
students justify the procedures they used to arrive at their answers,
listen critically to the arguments of others, and refute them or offer
other reasoning strategies. But the technology could be used in ways
that have nothing to do with this goal. If, for example, a teacher used
Classtalk merely as an efficient device to take attendance or administer
conventional quizzes, it would not enhance two-way communication or make
students' reasoning more visible. With such a use, the opportunity to
expose students to varying perspectives on problem solving and the
various arguments for different problem solutions would be lost. Thus,
effective use of technology involves many teacher decisions and direct
forms of teacher involvement.
Peers can serve as
excellent sources of feedback. Over the last decade, there have been
some very successful and influential demonstrations of how computer
networks can support groups of students actively engaged in learning and
reflection. Computer-Supported Intentional Learning Environments
(CSILE) provide opportunities for students to collaborate on learning
activities by working through a communal database that has text and
graphics capabilities (Scardamalia et al., 1989; Scardamalia and
Bereiter, 1991, 1993; Scardamalia et al., 1994). Within this networked
multimedia environment (now distributed as Knowledge Forum), students
create "notes" that contain an idea or piece of information about the
topic they are studying. These notes are labeled by categories, such as
question or new learning, that other students can search and comment on;
see Box 9.5. With support from
the instructor, these processes engage students in dialogues that
integrate information and contributions from various sources to produce
knowledge. CSILE also includes guidelines for formulating and testing
conjectures and prototheories. CSILE has been used in elementary,
secondary, and postgraduate classrooms for science, history, and social
studies. Students in CSILE classes do better on standardized tests and
portfolio entries and show greater depth in their explanations than
students in classes without CSILE (see, e.g., Scardamalia and Bereiter,
1993). Furthermore, students at all ability levels participate
effectively: in fact, in classrooms using the technology in the most
collaborative fashion, CSILE's positive effects were particularly strong
for lower- and middle-ability groups (Bryson and Scardamalia, 1991).
As one of its many uses
to support learning, the Internet is increasingly being used as a forum
for students to give feedback to each other. In the GLOBE Project
(described above), students inspect each others' data on the project web
site and sometimes find readings they believe may be in error. Students
use the electronic messaging system to query the schools that report
suspicious data about the circumstances under which they made their
measurement; for another kind of use, see Box 9.6.
An added advantage of
networked technologies for communication is that they help make thinking
visible. This core feature of the cognitive apprenticeship model of
instruction (Collins, 1990) is exemplified in a broad range of
instructional programs and has a technological manifestation, as well
(see, e.g., Collins, 1990; Collins and Brown, 1988; Collins et al.,
1989). By prompting learners to articulate the steps taken during their
thinking processes, the software creates a record of thought that
learners can use to reflect on their work and teachers can use to assess
student progress. Several projects expressly include software designed
to make learners' thinking visible. In CSILE, for example, as students
develop their communal hypermedia database with text and graphics,
teachers can use the database as a record of students' thoughts and
electronic conversations over time. Teachers can browse the database to
review both their students' emerging understanding of key concepts and
their interaction skills (Means and Olson, 1995b).
The CoVis Project
developed a networked hypermedia database, the collaboratory notebook,
for a similar purpose. The collaboratory notebook is divided into
electronic workspaces, called notebooks, that can be used by students
working together on a specific investigation (Edelson et al., 1995).
The notebook provides options for making different kinds of
pages--questions, conjectures, evidence for, evidence against, plans,
steps in plans, information, and commentary. Using the hypermedia
system, students can pose a question, then link it to competing
conjectures about the questions posed by different students (perhaps
from different sites) and to a plan for investigating the question.
Images and documents can be electronically "attached" to pages. Using
the notebook shortened the time between students' preparation of their
laboratory notes and the receipt of feedback from their teachers
(Edelson et al., 1995). Similar functions are provided by SpeakEasy, a
software tool used to structure and support dialogues among engineering
students and their instructors (Hoadley and Bell, 1996).
Sophisticated tutoring
environments that pose problems are also now available and give students
feedback on the basis of how experts reason and organize their knowledge
in physics, chemistry, algebra, computer programming, history, and
economics (see Chapter 2). With this increased
understanding has come an interest in: testing theories of expert
reasoning by translating them into computer programs, and using
computer-based expert systems as part of a larger program to teach
novices. Combining an expert model with a student model--the system's
representation of the student's level of knowledge--and a pedagogical
model that drives the system has produced intelligent tutoring systems,
which seek to combine the advantages of customized one-on-one tutoring
with insights from cognitive research about expert performance, learning
processes, and naive reasoning (Lesgold et al., 1990; Merrill et al.,
1992).
A variety of
computer-based cognitive tutors have been developed for algebra,
geometry, and LISP programming (Anderson et al., 1995). These cognitive
tutors have resulted in a complex profile of achievement gains for the
students, depending on the nature of the tutor and the way it is
integrated into the classroom (Anderson et al., 1990, 1995); see Boxes 9.7 and 9.8.
Another example of the
tutoring approach is the Sherlock Project, a computer-based environment
for teaching electronics troubleshooting to Air Force technicians who
work on a complex system involving thousands of parts (e.g., Derry and
Lesgold, 1997; Gabrys et al., 1993). A simulation of this complex
system was combined with an expert system or coach that offered advice
when learners reached impasses in their troubleshooting attempts; and
with reflection tools that allowed users to replay their performance and
try out possible improvements. In several field tests of technicians as
they performed the hardest real-world troubleshooting tasks, 20 to 25
hours of Sherlock training was the equivalent of about 4 years of
on-the-job experience. Not surprisingly, Sherlock has been deployed at
several U.S. Air Force bases. Two of the crucial properties of Sherlock
are modeled on successful informal learning: learners successfully
complete every problem they start, with the amount of coaching
decreasing as their skill increases; and learners replay and reflect on
their performance, highlighting areas where they could improve, much as
a football player might review a game film.
It is noteworthy that
students can use these tutors in groups as well as alone. In many
settings, students work together on tutors and discuss issues and
possible answers with others in their class.
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CONNECTING CLASSROOMS TO COMMUNITY |
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It is easy to forget
that student achievement in school also depends on what happens outside
of school. Bringing students and teachers in contact with the broader
community can enhance their learning. In the previous chapter, we
discussed learning through contacts with the broader community.
Universities and businesses, for example, have helped communities
upgrade the quality of teaching in schools. Engineers and scientists
who work in industry often play a mentoring role with teachers (e.g.,
University of California-Irvine Science Education Program).
Modern technologies can
help make connections between students' in-school and out-of-school
activities. For example, the "transparent school" (Bauch, 1997) uses
telephones and answering machines to help parents understand the daily
assignments in classrooms. Teachers need only a few minutes per day to
dictate assignments into an answering machine. Parents can call at
their convenience and retrieve the daily assignments, thus becoming
informed of what their children are doing in school. Contrary to some
expectations, low-income parents are as likely to call the answering
machines as are parents of higher socioeconomic status.
The Internet can also
help link parents with their children's schools. School calendars,
assignments, and other types of information can be posted on a school's
Internet site. School sites can also be used to inform the community of
what a school is doing and how they can help. For example, the American
Schools Directory (www.asd.com), which has created Internet pages for
each of the 106,000 public and private K-12 schools in the country,
includes a "Wish List" on which schools post requests for various kinds
of help. In addition, the ASD provides free e-mail for every student
and teacher in the country.
Several projects are
exploring the factors required to create effective electronic
communities. For example, we noted above that students can learn more
when they are able to interact with working scientists, authors, and
other practicing professionals. An early review of six different
electronic communities, which included teacher and student networks and
a group of university researchers, looked at how successful these
communities were in relation to their size and location, how they
organized themselves, what opportunities and obligations for response
were built into the network, and how they evaluated their work (Riel and
Levin, 1990). Across the six groups, three factors were associated with
successful network-based communities: an emphasis on group rather than
one-to-one communication; well-articulated goals or tasks; and explicit
efforts to facilitate group interaction and establish new social norms.
To make the most of the
opportunities for conversation and learning available through these
kinds of networks, students, teachers, and mentors must be willing to
assume new or untraditional roles. For example, a major purpose of the
Kids as Global Scientists (KGS) research project--a worldwide clusters
of students, scientist mentors, technology experts, and experts in
pedagogy--is to identify key components that make these communities
successful (Songer, 1993). In the most effective interactions, a social
glue develops between partners over time. Initially, the project builds
relationships by engaging people across locations in organized dialogues
and multimedia introductions; later, the group establishes guidelines
and scaffolds activities to help all participants understand their new
responsibilities. Students pose questions about weather and other
natural phenomena and refine and respond to questions posed by
themselves and others. This dialogue-based approach to learning creates
a rich intellectual context, with ample opportunities for participants
to improve their understanding and become more personally involved in
explaining scientific phenomena.
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TEACHER LEARNING |
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The introduction of new
technologies to classrooms has offered new insights about the roles of
teachers in promoting learning (McDonald and Naso, 1986; Watts, 1985).
Technology can give teachers license to experiment and tinker (Means and
Olson, 1995a; U.S. Congress, Office of Technology Assessment, 1995). It
can stimulate teachers to think about the processes of learning, whether
through a fresh study of their own subject or a fresh perspective on
students' learning. It softens the barrier between what students do and
what teachers do.
When teachers learn to
use a new technology in their classrooms, they model the learning
process for students; at the same time, they gain new insights on
teaching by watching their students learn. Moreover, the transfer of
the teaching role from teacher to student often occurs spontaneously
during efforts to use computers in classrooms. Some children develop a
profound involvement with some aspect of the technology or the software,
spend considerable time on it, and know more than anyone else in the
group, including their teachers. Often both teachers and students are
novices, and the creation of knowledge is a genuinely cooperative
endeavor. Epistemological authority--teachers possessing knowledge and
students receiving knowledge--is redefined, which in turn redefines
social authority and personal responsibility (Kaput, 1987; Pollak, 1986;
Skovsmose, 1985). Cooperation creates a setting in which novices can
contribute what they are able and learn from the contributions of those
more expert than they. Collaboratively, the group, with its variety of
expertise, engagement, and goals, gets the job done (Brown and Campione,
1987:17). This devolution of authority and move toward cooperative
participation results directly from, and contributes to, an intense
cognitive motivation.
As teachers learn to
use technology, their own learning has implications for the ways in
which they assist students to learn more generally (McDonald and Naso,
1986):
- They must be partners in innovation; a critical partnership is
needed among teachers, administrators, students, parents, community,
university, and the computer industry.
- They need time to learn: time to reflect, absorb discoveries,
and adapt practices.
- They need collegial advisers rather than supervisors; advising
is a partnership.
Internet-based
communities of teachers are becoming an increasingly important tool for
overcoming teachers' sense of isolation. They also provide avenues for
geographically dispersed teachers who are participating in the same
kinds of innovations to exchange information and offer support to each
other (see Chapter 8). Examples of these
communities include the LabNet Project, which involves over 1,000
physics teachers (Ruopp et al., 1993); Bank Street College's Mathematics
Learning project; the QUILL network for Alaskan teachers of writing
(Rubin, 1992); and the HumBio Project, in which teachers are developing
biology curricula over the network (Keating, 1997; Keating and
Rosenquist, 1998). WEBCSILE, an Internet version of the CSILE program
described above, is being used to help create teacher communities.
The worldwide web
provides another venue for teachers to communicate with an audience
outside their own institutions. At the University of Illinois, James
Levin asks his education graduate students to develop web pages with
their evaluations of education resources on the web, along with hot
links to those web resources they consider most valuable. Many students
not only put up these web pages, but also revise and maintain them after
the course is over. Some receive tens of thousands of hits on their web
sites each month (Levin et al., 1994; Levin and Waugh, 1998).
While e-mail,
listservs, and websites have enabled members of teacher communities to
exchange information and to stay in touch, they represent only part of
technology's full potential to support real communities of practice
(Schlager and Schank, 1997). Teacher communities of practice need
chances for planned interactions, tools for joint review and annotation
of education resources, and opportunities for on-line collaborative
design activities. In general, teacher communities need environments
that generate the social glue that Songer found so important in the Kids
as Global Scientists community.
The Teacher
Professional Development Institute (TAPPED IN), a multiuser virtual
environment, integrates synchronous ("live") and asynchronous (such as
e-mail) communication. Users can store and share documents and interact
with virtual objects in an electronic environment patterned after a
typical conference center. Teachers can log into TAPPED IN to discuss
issues, create and share resources, hold workshops, engage in mentoring,
and conduct collaborative inquiries with the help of virtual versions of
such familiar tools as books, whiteboards, file cabinets, notepads, and
bulletin boards. Teachers can wander among the public "rooms,"
exploring the resources in each and engaging in spontaneous live
conversations with others exploring the same resources. More than a
dozen major teacher professional development organizations have set up
facilities within TAPPED IN.
In addition to
supporting teachers' ongoing communication and professional development,
technology is used in preservice seminars for teachers. A challenge in
providing professional development for new teachers is allowing them
adequate time to observe accomplished teachers and to try their own
wings in classrooms, where innumerable decisions must be made in the
course of the day and opportunities for reflection are few. Prospective
teachers generally have limited exposure to classrooms before they begin
student teaching, and teacher trainers tend to have limited time to
spend in classes with them, observing and critiquing their work.
Technology can help overcome these constraints by capturing the
complexity of classroom interactions in multiple media. For example,
student teachers can replay videos of classroom events to learn to read
subtle classroom clues and see important features that escaped them on
first viewing.
Databases have been
established to assist teachers in a number of subject areas. One is a
video archive of mathematics lessons from third- and fifth-grade
classes, taught by experts Magdalene Lampert and Deborah Ball (1998).
The lessons model inquiry-oriented teaching, with students working to
solve problems and reason and engaging in lively discussions about the
mathematics underlying their solutions. The videotapes allow student
teachers to stop at any point in the action and discuss nuances of
teacher performance with their fellow students and instructors.
Teachers' annotations and an archive of student work associated with the
lessons further enrich the resource.
A multimedia database
of video clips of expert teachers using a range of instructional and
classroom management strategies has been established by Indiana
University and the North Central Regional Educational Laboratory (Duffy,
1997). Each lesson comes with such materials as the teacher's lesson
plan, commentary by outside experts, and related research articles.
Another technological resource is a set of video-based cases (on
videodisc and CD-ROM) for teaching reading that shows prospective
teachers a variety of different approaches to reading instruction. The
program also includes information about the school and community
setting, the philosophy of the school principals, a glimpse of what the
teachers did before school started, and records of the students' work as
they progress throughout the year (e.g., Kinzer et al., 1992; Risko and
Kinzer, 1998).
A different approach is
shown in interactive multimedia databases illustrating mathematics and
science teaching, developed at Vanderbilt University. Two of the
segments, for example, provide edited video tapes of the same teacher
teaching two second-grade science lessons. In one lesson, the teacher
and students discuss concepts of insulation presented in a textbook
chapter; in the second lesson, the teacher leads the students in a
hands-on investigation of the amount of insulation provided by cups made
of different materials. On the surface, the teacher appears
enthusiastic and articulate in both lessons and the students are well
behaved. Repeated viewings of the tapes, however, reveal that the
students' ability to repeat the correct words in the first lesson may
mask some enduring misconceptions. The misconceptions are much more
obvious in the context of the second lesson (Barron and Goldman, 1994).
In yet a different way
in which technology can support preservice teacher preparation,
education majors enrolled at the University of Illinois who were
enrolled in lower division science courses like biology were
electronically linked up to K-12 classrooms to answer student questions
about the subject area. The undergraduates helped the K-12 students
explore the science. More important, the education majors had a window
into the kinds of questions that elementary or high school students ask
in the subject domain, thus motivating them to get more out of their
university science courses (Levin et al., 1994).
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CONCLUSION |
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Technology has become
an important instrument in education. Computer-based technologies hold
great promise both for increasing access to knowledge and as a means of
promoting learning. The public imagination has been captured by the
capacity of information technologies to centralize and organize large
bodies of knowledge; people are excited by the prospect of information
networks, such as the Internet, linking students around the globe into
communities of learners.
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.
Just as important as
questions about learning and the developmental appropriateness of the
products for children are issues that affect those who will use them as
tools to promote learning; namely, teachers. In thinking about
technology, the framework of creating learning environments that are
learner, knowledge, assessment, and community centered is also useful.
There are many ways that technology can be used to help create such
environments, both for teachers and for the students whom they teach.
Many issues arise in considering how to educate teachers to use new
technologies effectively. What do they need to know about learning
processes? About the technology? What kinds of training are most
effective for helping teachers use high-quality instructional programs?
What is the best way to use technology to facilitate teacher learning?
Good educational
software and teacher-support tools, developed with a full understanding
of principles of learning, have not yet become the norm. Software
developers are generally driven more by the game and play market than by
the learning potential of their products. The software publishing
industry, learning experts, and education policy planners, in
partnership, need to take on the challenge of exploiting the promise of
computer-based technologies for improving learning. Much remains to be
learned about using technology's potential: to make this happen,
learning research will need to become the constant companion of software
development.
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