Emerging technologies in education - Research Paper Example

?Introduction Creating new strategies to enhance learning is beginning to develop with technologies that are being made available. There are several theories and strategies that are combining to create different learning channels for students with combined strategies that are using technology to enhance outcomes. Defining the technology that is used as well as how this relates to learning outcomes is one which is gaining a different understanding for building into a society that can produce learning while enhancing the community. The development that is now based on teaching traditionally and with the concept of using emerging technologies is creating new methods and theories that can be used to enhance the learning experience. Changes in Learning The ability to teach and learn is one that was originally depicted by what is now known as traditional learning. With this concept, there was a general environment which was inclusive of a lecturer combined with a textbook and writing used to show the knowledge. Memorization of materials, tests and quizzes are also a part of traditional learning theories. This has altered with technology as well as with a different understanding of what is occurring for those that are working into a field of learning. The concepts have created what is known as blended learning, which combines the use of technology with traditional concepts to assist with the way in which individuals are able to build into the learning environment. This particular pedagogy is one which is based on emerging e-learning applications with the traditional methods of working with teachers and gathering information. The blended learning framework is furthered by the type of technology used and the ways in which teachers can enhance these components (Bonk et al, 2006). The blended learning and the movement outside of the traditional aspects of learning are one of the forms that are emerging with technology. The concept which is used to move out of the traditional styles of learning is combined with the way in which technology is transforming the expectations of younger generations. New information models are required because of the amount of information available as well as the possibilities of learning more in-depth options for different subjects. The ability of moving into continuous information creation as well as the information sharing that is forming is providing more alternatives to learning content. In image 1, there is an understanding of how information is now changing with approach for different learning alternatives. Image 1: Information Fragmentation and Coherence (Siemens, Tittenberger, 2009). The first column as representative of traditional learning and the second as the information today is defined by the way in which information is given today. More information sources and scattered information is creating a need for technology to be immersed with different ways of teaching and the ability to interpret and make sense of the information that is available. The use of technology is then changing what is associated with the main approaches to learning as well as the needs in teaching because of the amount of information available (Siemens, Tittenberger, 2009). The Internet and Learning The changes in learning with technology are influenced by software programs for schools. However, there is also a massive set of changes that are occurring with learning because of the Internet and the applications which are available online. The main way in which this has changed is Web 2.0, the second generation of the Internet. This offers interactions for those online and also allows the information to be altered by community input, comments and responses from various portals. Those that are working with learning are able to use the Internet and leverage Web 2.0 to change the way in which learning is available. The nature of learning is altering with this available, specifically because it draws in different learning styles, specifically through hands – on and interactive activities as well as speaking and writing about different components. Collaboration and publication are the emphasized learning opportunities available while other components of the learning styles are able to enhance the interactive learning experience (Crook, 2008). The concept of e-learning and Web 2.0 has offered new opportunities for interactions as well as expansions with software and platforms which can be used for online learning. Many are working into knowledge based software based specifically on learning styles while integrating this into the traditional methods of learning. Multimedia, streaming audio, voice over Internet, conferencing, IM, peer to peer file sharing, wikis and the creation of virtual worlds are some of the ways in which teaching has been altered through technology. The main component in each of these is to offer learning objects, games and links to information. The information becomes scattered; however, the interactions which occur between peers and the guidance offered through traditional methods are able to enhance the e-learning experience into a different format of learning. Hybrid and delivery models are the main association with these. E-learning is not used alone; however, there is the ability to get more access to sources while providing deeper learning that is integrated into experiences and interaction online (Anderson, 2008). Theories of Learning The new software developments and the focus on Web 2.0 structures are leading to more models and theories for new styles of learning. There are three schools of thought based on the main learning styles, specifically which are inclusive of technologies used. The theories include behavioral, cognitive and constructive ways of learning online. The behavioral theories are based on the characteristics that one works with to retrieve information as well as how interactions change the way in which one learns. The cognitive approach is defined by the knowledge and data base available as well as the personal learning initiatives which take place. The learning styles of constructive approaches are furthered by the ability to create and maneuver through software portals to learn more. This each can be used with individualistic and personal approaches, all which help to enhance a learning experience. However, the content creation and the guidance of a teacher is required to change the effectiveness of instructional technologies (Dede, 2008). The end-user approaches that are associated with the learning technologies are further enhanced by the way in which teachers move into the general aspects of the learning initiatives. The structure that is used for the learning systems is able to create specific responses, interactions and more capacities for learning. The organization required is one which begins with learning development at an elementary level and which progresses through the information in a uniform manner. If this is done, then the students have the capability of grasping more information, searching for the specific components and interacting with others to find deeper information. Initiatives for lesson plans and the ability to move into functionality that creates high – end user responses is one of the theories now being constructed. Pedagogies by teachers and the ability to practically apply e-learning methods for a learning oriented approach through the theory of technology enhanced learning is the basis of new styles of learning. The technology enhanced learning requires traditional components to combine with the main technology, specifically to offer several areas of guidance and instruction while providing new options for learning styles available (Hayashi, Bourdeau, Mizoguchi, 2008). Conclusion The concept of technology used for learning is one that is now beginning to emerge into learning and teaching styles. Combining traditional learning with e-learning and working with the several new technologies available is providing teachers and students with several new opportunities for learning. This provides a stronger basis for end – users who have different approaches to learning materials. It also offers an integration of traditional forms of teaching with supportive options. The amount of information now available and the different methods of expressing general information are providing many with different concepts in creating new theories and strategies to teaching outside of traditional forms and with the support and integration of the Internet, software and new technologies. References Anderson, Terry. (2008). The Theory and Practice of Online Learning. New York: AU Press. Bonk, Curtis (ed), Charles Graham (ed), Jay Cross, Michael Moore. (2006). The Handbook of Blended Learning: Global Perspectives, Local Designs. New York: John Wiley and Sons. Crook, Charles. (2008). “Web 2.0 Technologies for Learning: The Current Landscape – Opportunities, Challenges and Tensions.” University of Nottingham: Working Paper. Dede, Chris. (2008). “Theoretical Perspectives Influencing the Use of Information Technology in Teaching and Learning.” International Handbook of Information Technology in Primary and Secondary Education 20 (1). Hayashi, Yusuke, Jacqueline Bourdeau, Riichiro Mizoguchi. (2008). “Structurization of Learning / Instructional Design Knowledge For Theory – Aware Authoring Systems.” Intelligent Tutoring Systems (5091). Siemens, George, Peter Tittenberger. (2009). “Handbook of Emerging Technologies for Learning.” University of Manitoba. Read More