My personal philosophy for teaching/learning using digital technology for Adult Literacy and Numeracy

"[C]arpenters use their tools to build things; the tools do not control the carpenter. Similarly, computers should be used as tools for helping learners build knowledge; they should not control the learner" (Jonassen, 1996, cited in Kanuka, 2008, p. 4).

In this blog I examine my personal philosophy of using digital technology for teaching and learning adult literacy and numeracy.

My personal philosophies relating to the use of technology for adult literacy and numeracy (L&N) learning is in part summed up by Clark (1983, cited in Ally, 2004, p. 3) in his statement that "technologies are merely vehicles that deliver instruction, but do not themselves influence student achievement".  I think that computer technologies have introduced new and innovative ways to provide instruction, and that they support learning in ways that have not previously been possible. However, I also support the view that "it is the instructional strategy and not the technology that influences the quality of learning" (Bonk & Reynolds, 1997, cited in Ally, 2004, p. 3).

Kanuka (2008) discusses three philosophies of technology:

• uses determinism – which focuses on the ways that we use technology in teaching and learning, whereby technology is seen as a neutral tool used to support learning;
• technological determinism – which views technology as being influential in affecting social change; and 
• social determinism – that asserts that the forms and uses of technological artefacts are affected by social contexts and cultures (pp. 4-7).

Of these three orientations, the one that fits best with my personal philosophy for teaching and learning using digital technology is that which Kanuka (2008) refers to as uses determinism. Similar to Ally (2004), this philosophy asserts that the instructional strategies we as educators employ are what makes learning effective, rather than the technology itself.

In saying this however, the uses determinism philosophy has been criticised for its assumption that technologies exist without social or political origins. In my work, I mainly support learners who have very low level literacy skills (either at, or sometimes even below Starting Points level), and the technology I tend to access for learning often focuses on technical literacy skills. I am aware however that even low level literacy resources - audio text reader books for example, can contain or present material which has been socially or culturally influenced, and that for this reason, material needs to be carefully selected for appropriateness.

Ally (2004) examines models for online instruction. Of the different educational perspectives he discusses, the philosophy of teaching that best fits for me is the constructivist school of learning. In this model, learners are active agents in the process of learning - they construct and discover knowledge based on their interpretation of what they receive.  Key to the constructivist school of learning for me is that learning is situated and contextual - 'learners interpret information according to their personal reality' (p. 7). Another facet of constructivism that appeals to me is that the learner is placed at the centre of the learning.

Ally (2004) lists a number of implications that should be considered when applying the constructivism model to online learning, including:

Learning should be made meaningful for the learners, and material should include examples that the students can relate to (p. 20).

• In this regard, I endeavour to find material that supports the learners’ learning
  
  goals.  For example, if their goal is to be able to help their children with their reading, I find online audio (text reader) books to be a great resource.  I may also teach them how to send texts or to use Google Voice Search on their cell phones.  If, for example, a student has a specific health issue, I may teach them to search for helpful videos on YouTube, that can explain such content in a helpful, easy to understand way.

Learning should be interactive. Learners should be given control of the learning process. Learners should be given time to reflect (p. 20).

• Once again, the online audio books for example, are interactive, and enable the learner to take charge of the reading process. This material enables the learner to seek support from the technology, only when they require. The learner controls the pace of the process, and time for reflection can easily be factored in.

Learners should be able to apply what they learn in real life so they can contextualise and construct personal meaning from the information (p. 22).

The audio readers can be used by the learners at home, with their children, and online support is readily available for this activity (although access can sometimes be problematic in relation to use at home).  Google Voice Search can be used in conjunction with GPS apps on some cell phones, which can be very useful for many learners.  The voice search does have limitations however, in that it is not always able to provide the audio reader facility for all of its search results, which then requires users to rely on their reading ability to decipher the information.  

As Ally (2004) asserts however, one can use a combination of theories to promote learning. I also favour the practice of authentic learning - a pedagogical approach that is rooted in situated learning, that involves the application of real-world problems (Gedik, Kiraz & Ozden, 2013, p. 2).  Some of the uses referred to above, such as Google Voice Searches, GPS Voice Searches, sending (and receiving texts), reading online audio (text reader) books and searching for and viewing YouTube videos are some examples of authentic learning in practice.

REFERENCES

Ally, M. (2004). Foundations of educational theory for online learning. Theory and practice of online learning, 2, 15-44.

Gedik, N., Kiraz, E. & Ozden, Y. (2013).  Design of a blended learning environment: considerations and implementation issues. Australasian Journal of Educational Technology, 29(1), pp. 1-19.

Kanuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-in-practice. The theory and practice of online learning, pp. 91–118.