There are two possible uses of learning technology introducing new knowledge (i.e. learning outside the classroom) and applying knowledge learned in the classroom. Which is the more effective for learning?
Note that I am not really talking about the flipped classroom here. I am thinking about activities outside the classroom in conventional classes, although your answers may address flipped learning, if you wish.
Dr. Marek,
This is an important question which merits collective discussion. To start with, I would like to say, it is a double-edged sword. The paradigm of learning and the methods of instruction have changed and evolved considerably within the last few decades, particularly, with the introduction, evolution, and "invasion" of technology into learning sphere. Traditional instructional methods are fast fading away, replaced by new, knowledge-oriented learning models that heavily use technology (IT/ITes) and technology enabled learning platforms.
In the classroom, we are using both technology to learn and disseminate knowledge, as well as to learn about how technology can improve efficiency in learning. It is complementary in action: outside the classroom, we are using technology to learn and generate new knowledge, store it, share it, and convert it into useful practice.
Learning has now evolved beyond conventional classroom models, since information is now widely available on the internet, and this has been possible only due to advancement in computational technologies. So, novel instructional design models are being experimented, tested, and introduced to enable learning outside the so called "conventional classroom". More knowledge is now being generated "outside" the classroom, and to learn about these new knowledge being generated, yes, one is again going back to classroom to update himself/herself about what new information is being generated or applied in practice. Both is important for effective learning, where one complements the other.
- Small steps could include introducing technology as part of a teacher’s existing curriculum and/or using a familiar tool within a new lesson
- One of the difficulties associated with introducing technology into the classroom is that it consistently destabilizes the established routines of classroom life including norms of time and space
Somekh, B. (2008). Factors affecting teachers’ pedagogical adoption of ICT. In J. Voogt & G. Knezek (Eds), International Handbook of Information Technology in Primary and Secondary Education. New York: Springer
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