7.4.4 TECHNOLOGY AND LEARNING SPACES

My experience with the consensus-building process is that it placed knowledge construction/building among us participants within the two groups of Technology group and Construction group rather than between us and the tutor.

Consensus building encouraged each of us  to coordinate different points of view, which in turn enhanced reasoning, higher order thinking skills and self-reflection  that promoted shared knowledge construction since we had to ‘actively listen’, be ‘listened’ to, and reach consensus. Consensus building promoted a ‘group- as –a - whole’ collaboration growth and learning. It is a great way to learn.

On the other hand, technology in the hands of our students means that the classroom walls become almost theoretical; no longer would each room need to contain them and their learning, they would have access to everything and everyone that could possibly help them along in their learning journey.

I will illustrate using three examples:

With devices like iPads for example, students are no longer confined to a computer lab. As soon as an assignment is available students can work on it inside their classroom, at home, while waiting on the bus, in between classes, etc. Mobile classroom technology can bridge the gap between classroom and home learning.

 Skype can connect one classroom with any other. It can connect the learners to individuals, experts or colleagues that can offer them insight to without them (experts) having to leave their own workplace. The teacher could take the opportunity to make connections with schools from around the world and benefit from an exciting mutual relationship. The teacher in Uganda could ask American students how they are taught about The Great Gatsby or slavery or civil rights, or ask South African students what it is like to live day to day, post-apartheid. These first-hand cultural experiences and reflections could be invaluable to Ugandan students, and more importantly it helps reinforce the idea of global citizenship.

YouTube for example, allows students voice an opinion or an idea to the rest of the world, and it is just possible, (Check my latest video on this link: https://youtu.be/KTEtGK2wxNk) that if they get it right, the rest of the world might respond. This kind of global feedback is utterly incredible and frankly inspiring, and the power of something like this as a learning tool cannot be underestimated.

Technology used well can be inspiring. Technology used well can break down boundaries.

However, what is harder to achieve in the delivery of online learning, is to harness that element of social support that many students need as they hit challenges. It is hard to find the online equivalent of the individual chat /face to face interaction at the end of a class with a struggling student or the group of students who naturally have a face to face discussion over an issue , and take solace in discovering that they are not the only ones who find a topic difficult.