Paradigm Shifts in IT
The first paradigm that we will
look at is CAI, or Computer-Assisted Instruction, that the author refers to as
a design and evaluation of instructional technologies. In the article, he uses
the Coursewriter I from IBM to be the first authoring tool of CAI. These
programs were designed specifically to provide practical instruction for needs
that were identified in the classroom. This paradigm views learning as passive,
or that the teacher transfers knowledge to the students. In the paradigm’s case,
the teacher and the CAI program transfer the knowledge to the students to
achieve learning outcomes. This stems from behavioral learning theory and the
paradigm is tested through measuring the proficiency of the students. This
paradigm is focused upon this behavioral view of learning and the main concern
is if the CAI is meeting the intended outcomes. CAI, as described by the
author, resembles traditional ID models in that they identify specific set of goals,
then breaks those goals down into smaller pieces, and then develops activities
to achieve those learning goals they set out in the beginning. At the end, a
summative assessment would be completed to see if the learning outcomes are
being met.
The next paradigm the author talked
about was ITS, or Information Processing Theory. This theory is rooted out of
Artificial Intelligence and cognitive learning. The systems that are produced
in this paradigm are ones that are designed to be a tutor, or skilled teacher,
to every student. Learning is “the process by which the problem solver acquires
a proper representation of a problem space.” The main difference between the
two paradigms is the ITS being more interactive for the student. In CAI the
programs are drill-and-practice where as ITS develops of focuses on developing
more complex set of skills. The other difference between the two paradigms is
the way in which they look to evaluate their programs. CAI looks to the
learning outcomes, ITS model focuses on if the program is emulating skilled
tutors.
Paradigm Logo as Latin
This next paradigm differentiates
itself epistemologically through the belief that learning is subjective. It
comes from the belief that “new information interacts with prior knowledge
through a process of assimilation and accommodation.” In the previous paradigms,
we saw the teacher as the power; in this paradigm, the student becomes the
teacher. The student creates executable projects, or artifacts. In this paradigm,
the focus is on developing general skills and problem solving skills of the
learners. It is focused on transfer of the knowledge learned. This paradigm is
different from the other twos based on this focus and it is different in its
view of the program being the student not the teacher like the other paradigms.
CSCL
Computer Supported Collaborative
Learning is the paradigm that the author puts forward as a developing paradigm
shift occurring at the time the article was written. This paradigm starts off
differently in the way in which it focuses on the learning environment. In this
paradigm, it focuses on social learning and develops a collaborative learning
environment. Instead of individuals “competing” they pursue knowledge as a
cooperative group, where the teacher is a facilitator not an authority of
knowledge in the classroom. This is like the logo as Latin paradigm in its view
of the teacher, but differs from the first two paradigms which view the teacher
as the authority of knowledge. The central focus of this paradigm is
instruction as enacted practice. It is the process not a focus on the outcome,
which is different from the first two paradigms. This paradigm unlike the other
paradigms is no experimental, but rather it is descriptive. It is highly
focused on the participant and their viewpoint.
TPCK and LOGO as Latin
TPCK is a framework that is developed
off Shulman’s PCK. TPCK breaks down to Technology, Pedagogy, and Content
knowledge. All of these have there own spheres that through out your
pre-service teacher education you would expect one to develop. Technology
knowledge is the understanding of technology, or how to use technology.
Pedagogy knowledge is the process, practice, and methods used for facilitation
of learning. Content knowledge is the understanding of the subject matter. They
then can be overlapping such as PCK, TCK, TPK, and TPCK. PCK it the pedagogical
content knowledge, which is understanding how students learn the content that
you are teaching. Such as what areas students will struggle to grasp the
concepts, and how best you can help facilitate learning. TCK is the Technological
content knowledge; this would be the understanding of technologies that can be
used in your content area. For history, one example would be the library of
congress or CSPAN as they have many content explicit items for history
teachers. TPK is the Technological pedagogy knowledge, is the understandings of
the constraints and affordances when teaching with the technology and how that
facilitates learning. Finally, TPCK is the combination of these areas the PCK, TCK,
TPK together to facilitate learning.
TPCK and Logo as Latin are
different in their approach to teaching and learning, but also, in my view,
have some similarities. One of those is they both see learning as knowledge as
assimilation and accommodation. Both of these take the approach of subjective
view of learning, but TPCK focuses on more than just technology and its role
but brings in other factors that play a role. TPCK as stated above brings in
the different roles of technology content knowledge and pedagogy. They not only
look at these factors, but also look at how these interact with each other and
the role those play in teaching and learning.
In Logo the goal is to create or execute through programming, and with
that problem solving skills will be developed that can be transferred. In the TPCK
framework that can be the goal developing problem solving skills and transfer,
but I would say the main goal is developing effective ways of students to learn
the content. This can be through programming and using the logo as Latin
paradigm if it fits within the TPCK framework. This framework gives teachers in content areas
freedom to exercise their expertise in how teaching and learning occurs in
their content area. It also gives a framework for research in those specific
content areas to look for what fits in to these categories for TPCK.
