Larry Rosen (2010), a psychologist from California State University, Dominguez Hills, applied the acronym WMD to describe wireless mobile devices which he observed have become the ICT device of choice for the first digital generation, and that choice was driven by the social interactions available via the devices. With these devices individuals are always connected Read More
For some decades, I advocated for “technology-rich” schools. My work was supporting IT infrastructure and teaching teachers to use technology. At the time, we were all concerned with the “digital divide,” the fact that schools in affluent communities had plenty of devices and connections compared to the scant digital resources in schools located in poor Read More
We know humans are learners… students sometimes do not learn in the way teachers want them to learn, but that is a problem with the structure of school, not with students as learners. “How do humans learn in informal or ‘real-world’ settings?“ is an interesting phenomenon to study. Scholars are actively studying it, but it Read More
Paulo Freire, an educator who worked in Brazil in the 1960s, is well-known for several essays including “Education as the Practice of Freedom” and “Extension and Communication” (Freire 1974). In these works, Freire argues that meaningful learning occurs when the learner reaches critical consciousness which enables the learner to reflect on and understand not only Read More
87: Humans as Learners Human beings are unique creatures. We walk upright, and this freed our forelimbs so we developed unusual dexterity allowing us to build and use tools. Because we walk upright, our pelvises are narrower than the pelvises of other primates. To accommodate birth through such a pelvis, human babies are born small Read More
As educators recognize they need to prepare students for a far different future than they ever imagined, they are beginning to recognize that the traditional models of “offering a course” or “teaching a lesson” to fill the gaps in students’ preparation is untenable. We cannot possibly provide all of the knowledge, skills, habits, and experiences Read More
A final epistemological assumption that affects who teachers approach their work with students is the innateness of learning. Clearly, there are individuals who have different abilities to learn, and those are grounded in physical and developmental aspects of the learner as well as social aspects of the learners’ experience. Some extend these differences to the Read More
Continuing to examine the effects of epistemology on how teachers approach their craft, this post considers the speed at which learning is assumed to occur. For some, once information has been been transferred to a brain, we can assume the person in whom that brain exists has “learned” the information and can use it in Read More
This thread in my blog addresses epistemology, the branch of philosophy that studies the nature of knowledge. I maintain that educators avoid epistemology like it is a vulgar word, but the reality is that every decision they make, and every activity they plan can be interpreted in terms of epistemology and it defines in many Read More
Here is my second post on the theme “epistemology is not a four-lettered word.” In this series, I am considering the philosophy of knowledge and the assumptions about the nature of what is known. My rationale is grounded in my belief that educators should recognize the role of epistemology in the design of their classrooms Read More