Current Trends in Education

The way we educate is changing! (Foulger & Williams, 2007) Educational paradigms have shifted away from objectivist models of learning toward constructivist models. Migrating toward direct instruction and internal learning has changed instructional design (Cooper, 1993) For stakeholders, the nature and objectives of learning have been much debated topics of discussion. Why do we learn? How do we learn? What is the best way to learn? How do we apply what we have learned to real-life problems and situations? Objectivists would answer these questions by saying that knowledge exists on its own and that learning happens once a person can memorize and retrieve knowledge. Constructivists believe that knowledge is constructed through our, “background, experiences and aptitudes.” (Roblyer & Hughes, 2019)

Cooperstein and Kocevar-Weidinger (2004) identify the following four key elements of the constructivist approach: “learners construct their own meaning, new learning builds on prior knowledge, learning is enhanced by social interactions, and meaningful learning develops through ‘authentic tasks’.” (p. 142) Twenty-first-century learning is self-driven with a focus on application as opposed to recall. In years past, educators favored the objectivist model of learning with its focus on lecture-driven lessons. These lessons may not have allowed students to engage in a holistic learning process. The success of lecture driven lessons depends upon one factor, the teacher, (Abosalem, 2016) to deliver lessons in a way that makes knowledge and understanding explicit, easy, and enjoyable to learners (Prakash, 2010). While lectures can certainly facilitate learning for some, many are unable to process information presented in this way. A more useful approach enables learners to construct understanding by building upon what they know or have experienced. This is often achieved through lessons designed to “flip” the classroom. In a “flipped classroom,” teacher created media are assigned for at-home work where the student can focus on content. Teachers might assign any of a wide variety of learning activities such as interactive videos, interactive educational websites, teacher led customized lessons, and annotated videos, songs, or articles. “With teacher-created videos and interactive lessons, instruction that used to occur in class is now accessed at home, in advance of class.” (Tucker, 2012, p. 82) This frees up time during class for students to focus on content and for teachers to engage in one-on-one sessions with students. What the teacher shares, and what students learn is the product of intentional design and interactive lessons that allow learners to experience, question, process, and produce. Constructivists point out that, “students will learn more if what they are learning is interesting and relevant to their needs. (Robler &Hughes, 2019, p. 57)

Current trends toward a constructivist model of education represent a migration from a role of “teacher” to that of “learning coach.” Using technology, this migration addresses many issues learners face. For example, students who live remotely and struggle with access to quality education might find answers with online learning. In Guthrie, Texas, in one of the most remote counties in the country, five out of seven districts were unable to find and hire Spanish teachers. High school students in this district are required to learn Spanish to graduate. When the district was unable to find new hires for these positions, they reached out to Rosetta Stone, (Rosetta Stone, 2020, 3:23) an online language provider that provides personalized learning. Now, the students have access to a quality program that meets their needs. (Official Rosetta Stone, 2020) Technology can also make a difference for students with cognitive impairment. For example, some may find their needs addressed with integrated technology by using an ipad to help them communicate, organize, and meet IEP goals. (Conley, 2012) Using the ipad in this way, students have access to more resources than the teacher alone could provide. Communication is an essential element of a successful learning experience for students. Using information communication technologies (ICT), “can improve communication by providing new and more efficient ways,” to connect with parents. (Heath et al., p. 364).

The overriding objective for the use of integrated educational technology should be to provide “new opportunities for curriculum and instruction by bringing real-world problems into the classroom for students to explore and solve” (Bransford et al., p. 207) and promote an adaptive and personalized environment. (Roblyer & Hughes, 2019) As Plutarch once said, “The Mind is not a vessel to be filled but a fire to be kindled.” (n.d.) This quote embodies my vision for learners. As a teacher and a learning coach, I aspire to “kindle a fire,” and to design lessons that lead to engaging and effective learning experiences.

References

Abosalem, Y. (2016). Assessment techniques and students’ higher-order thinking skills. International Journal of Secondary Education, 4(1), 1. https://doi.org/10.11648/j.ijsedu.20160401.11

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. expanded edition. National Academies Press, 2102 Constitution Avenue N.

[Case Study] Guthrie Virtual School Video. (n.d.). Rosetta Stone. Retrieved August 31, 2020, from https://www.rosettastone.com/k12/resources/content/case-study-guthrie-virtual-school/

Conley, J. (2012). Can the ipad address the needs of students with cognitive impairments by meeting iep goals? 3986–3990. https://www.learntechlib.org/primary/p/40229/

Cooper, P. A. (1993). Paradigm shifts in designed instruction: From behaviorism to cognitivism to constructivism. Educational Technology, 33(5), 12–19. JSTOR.

Cooperstein, S. E., & Kocevar‐Weidinger, E. (2004). Beyond active learning: A constructivist approach to learning. Reference Services Review, 32(2), 141–148. https://doi.org/10.1108/00907320410537658

Foulger, T. S., & Williams, M. K. (2007). Filling the gap with technology innovations: Standards, curriculum, collaboration, success. 8.

Heath, D., Maghrabi, R., & K. Carr, N. (2015). Implications of information and communication technologies (ict) for school-home communication. Journal of Information Technology Education: Research, 14, 363–395. https://doi.org/10.28945/2285

Official rosetta stone®—Language learning—Learn a language. (n.d.). Retrieved September 5, 2020, from https://www.rosettastone.com/

Plutarch • De Auditu. (n.d.). Retrieved August 25, 2020, from http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Plutarch/Moralia/De_auditu*.html

Prakash, E. S. (2010). Explicit constructivism: A missing link in ineffective lectures? Advances in Physiology Education, 34(2), 93–96. https://doi.org/10.1152/advan.00025.2010

Roblyer, M. D., & Hughes, J. E. (2019). Integrating educational technology into teaching: Transforming learning across disciplines (Eighth). Pearson Education, Inc.

Tucker, B. (2011, October 4). The flipped classroom. Education Next. https://www.educationnext.org/the-flipped-classroom/