Technology is its own Learning Environment | W2 Q1 | Discussion

I think the central concerns of the learning sciences are bringing context and applicability to instruction. The goal of instruction is deep, interwoven knowledge that is situated within real world circumstances (Sawyer, 2006). Unlike a trophy, knowledge is not an isolated prize to display in a glass case; it is a way of life, a “process” (Sawyer, 2006, p. 5). The learning sciences take the classroom experience out of the vacuum of the laboratory and into Real Life. This requires both a focus inward, on depths of the learners’ prior knowledge and cognitive processes, and a focus outward, on the expanse of social, cultural, and historical influences that are integral to establishing relevancy.

When studying learning environments and the role of technology, both of these inward and outward foci of learning sciences must be addressed. As Sawyer discusses, implementing technology from an instructionism viewpoint is ineffective (p. 8); technology can prompt deep learning, but simply placing technology in front of students doesn’t guarantee learning. Understanding the metacognitive aspects of technology use, as well as the pervasive role technology plays culturally and socially in student’s lives is essential. Bransford et al. discusses how students learn by imitating others through technology (p. 22). Because technology, particularly the internet, creates new social spaces for culture and identity, and therefore new spaces for (in)formal learning, tech must be considered a unique environment in which learners fully exist. Ultimately, it must be studied as its own learning environment, with its own frameworks and theoretical lens.