Kozma argues that media do influence learning, noting that media and method should be considered as integral relationship and with the cognitive and social processes by which knowledge is constructed. By understanding the role of media in learning in constructivist and interactionist perspective, Kozma asserts that “media will only make a significant contribution to learning in our schools if their application is designed into complex social and cultural environments of learning (Pea, 1992; Newman, Griffin, & Cole, 1989)”, as a condition of the relationship between media and learning.
I found Kozma’s view convincing that medium and method should not be seen as separate parts, but as an integral relationship. Although not every medium may have unique symbol systems and some of capabilities of medium can be taught in classroom without them in similar ways, it cannot be said that the media has nothing to do with methods or content, nor is it portrayed as merely a delivery vehicle. Even if it is assumed that medium is described as a delivery vehicle, it can have an outstanding refrigeration function so the food inside may be delivered fresher or, conversely, the food might spoil. It is clearly an instructional intention that educators employ media with an educational context for students’ learning. Also, as noted in paper, the capabilities of medium enable the methods and the methods used synergize with each other while leveraging these capabilities.
Thank you, Dr. Kozma, and thank you, Jeong, as Dr. Kozma for your reasoned post substantiated with direct quotes and page numbers. In your post, you challenge Clark’s assertion that media is a mere “delivery vehicle” for methods or content. You offer the counterpoint that the capabilities of the medium enable the methods…the two “synergize” with each other. Can you think of an example where the teaching method or content could not exist apart from the media that enables it? Thanks for your thoughts!
While I agree with what Kozma has argued for in his paper, he doesn’t put forward any ways in which the relationship between media and teachers/instructors can be strengthened. For now, many teaches around the world are expected to come with digital literacies and an understanding of which media to use and how, for their students to learn better. Is there a way you think this can be solved for in the current teaching contexts?
To answer Dr. Greenhow’s question first, I would like give examples of social network media, such as Instagram and Twitter. Even though those technology may not have been created to contribute to education and learning initially, I think, it has given us a lot of messages in terms of the relationship between technology (media) and learning. These social network media enable new methods of “interacting” processes in which learners actively engage in media space and respond and remix other responses with their own voices, an educational method not previously possible in classrooms or learning sites.
Conversely, a teacher may try to create a similar communication and interaction space within a classroom with media, but that does not incorporate such technology. One example can be a physical bulletin board where you can share each other’s opinions. However, the scale and quality are very different from what social network media can offer today. I do not mean that social media is more educationally superior here, but I want to point out the fact that media and method are an integral part of the current technology level. I will learn more about this subject as I go along with this course, but I am not sure at this moment what else media today could be another example. But I would like to point out that there may be some other technologies and media with attributes that provide effective educational interventions that are not possible without technology, or I would say that technology can or should be developed in the future for learning.
Also, I am glad that Suha brought up the relationship between media and teachers/instructors in a digital age. Certainly, the current situation of students is deeply involved in the media, but it seems that teacher preparation programs do not yet reflect this well, especially I can tell in the light of Korean teacher education context. I want to think more deeply about this question and discuss it more in class.
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