EDTECH 504: Critical Analysis of Technology and Learning Theories

This discussion board post reflects on an EDTECH 504 course, exploring concepts like 'leaky' and 'sticky' knowledge within a community of practice, and the significance of authentic activities in learning. The author discusses the evolution of technology in education, from traditional media to computers, emphasizing the need for educators to adapt to technological changes. Key learning theories such as behaviorism, cognitivism, and constructivism are highlighted as foundational for instructional design. The post also delves into the role of technology in distance education and the importance of self-directed learning, facilitated by technology and guided by constructivist principles, where teachers act as facilitators rather than transmitters of knowledge. The author references several works, including Brown, Collins, & Duguid (1989) on situated cognition, Cuban (1986) on technology in classrooms, Ertmer & Newby (1993) on learning theories, Hoadley (2012) on communities of practice, and Kaufmann (2003) on applying educational theory in practice.

Running head: EDTECH 1
EDTECH 504-DB
Name
Academic Institution
Author Note
Class
Professor
Date

EDTECH 2
EDTECH 504-DB
Question one
My thoughts on the course: My thought for me is it was challenging but was pretty
much what I had expected. I learned that within a community of practice there are “leaky” and
sticky” knowledge which seems rather abstract concepts to me (Hoadley, 2012). In addition, the
concept of authentic activity in the culture of learning was quite revealing. This makes sense
when contextualized from the perspective that school activity exists in its own culture (Brown,
Collins, & Duguid, 1989). The use of machines in classroom learning has progressed from TV,
film, and radio to the use of computers. In this regard, I have learned that educators and teachers
should be flexible and responsive to changes in technology in the society (Cuban, 1986).
Usefulness of the Theories: It is too early to tell if I will use this information in the
future. However, it provides me with a deeper understanding of the foundations on which the
instructional designs are based. For example, the behaviorism, cognitivism, and constructivism
theories are important for educational designers in planning and conducting design activities
(Ertmer & Newby, 1993). The concept of educational technology is more practical as it broadens
my scope of understanding on the range of resources that constitute it. The differentiation
between teacher and facilitator in this regard is a useful concept which has immediate currency.
The theory of community of practice is useful now and will continue to be so in the
future based on several things. I have a better understanding of what knowledge is through the
concepts of “practice and community” (Hoadley, 2012). Knowledge is not meant to be handed
off but to be co-constructed. The theory of situated cognition will definitely have practical use in
the future in designing activities and learning tools which will improve student learning (Brown,
Collins, & Duguid, 1989).

EDTECH 3
Key link between technology and learning theory: One of the key links is distance
education which uses technology is the primary means of learning. Distance learning is mediated
by technology since the learner and the teacher are separated in time and space. In this context,
the study of educational technology is important. In this regard, audiovisual communication is
one of the avenues in which messages in the learning process are transmitted to the learner.
Distance education learning is governed by information inputs and outputs through the use of
technology.
With reference to D.Kaufmann, the future of the field of educational technology should
be on self-directed learning. The teacher or facilitator in the future should organize teaching and
learning using technology so that it is within the control of the learner (Kaufmann, 2003). This is
important since one of the traits associated with self-directed learning is the ability to be logical
and analytical. Other traits include creative, collaborative, and interdependent. In the future,
myriad technologies should be made available to learners using the self-directed approach. This
is strengthened with the constructivism theory which postulates that teachers are not transmitters
of knowledge but as guides who facilitate learning (Kaufmann, 2003). The use of technology
helps to hasten this goal.

EDTECH 4
References
Brown, J., S, Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning.
Educational Researcher, 18 (1), pp. 32-42
Cuban, L. (1986). Teachers and Machines: The Classroom use of Technology Since 1920. New
York: Teachers College Press.
Ertmer, P., A & Newby, T., J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing
Critical Features from an Instructional Design Perspective. Performance Improvement
Quarterly, 6(4), pp. 50-72.
Hoadley, C. (2012). What is a community of practice and how can we support it? Routledge.
Kaufmann, D., M. (2003). ABC of learning and teaching in medicine: Applying educational
theory in practice. BMJ, 236, pp. 213-216