Research

The use of technology is becoming more predominant in our society’s daily lives. Furthermore, virtual learning opportunities are becoming an almost necessary staple in our school’s curriculum. “Learners of the 21^st century should have an opportunity to experience virtual collaboration and teamwork, as they must be prepared to communicate across cultural and organizational boundaries using technology. To address this need, instructors increasingly incorporate virtual learning environments in traditional classroom. Learning while working together is becoming mandatory to meet workplace performance requirements, and it is important for students to have authentic experiences while earning a degree,” (Karpova, E., Correia, A., Baran, E., 2009, p. 45). Students and teachers are given a new perspective of education when incorporating technology into the classroom. “It requires the students to be self-directed in their learning, to be able to work in groups, and to apply content knowledge and skills in solving real-world problems,” (Lou, Y., 2004, p. 51). Ultimately, I believe that the Internet and virtual applications are continuously offering new, improved, and beneficial opportunities for growth and development.

            Certainly, it is important when integrating Internet into the classroom to remember the desired goals, or outcomes. For example, in Yiping Lou’s research, she claimed many online courses focus on tradition models of learning, rather than on engaging students in how to cope with real-life problems. “Unlike the problems found in textbooks that are well-structured and have only one correct answer, problems in the real world are often ill-structured, and finding their solutions depends on a large number of ever-changing and interrelated variables such as goals, contexts, contents, obstacles, and unknowns,” (Lou, Y., 2004, p. 50). Therefore, in order to successfully solve ill-structured, real-world problems, students must be taught active procedural knowledge, as well as the conventional declarative knowledge. This procedural knowledge demands context-specific problem-solving practices, like technology-mediated scaffolding tactics or resources that will direct learners through the problem solving process, (Lou, Y., 2004). One example of how this type of teaching can be achieved is the use of small group project-based learning (PBL). “PBL is a constructivist-based approach that engages students in solving real world problems. In PBL, students often work in a three- to five-member team to select a project topic, define project focus and hypothesis, design procedures to test hypotheses, implement the procedures, and evaluate the results. PBL is student centered,” (Lou, Y., 2004, p. 51). However, researchers have noted that while some small group PBL teams work efficiently, others do not. Therefore, accommodations, like between-group collaboration, may be beneficial to include as a requirement in certain circumstances. “To help project groups learn form each other, each group was required to evaluate a partner group’s design product and provide constructive peer feedback in online discussion forums. Students perceived the experience of both receiving and providing feedback as beneficial to their learning because it helped them see the strengths and limitations of other projects as well as their own,” (Lou, Y., 2004, p. 52).

            Another interesting opportunity the Internet is able to provide is international, online collaboration. For example, “The Bouncing Story is a simple collaboration between university students studying radio production in two different countries. The activity provides students with opportunities to practice creative script-writing skills, radio production skills, critical listening and feedback skills, teamwork, and to gain some insight into dramatic form for the aural medium,” (Beckstead, L., 2006, p. 143). In this specific activity, students and professors from Australia and Canada introduced themselves online using a shared blog. Next, small groups from both universities took turns writing and producing episodes of a radio drama or comedy, made available as a podcast. The different university students took turns adding more segments to the series, resulting in a dramatic/comedic series unfolding in weekly episodes throughout the semester. This activity emphasizes cooperation and collaboration amongst the students, supports active learning, encourages time on task and prompt feedback, and respects diverse talents and ways of learning. “Certainly the activity gives students ample opportunities to practice those skills, but it also affords additional learning opportunities in areas such as critical thinking, teamwork skills, motivation and engagement, and more,” (Beckstead, L., 2006, p. 144). I believe that working with students from different countries is a unique and wonderful experience that will foster an inter-cultural experience for students, as well as encourage their friendliness and respect towards different cultures. In addition, the students responded with positive feedback upon completion of this activity, claiming they were engaged and motivated, while also learning valuable skills in their academic domain, as well as in contemporary skills.

            In conclusion, I believe it is important to engage both students and instructors in the experience of technology as a learning opportunity. As students develop and mature, it is crucial they are prepared with the characteristics of collaboration, communication, motivation, and engagement in an active learning environment. In order for students to grow as individual, working members of our society, they must be able to master real-world, complex problems, and interconnect with civilians around the world effectively.

Theory

In an attempt to answer the debatable topic of what “intelligence” really is, and how to measure it, psychologists have devised an assessment to conclude the overall intelligence of an individual. Currently, the most commonly used measures are IQ (intelligence quotient) tests. “Although the test – and the many others that would be developed over the years – was designed to yield a measure of ‘intelligence,’ it was devised with a very specific type of intelligence in mind: the type it takes to succeed in formal education. Even the best IQ tests used today measure only a very specific type of intelligence,” (Steinberg, L., 2010, p. 74). The test is devised around a score of 100, with IQ scores below 100 indicating a below average student, and a score above 100 indicating a better performance than the “average student,” or comparison group. Although these intelligence tests are the most popular evaluation of “school smarts,” theorists have contemplated the exclusiveness of the test; the results are solely based on abilities related to success academically, therefore producing a one-sided illustration of what it means to be intelligent. “Howard Gardner’s theory of multiple intelligences also stresses that there is more to being smart than being ‘book smart.’ Gardner proposed that there are seven types of intelligence: verbal, mathematical, spatial, kinesthetic (having to do with movement), self-reflective, interpersonal, and musical,” (Steinberg, L., 2010, p. 75).

The idea of teachers using intelligence tests to assess students’ strengths and weaknesses has been an ongoing debate within the education system for years. Personally, I think the emphasis on intelligence and standardized testing has blown out of proportion. Just as Gardner theorized, there are multiple types of intelligence, and “school smart” should not be the only measure of students’ abilities. I think that teachers spend too much time focusing on preparing their students for these types of tests, consistently repeating basic facts until the information is instilled in students’ memories. Rather, the school curriculum should integrate various components into the school day, like creativity, technology, and the traditional mathematics, social studies, etc. There are three principles supporting Gardner’s work. They explain that “individuals should be encouraged to use their preferred intelligences in learning, instructional activities should appeal to different forms of intelligence, and the assessment of learning should measure multiple forms of intelligence,” (www.instructionaldesign.org). I do think that it is important that teachers use some sort of measurement to track their students capabilities and improvements. But, would a “do it yourself” project of what you learned throughout the course of a social studies class be an adequate substitute to a multiple-choice unit test about the social studies content?

Teachers could develop different techniques integrating several domains of education into one. For example, students could use computer-generate programs, like Blogger, to collaborate, communicate, and share ideas amongst each other. They can use the Internet to research concepts and theories about mathematics, social studies, or science. They can use virtual applications to grasp concrete facts about geography, our ecosystem, music, and art. Given our rapid developing society, the possibilities and opportunities are ample for children to receive a highly diverse education. Rather than a one-size-fits-all solution to the educational system, the technology is providing teachers with unique, beneficial ways to educate our children. Ultimately, these options for teaching will embrace students that specialize in different types of intelligence.