Paradigm Shifts in IT

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.