Amy S. C. Leh
California State University, San Bernardino
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Educational Media International | 2005
Amy S. C. Leh; Barbara Kouba; Dirk Davis
Advanced technology makes 21st century learning, communities and interactions unique and leads people to an era of ubiquitous computing. The purpose of this article is to contribute to the discussion of learning in the 21st century. The paper will review literature on learning community, community learning, interaction, 21st century learning and ubiquitous computing. It will also present work conducted by a teacher who used a hand‐held device, one of the 21st century tools, in a sixth grade classroom in the USA. The authors suggest that 21st century learning involves five types of interactions: (a) learner–content, (b) learner–teacher, (c) learner–learner, (d) learner–interface and (e) learner–community. They also recommend that professionals explore the potential of hand‐held devices in education and conduct research on its effectiveness in learning. L’apprentissage au vingt et unième siècle: les communautés, l’interaction et l’ordinateur passe‐partout La technologie avancée donne leur caractère unique à l’apprentissage, aux communautés et aux interactions et conduit les gens vers l’ère de l’ordinateur passe partout. Le but de cet article est d’apporter une contribution au débat sur l’apprentissage au 21e siècle. Cet article va passer en revue les publications sur les communautés d’apprentissage, l’apprentissage communautaire, l’interaction, l’apprentissage au 21e siècle et l’informatique passe partout. Il présente aussi les travaux menés par un enseignant qui a utilisé un ordinateur de poche, un de ces outils du 21e siècle, dans une classe de 6e aux Etats‐Unis. Les auteurs pensent que l’apprentissage du 21e siècle met en jeu cinq types d’interaction différents: a) apprenant/contenu, b)apprenant/enseignant, c)apprenant/apprenant, d)apprenant/interface, et e)apprenant/communauté. Ils recommandent aussi que les professionnels étudient les possibilités des ordinateurs de poche pour l’éducation et mènent des recherches sur leur efficacité en matière d’apprentissage. Lernen des einundzwanzigsten Jahrhunderts: Gemeinschaften, Interaktion und der allgegenwärtige Einsatz von Computern Fortschrittliche Technologie macht das Lernen, Gemeinschaften und Interaktionen im 21. Jahrhundert einzigartig und führt die Menschen zu einer Ära allgegenwärtiger Computernutzung. Der Zweck dieses Artikels ist, zur Diskussion über das Lernen im 21. Jahrhundert beizutragen. Das Papier überprüft Literatur über Lernumgebungen, Lernen in Gemeinschaften, Interaktionen, Lernen im 21. Jahrhundert und allgegenwärtige Computerbenutzung. Es zeigt auch den von einem Lehrer durchgeführten Versuch, mit einem “handheld”‐ Gerät, einem der technischen Hilfsmittel des 21.Jahrhunderts, in einer “sixth grade class” in den USA zu arbeiten. Die Autoren behaupten, dass das Lernen in diesem 21. Jahrhundert fünf Arten von Interaktionen umfasst: (a) Lerner – Inhalt, (b) Lerner – Lehrer, (c) Lerner ‐ Lerner, (d) Lerner – Schnittstelle und (e) Lerner ‐ Gemeinschaft. Sie empfehlen auch, dass Fachleute das Potential von “handheld”‐ Geräten im Bildungsbereich untersuchen und eine Einschätzung ihrer Wirksamkeit für das Lernen abgeben.
Techtrends | 2002
Amy S. C. Leh
ConclusionTechnology advancement is shifting our education paradigm. The role of the instructor is changing from an information-giver to a facilitator. Students no longer passively receive information but may become instructional resources in class. Given opportunities, they may be self-learners and self-trainers.In a multimedia course, the instructor employed teaching methods allowing her to be a facilitator and her students to be self-learners. It was discovered that the course motivated students; fostered active, meaningful, and constructive learning; enhanced critical thinking skills; and increased students’ confidence. Class observations, interviews, and student feedback revealed that the new teaching methods and new role of the instructor had a positive impact on student learning.As a university professor in Instructional Technology, the author might have experienced the education paradigm shift and its impact on the role of an instructor earlier or faster than instructors of other subject areas might. However, the new paradigm is expected to spread widely in education.As NCATE stated in 1997, teachers need to develop a new understanding, new attitude, new approach, and new role. Every instructor should be open to the changes and explore the possibility of creating a learning community in which instructors, students, and community members may contribute, benefit, and generate meaningful learning experiences. One can only look forward to participating in the dynamic learning and expect its positive impact on our society.
Educational Media International | 2002
Amy S. C. Leh
The Journal of Technology and Teacher Education | 2005
Amy S. C. Leh
Society for Information Technology & Teacher Education International Conference | 2000
Amy S. C. Leh
Society for Information Technology & Teacher Education International Conference | 2001
Amy S. C. Leh; Lori Ogata
Society for Information Technology & Teacher Education International Conference | 1999
Amy S. C. Leh; Yahya Mat Som
Techtrends | 2001
Amy S. C. Leh
Society for Information Technology & Teacher Education International Conference | 1999
Amy S. C. Leh
Society for Information Technology & Teacher Education International Conference | 2011
Amy S. C. Leh