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facts_vs._skill [2015/03/23 00:42] (current)
nlozano01_mail.roosevelt.edu created
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 +====== Does Technology Change the Relationship Between Facts and Skills in Education? ======
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 +The amount that technology changes the relationship between facts and skills is directly correlated to the amount of technology being adopted by an given classroom. The more technology is adopted, the more facts give way to skills, and the more technology-related problems begin popping up.
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 +One clear technological dilemma in the classroom is cheating, which directly undermines the fact-based memorization model of traditional education. In the journal //​Postsecondary Education in the United States// an article entitled "​E-learning in Postsecondary Education"​ examined several studies pertaining to cheating. The studies claimed the following results:
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 +//In 2006, Mark Lanier surveyed 1,262 students at a large, state-funded university and found that self-reported cheating was more prevalent in online classes than in traditional lecture courses.50 In 2000 Kristen Kennedy and several colleagues found that both students and administrators believe it is easier to cheat in distance learning classes. Kenneth Chapman and several colleagues conducted a survey of 824 business students, both undergraduate and graduate, and found that approximately 75 percent admitted to cheating at some point in their courses. Among those who had taken an e-learning course, 24 percent admitted to having cheated on a web-based examination. More strikingly, 42 percent indicated that they would cheat on electronic exams if given the opportunity. A recent report by the Government Accountability Office (GAO) also reported a set of alarming findings pertaining to faculty and administrative toleration of academic dishonesty in online courses at for-profit institutions. ((http://​futureofchildren.org/​publications/​journals/​article/​index.xml?​journalid=79&​articleid=585&​sectionid=4061))//​
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 +The studies represent an interesting conundrum. While using technology to cheat is abhorred in a traditional,​ fact-based memorization model, is using technology actually a type of skill? If students are being trained to exist in tech-driven work environment,​ it might better serve students to use the best means at their disposal for completing a task. This concept turns what was once considered cheating into a type of skill that will better serve them in their future endeavors.
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 +There is a recognition of the failure of a fact-based model as the information explosion has put a tremendous amount of memorization pressure on students that is too much to ask. Technology might hold the answer by affording the opportunity to learn skills as opposed to assigning large memorization tasks ill-suited to real world activities. USNEWS.com reported:
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 +//Cheryl Hollinger has taught Advanced Placement biology at Central York High School in Pennsylvania for 17 years, plenty of time to see what isn't working. The amount of material covered is "​overwhelming,"​ she says; the 1,280-page textbook "is way too big to go in depth."​ Students go through the motions of their lab assignments without grasping why, and "the exam is largely a vocabulary test."
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 +That all changes this fall, however, with a new curriculum that lasers in on just three body systems (down from 11); requires fewer but more creative biology labs, and entails an AP exam assessing reasoning skills rather than factoid recall. "​I'​m excited,"​ says Hollinger, who welcomes the prospect of getting students "to think and act like scientists."​((http://​www.usnews.com/​education/​high-schools/​articles/​2012/​09/​17/​high-school-students-need-to-think-not-memorize))//​
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 +While there are positive policy developments,​ the conflict between the fact-based memorization model and the skill-based employment preparation model grows larger as the pace of technological advancement increases. An article titled "The Influence of Teachers'​ Technology Use on Instructional Practices"​ laid out the conflict:
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 +//Educators struggle with the problem of overcoming the inertia of instructioal practices in the traditional classroom (Trimble,​2003). In these traditional classrooms, students are typically not provided with whole, dynamic learning experiences,​ but rather with limited, arbitrary activities. Schools frequently teach information from the various disciplines without providing adequate con-textual support with opportunities for students to apply what they are taught. “The resulting inauthenticity of classroom activity makes it difficult for children to see how school learning applies to their lives”//​((http://​files.eric.ed.gov/​fulltext/​EJ768721.pdf))
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 +Technology in the classroom may be considered a tool for learning, as some might think but can also bring about a few issues. One issue being, the ability of teachers maintaining their students’ attention. Access to Internet, allows students the opportunity to research information rather than listen to their teacher’s lecture. Consequently,​ threatening the teacher’s ability to teach. This brings up the question, does technology help students? The article, "Most Powerful Tool in the Classroom"​ from Huffingtonpost.com reports:
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 +//"The hard truth is that the tech-savvy students of today do not want to be lectured to about facts they can instantly find with the click of a button on their smart phones. Siri can often give a more comprehensive answer than many of us on any given topic. Therefore, the honest truth is that HOW we teach must change. Making students memorize rote facts and regurgitate them is no longer sensible, and educators now have the opportunity to have students think much more critically, solve problems, and use their creativity in ways they never have been pushed to do in the past."//​[(http://​www.huffingtonpost.com/​sarah-wike-loyola/​the-most-powerful-tool-in_b_6012136.html)]
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 +It remains to be seen how much the relationship between facts and skills will change, but the chase for skill sets is pressuring strict memorization in a school setting, and technology has a role in the transformation. Oddly enough, test scores do not seem to be improving with added tech in classrooms, so the educational environment remains in constant flux.
  
facts_vs._skill.txt · Last modified: 2015/03/23 00:42 by nlozano01_mail.roosevelt.edu