Ted Talk Sugata Mitra: Kids can teach themselves ASSIGNMENT

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1.    The value of mobile technology in teaching and learning. Smart phones in drawing / printmaking and painting are a wonderful addition to the studio. You can alter the tonal value of images into sepia/ black and white which helps when constructing a drawing/ painting / collage. Photo documentation of processes is invaluable when compiling for e- delivery of Art works to Gallery’s and Colleges. This process of documentation along with video is wonderful for sharing and delivery to a media such as You Tube, or a private / closed group. You tube is a wonderful source for learning.  IPads are another super tool for delivery of information in class when required. The level of stored information and access to it when working is incredible. Online and forums within Institutions can make learning cheap. The storage of information is extraordinary when organised. With this mobile technology Kinaesthetic learners are engaged more and more. It is safe to say that mobile technology is a valuable tool in teaching. It is however interesting to note John Hattie, who found in his 81 meta-analysis the impact of computers is positive. Its effect is 0.37 an average influence. The lowest effect is on Mathematics teaching and interestingly this effect size has not changed in 30 years, the time frame of computers.  

2.     How technology has changed the way we learn. Scanning devices on phones (Ap’s) that can connect with QR Codes and their equivalent have revolutionised our access to instant information. Ap’s/ web pages for forums. Ap’s are used in class/ lecture to make contributions via reactive ‘white board’. Pinterest is another fabulous resource that will enhance any confident teacher’s repertoire for delivery.  Ted is another great way to catch up with current trends and listen to excellent content of top personnel. It is interesting in Hattie’s study where he says learners learn more in groups when using technology…  ‘But it is still the same clunky brain that has to make strong efforts to learn. As implied earlier, we have yet to see examples of information leaping off the computer screen into a student’s head. It is too easy to confuse information access with genuine knowledge acquisition.’ (Hattie, 2014, p. 199)

This is emphatically the case with Sugate Mitra in the Ted Talk video that I have included with this Blog, above.

‘Nevertheless, underlying principles of preservation, instruction, practice, knowledge acquisition, feedback and application do not vary between traditional instructional contexts and any new world of computer- assisted instruction’ (Hattie, 2014, p. 199).is & It interest to note the works of Chabris  & Simmons (Simons, July 2010)… ‘The basic plan of the brains wiring is determined by genetic programmes and biochemical interactions that do most of their work long before a child discovers Facebook and Twitter. There is simply no evidence to show that living with new technologies fundamentally changes brain organisation in a way that affects one’s ability to focus.’

As a wrap up to this article it is noted that we are adapting to new technologies in an evolving way not revolutionary. We are doing so with our old brain that we have had for some million odd years. The media may vary. The plots and intrigues are ever the same as Shakesphere wrote 400 years ago, but they are ever more accessible through modern technology.

3.    Barriers to effective use of technology in education. Lack of resources to keep up with technology may leave learners behind feeling alienated. The late arrival of resources i.e. SFW in conjunction with DSA has left the author frustrated, especially knowing what is out there. The use of Dragon Dictate elevates a struggling dyslexic/ dyspraxia learner / typist into a 40,000 word dissertation learner with ease of delivery. The rate of change of technology and its expense with no manuals and costly help lines has alienated many, exasperated by poor internet connections. Viruses cause further expense and frustration with computers crashing/ slowing up on a regular basis only to be cleared by professional intervention. Stores/ shops having poor support / help for customers. There is advertising on all media with the giants of the industry ever hungry for personal details to turn into personalised focused advertising. All this type of invasive corporate behaviour confuses learners and impedes their personal advancement. Confusion everywhere, with learning institutions being biased, to various corporate institutions. Aside from teaching learning these days is tending to be a solitary competitive process. This is not good for the human spirit. Learning is not as thorough. If the computer system fails the learner is quite vulnerable. It is hard to get back up especially on weekends.. there are many systems there is at least a lot of double learning, with systems not matching up even within Institutions , e.g. UWTSD.

We are on a winner with mobile and computers generally as 87% of our learning is through our eyes  (Petty, 2009). New images keep the attention of learners as the attention span of learners is getting less and less. We tend to forget that visual aids are best even when delivering the simplest of concepts. Instant access to a vast well of resources that defy the imagination, we need to teach learners how to access trustworthy resources. If we fail to do this we have failed our learners. There is nothing that can’t be researched on the net via mobile technology; QR Codes, Blipper, Barcodes, augmented reality, Nearfield communication (e.g. phone linked to ticketed/ subway passes)  

Bibliography

John Hattie and Gregory Yates; (2014)Visible Learning and the science of how we learn. P199.Routledge, Oxford.

John Hattie and Gregory Yates; (2014)Visible Learning and the science of how we learn. P203.Routledge, Oxford.

Sugata Mitra(2010)Ted Talk. www.youtube.com/watch?v=dk60sYrU2RU

Christopher Chabris & Daniel Simmons. (July 2010) Los Angles Times.

Gregory Petty(2009) Teaching Today Fourth Edition. Nelson Thornes UK, p.375