Integrating Technologies into educational ecosystems
Dillenbourg discusses in this article how learning technologies are changing and evolving. Instead of calling it e-learning he refers to it as TEL – Technology-enhanced learning. With TEL, it does not focus on distance education only; but the entire educational system. He believes that TEL should not be treated as an independent system, but as a part of a larger system and framework.
He discusses four different ideas with TEL. These ideas are the myths, convergences, examples of integrated learning environments, and orchestration. Each one of these areas is discussed in detail within this article.
When it comes to the myths, he states there are different definitions and ideas. One is what is the quality of the e-learning since it varies just as regular educational settings vary based upon the teachers, students, and the software used. Dillenbourg discusses the ways the media’s effects on myths that many people have about TEL. He also discusses the myth that “it will come tomorrow” (Dillenbourg, 129). With this concept, the question is which tomorrow, the tomorrow that has happened or the one that will never happen.
The concept of convergences it is stressed how as technologies become more main-streamed the separation between what is the new technology and what is not is becoming smaller. One example given was with cameras. At first one would distinguish between if it was a digital camera or a film camera, now most people just refer to them as cameras with out distinction (Dillenbourg, 131).
Within the examples of the integrated learning environments, two examples are given: the CSCL and ConceptGrid. Neither one is described as being revolutionary. They do, however, bring into the picture the integrated learning of the different concepts and how technology fits into them.
Finally, with Orchestration the entire concept refers to the interaction of all of the learning activities; with these activities being located on different social planes. This could be due to different sizes of the groups but also the different activities and levels of thinking being referred to in the experience.
Within in his conclusion, he stated “Integrated learning is about managing life, work, fun, stress, passion, workload, and social relations in a physical space. The challenge for our universities is not so much about the development of virtual worlds but, rather, about how technologies can help students to learn more about an effervescent campus.” (Dillengourg 138)
As you read this article, it makes you think about all of the changes that have occurred within education and society in the past several years. One of the concepts discussed is how teachers are more than just a person that stands up in front of a class and instructs, they are also someone that now stands on the side and guides the students. We, the teachers, are no longer telling students how things are to be done, but guiding them to discover how to do things on their own.
In the past, having an understanding of technology was not something that was believed to be important for all students. Now however, if you look at what a typical student has with them – cell phone, PDA, MP3 payers, laptops – it seems as if there is no reason for a person to not have an understanding of technology. We all need to realize that there is more and more technological advances happening everyday and that eventually they will be affecting the way in which people learn and communicate. Technology enhanced learning is a part of this. If we do not use technology to teach these students that are have all of these technologies around them when they are outside of the classroom, then are we really doing an effective job of teaching them? The more technology that can be worked into a classroom, the more students are going to pay attention and, as a result, learn.
Dillenbourg, P (2008).Integrating technologies into educational ecosystems. Distance Education. 29, 127-140.