Introduction
In
the mid 1990’s the world as we knew it changed with the major introduction of
the internet. Anyone who is less than 22
years old has grown up with technology screaming at them from ear to ear. No one under the age of 25 is immune. The question is, why has it taken so long for
the world of education to catch up to the thought processes of young
minds? Essentially, the roles have
reversed, flipped and gone off of course and it is up to teachers to embrace
the change or face extinction. More
teachers need to realize that instructional media has a positive impact on student
learning in the 21st Century when used correctly.
Body
Before
the debate begins, some history needs to be explored. Over the past few decades, scholars have been
pondering the role of the media or instructional technology in the
classroom. Two educational leaders have
been instrumental in fueling the debate – Clark and Kozma. The story of Clark versus Kozma represents
two extremes. On one hand, Clark
believes that media will never influence learning. Then on the other hand, Kozma believes that
at some point in time media will influence learning. The author of this paper believes that the
truth is somewhere in the middle because the teacher needs to be factored into
the equation. The arguments of Clark and Kozma are still
relevant today when you look at scholars like Todd Oppenheimer who discusses
the fact that people have been trying to improve education with media for over
100 years but still there have been no major changes in learning. He goes on to state “Since personal computers and the Internet
first arrived in classrooms, in the early 1990s, schools have spent
approximately $100 billion on technology,” and alludes that the
results show a steady decline in learning (2009, February 4). Thus, Oppenheimer is more of a student of
Clark than Kozma.
Koza’s theory would pan better with Sweller’s
cognitive load theory because it deals with attention, processing, and schema
development. This theory supports the
argument that quality e-learning and instructional design are essential to
maximizing the use of our working memory.
Mayer’s cognitive theory of multimedia
learning support this even more by explaining that students need a multi-sensory
approach to learning, and this is best done through instructional technology. Using a multi-media approach will help
working memory, and increase cognitive load, so the theories of Sweller and
Mayer may be used to resolve the Clark versus Kozma debate by proving that
assistive technology via instructional media may be the breakthrough to closing
the educational divide. Case in point,
there is a huge push for STEM (Science, Technology, Engineering, and Math) in
education in Georgia Schools and on a National Level because out national NAEP
test scores are low as compared to other countries. One
way that is presented to solve this problem is by increasing the use of
effective and relevant technology. Involving
media in the learning process will help to accomplish these goals. In Keeping Track, researcher Jeannie Oakes (1985)
says, "We can be quite certain that the deficiencies of slower students
are not more easily remediated when they are grouped together" (p.
12). Allowing a STEM based curriculum
can help educational gaps and tracking.
For example, one of the top schools in Georgia is one of the name STEM
certified schools in this state; The Gwinnett school of Mathematics, Science,
and Technology (GSMST) is its name, and it allows all levels and types of
learner’s entry. Unlike some of its STEM
certified counterparts, there is no discrimination with test scores or past
success of failures as a barrier for admission.
Instead, there is a high level of expectation for the student going
forward. The school has a deep focus on
appealing to the students via extended block scheduling, class combinations
like physics and technology integrating into a mega class, “a state of the art
music and recording studio and broadcast video engineering space, and even high
tech equipment that will allow teachers to conduct literary discussions as far
away as Mexico.” (STEM School, nd)
Conclusion
In summary,
21st Century teachers of diverse learners must use a broad range of strategies
that include instructional technology. “Some children may be global thinkers;
others, more analytical. Some children may learn best from lecture and reading;
others, through manipulatives and other hands-on experiences. Some children may
thrive on competition; others may achieve far more in cooperative groups.” (Cole,
2008). With this being said, the debate
of whether media has a positive or negative experience in a child’s life is
conquered in this paper because the evidence presented has proven that the
influence of instructional media in education is more positive than negative.
References
Clark, R. E. (1994). Media will never
influence learning. Educational Technology Research and Development, 42(2),
21-29. doi: 10.1007/BF02299088
Cole, R. (2008). Educating
Everybody's Children: We Know What Works—And What Doesn't. In Educating
everybody's children: Diverse teaching strategies for diverse learners revised
and expanded 2nd edition. Retrieved March 9, 2014, from
http://www.ascd.org/publications/books/107003/chapters/Educating-Everybody's-Children@-We-Know-What-Works%E2%80%94And-What-Doesn't.aspx
Instructional Technology. (n.d.). :
Research Related to Clark vs. Kozma Media Debate. Retrieved from
http://reedintechnology.blogspot.com/2009/02/research-related-to-clark-vs-kozma.html
STEM SCHOOLS. (n.d.). Georgia STEM.
Retrieved March 9, 2014, from http://stemgeorgia.org/schools/stem-schools/
Sweller, J. (2010). Element
Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load. Educational
Psychology Review, 22(2, Cognitive Load Theory: New
Conceptualizations, Specifications, and Integrated Research Perspectives),
123-138. Retrieved March 09, 2014, from
http://www.jstor.org/stable/10.2307/23364125?ref=search-gateway:5b24a5dfaeeafa35208d10022e4806a4
Technology not the panacea for
education. (2009, February 4). SFGate. Retrieved March 9, 2014, from
http://www.sfgate.com/education/article/Technology-not-the-panacea-for-education-3173636.php
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