July 21

Thinking about Holistic Approach with the use of technology reminds me of a reading. In the article, Chao & Stovel (2002) quotes Tony Bates: “Good teaching may overcome a poor choice in the use of technology, but technology will never save bad teaching; usually it makes it worse” (p. 130). Hence, integrating technology into teaching and learning can be considered as enhancing the learning process. Along this line of thought, technology and the strategies used in teaching should assist learners in developing the skillset necessary to accomplish the ‘goals’ or ‘purpose’ of learning. With these ideas in mind, Holistic Approach means that information/learning is delivered or organized in such a way that is authentic (as real as possible) and active (learners act rather than passively receiving).

For instance, adult ESL learners were required to pay their course fee online. So the goal is to understand how to navigate the school website and pay the fee. With the goal in mind, the lesson and activities are determined for specific levels of students. Understanding the vocabulary, the steps for setting up an account, providing personal information, how to pay, etc. The instructor can use technology together with the students to show how payment would be made. The instructor can also have a video to show the steps. At the end the students understand that certain websites require setting up an account and what is necessary for paying online.

I had come across the document “Towards Defining 21^st Century Competencies for Ontario” created by the Ontario Ministry of Education. The diagrams below highlight what I believe should be part of Holistic Approach. Within this resource, it suggests types of digital tools for developing skills (p.36). There are also important concepts that should be addressed (p. 56).

Overall, in my perspective, the holistic approach includes teaching and learning important concepts and life-learning skills. I think it becomes a part of a positive learning attitude as one considers the benefits and joy of continuous learning and self-growth as an individual. Similar to the use of technology, some learners might not embrace it at first, but that’s because they haven’t found the meaning in their life yet. With my ESL learners, once they found that the phone can connect with other students, videos, record, take pictures, and translate, it became a part of their lives.

Reference

Ontario Ministry of Education. (2016). Towards Defining 21st Century Competencies for Ontario [PDF]. Retrieved from https://ocea.on.ca/wp-content/uploads/2018/02/21cl-21stcenturycompetencies.pdf

Rogers, P. L. (2002). Nothing but the Blues: A Case Study in the Use of Technology to Enrich a University Course. In Designing Instruction for Technology – Enhanced Learning (Chapter 7). Retrieved from UofT database.