Jamye Swinford's Article:

The article I found in the Eric database was called “Trends and Issues in Educational Technology: How Far We Have Not Come”, by Michael Spector. It was an interesting article, but presented a viewpoint that I do not agree with. Basically Dr. Spector, the professor and chair of Instructional Design, Development and Evaluation at Syracuse University, Syracuse, New York, contends that technology doesn’t really enhance learning, but instead can hinder it.

The author says the field of educational technology is rich with speculation about dramatic improvements in learning and instruction. However, he does not feel this is true. He agrees that technologies such as the Internet and virtual reality, and interactive simulations allow educators to “have the opportunity to go where none have gone before.” But he feels that with the wealth of educational resources that we have, we have not come very far.

The 80’s predicted that intelligent tutoring systems would make dramatic improvements in learning. What materialized were less significant improvements and the realization the computer model of what a learner could understand was extremely difficult to produce. The 90’s predicted that classroom teaching and teachers would become obsolete because of distributed learning and tele-collaboration. Instead, came the realization of how difficult and challenging learning at a distance can be. Teaching using technology has become even more complicated as few master the skills required to effectively integrate technology into learning and instruction.

The author notes that even with the above observations, we continue to invest resources into technology-enhanced education. While many have faith that technology makes learning better, the author feels that such faith is ill founded. He states that technology is not what learning is all about. While technology can be used to promote learning, it can also hinder the process.

What learning goals are we accomplishing? According to Robert Gagné, the learning goal determines to a great extent, how to design effective support for instruction. The result of technology is that while many applications are being created there is little research conducted as to their effects on learning. Consequently, we have little to base a judgment that there are advantages to using technology in a variety of learning situations. This has not stopped the fact that we continue to invest in technology for enhancing instruction and learning.

The author says the big lessons that should have been learned in the last 50 years include:

• Technology intensive education is expensive and the benefits are not clear.
  
• Instructors should not depend on technology alone. A mixed delivery solution may offer better results.
  
• We should not abandon tried and true methods when adding technology.

Technology in learning advocates say we should abandon or radically reform traditional educational methods. The most disturbing trend, according to the author, is the abandonment of a scientific attitude with regard to learning and instruction. He feels that attention should be given to the ‘trend’ of technology-centered education. Peter Goodyear says we should take life-long learning seriously. The author contends that those using technology make learning more like entertainment. Design and planning of instructional systems have become more difficult instead of easier because of technology.

The author closes with five principles he regards as fundamental in technology-based learning.

1. Learning is fundamentally about change—learning principle.
   
2. Experience is the starting point for understanding—experience principle.
   
3. Context delivers meaning—context principle.
   
4. Relevant learning contexts are often broad and multi-faceted—integration principle.
   
5. We know less than we are inclined to believe—uncertainty principle.