Chapter 1 Response

What is your first impression of this textbook based on reading the preface and first chapter?
After reading the first 2 sections of the text I think that this book has a very realistic view of the needs of students in today’s technological society. The author understands and empathizes with the way things were but holds hope for the way things should be. In just the first 2 sections alone, I can see that the text is very straight-forward and honest. The author does not seem to sugarcoat things, but simply brings issues that need to be addressed but are often ignored into the light.
Jonassen identifies 5 characteristics of meaningful learning. How do these 5 characteristics compare with your own understanding of what meaningful learning is?
Due to the repetition within my classes, whenever I think about “meaningful learning,” my mind automatically diverts to Garnder’s multiple intelligences. I think about different learning styles rather than what it means to undergo “meaningful learning.” The 5 characteristics that Jonassen discusses include being active, constructive, cooperative, authentic, and intentional, all being very true to me, personally. I believe that in order for me to learn meaningfully I need to interact and manipulate the environment, reflect on the new things that I learn, have a goal in mind, learn within a meaningful and relative context, and most effectively complete tasks when working collaboratively. When I think about meaningful learning I think about all of the same characteristics. I agree with Jonassen and do not think it can occur without all of those facets. They are not independent of each other, rather interdependent and necessary.
As a student you have observed the teaching process for more than 15 years. Some authors refer to this as an apprenticeship of observation. Reflecting back as a K-12 and college student, how have you seen technology used as teaching and learning tool?
To be honest, I feel as though growing up when I did served me a disservice. I feel very left behind in the technological realm of the classroom because it was never a large part of my experience. In all of my years of school thus far, even college, I have seen technology used as a tool to learn with, not from, as stated in the text. I really liked the analogy that Jonassen used on page 6 where he compared the deliverance of knowledge through technology similar to a grocery delivery. It reminded me of my experiences with technology in school. Although technology is a constantly running race, I feel as though I am very far behind. I have never been exposed to smart board or ELMOs and computers have always been used more as encyclopedias and words processors than anything else. I feel as though technology holds a breakthrough for education. I believe that it has incredible power when used correctly and I hope to learn and utilize it more in the future.
In your own words, what is the difference between ‘learning from technology’ and ‘learning with technology’?
I believe that learning from technology is related to simply conveying knowledge through the use of technology. For example, writing papers, learning from PowerPoint slides, and using the internet for researching. Although these are helpful, they are not all technology has to offer. I believe that learning with technology, is not simply about the deliverance of knowledge, but about learning how to use technology in a way that it more efficiently helps us live our lives, especially learning. I believe that learning with technology will help students to be more engaged, keeping up with the trends of society.
Who is David Jonassen? Find out more about his background and professional interests.
David Jonassen is a professor at the University of Missouri at Columbia. He has taught at all levels, elementary, middle, high, and collegiate. He holds a constructivist approach and believes that knowledge is built by the learner and not supplied by the teacher. He believes in using computers as mind tools, meaning that the computer is used to help construct learning, not just supply it. His professional interests include research on mind tools, problem solving and he is also the director for the Center for the Study of Problem Solving.
Occasionally, you may come across unfamiliar terms in the reading. Rather than ignore them (a strategy struggling readers use), be sure to understand what these new words mean. This is great practice for the GRE. Also, when we discuss the readings in class, I will randomly call on students to define unfamiliar terms using their own words. For example, do you know what an ‘epiphenomenon’ is? Can you define the word ‘nascent’? Both of these terms are used in Ch. 1
Epiphenomenon- a secondary mental phenomenon that is caused by and accompanies a physical phenomenon but has no causal influence itself (Webster)
Nascent- recently coming into existence (Webster)
Syllogism- deductive reasoning (Webster)
Choose one question from the ‘Things to Think About’ section on pp. 10-12. Respond to this question. Be sure to identify the question to which you are responding.
4) When learners construct knowledge, what are they building? How is it possible to observe the fruits of their labor, that is, the knowledge they construct?
When learners construct knowledge, I believe that they are connecting knowledge that they already possess with new knowledge that they are learning. I believe that everything that comes into a learners mind is integrated and pieced together with what that learner already knows to construct new knowledge. In order to observe these fruits, it is important to observe learners for extended periods of time. One needs to see the development of thoughts and ideas and how they are extended and enhanced over time. It will be clearly evident simply through conversation that new and improved thoughts have evolved.