Evaluating Learning Technology

When do tools of technology fail to achieve a desired learning outcome?     Consider the challenges in developing a distance learning program for a growing number of students in Grades K-3.  Students are practicing their handwriting skills during this stage of development.  Has anyone ever been able to use the “pen” tool in Blackboard’s Elluminate virtual classroom environment to demonstrate the finer qualities of handwriting? Or handwriting at all?  Computers cannot teach children how to write.  This is a skill that requires practice leading to the development of manual dexterity.  How effective are workbook pages accompanying text-based curriculum containing English grammar, punctuation, and comprehension exercises?  Workbook pages allow students to practice their writing skills.   However, printed materials and writing pose challenges to students with disabilities (North Central Regional Educational Laboratory, 2005).  Therefore, in developing a curriculum for Grades K-3 in English, I would design an integrated program that would include options for all learners.  The resulting mix would combine text-based materials in an asynchronous and synchronous environment developed to Standards.  Emphasis would be placed on reading, writing, and creative expression.   It would include virtual classrooms where students come together to hear and tell stories, to solve mysteries, make discoveries that would engender problem-solving and critical thinking skills, and otherwise experience the world (North Central Regional Educational Laboratory, 2005). 

            When (hands-on) text-based curriculum is combined with Web-based technology, visual, auditory, and print-based learners are included in the design.   Options include projects and activities that personalize the program for the students’ individual needs and interests.  Because of the volume of hand-written work, drawings, posters, etc., for Grades K-3, the Learning Management System (LMS) should be designed to accommodate large files for containing the work submitted each week.  Since many home teachers have trouble zipping and compressing files for uploading into the LMS, emerging technology may allow downloads to be made directly into the LMS as media files and Google docs.     

References

North Central Regional Educational Laboratory, (2005).  Critical issue:  Using technology to

            improve student achievement.  Retrieved from

            http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm