Introduction: Technology in Museums
It is without a doubt that technology is revolutionary. And while there are debates about whether technology enhances or impedes the process of learning, we assert that in the context of museum education, education should be at the forefront while technology follows education trends.
New paradigms are now in place concerning learning: learners move from passive to active learning and learners can create their own knowledge, publish it, and engage with the global community. According to Bill Cope and Mary Kalazntzis's article in the book, Ubiquitous Learning, (learn more about Ubiquitous Learning here), there are 7 "moves" that helps take advantage of ubiquitous learning. (The full article can also be found here).
NOTE: the article focuses on ubiquitous computing which is defined as "the pervasive presence of computers in our lives". Ubiquitous learning is the overarching concept that learning that happen anywhere, anytime.
1. Technology has the potential to blur traditional institutional, spatial, and temporal boundaries of education. Education can happen anywhere and at anytime. Furthermore, education is lifelong--it is not confined to a certain age group.
2. The teacher is no longer the sole fountain of knowledge. Each learner has the capability to access information with the touch of a button. This also enables learners to move from passive to active learning.
3. In a society where we value individuality, differences (learning styles, personal backgrounds, etc.) among learners can be properly addressed and met through technology.
4. Modes of representation are numerous thanks to technology. Educators need to understand and utilize as many modes as possible while incorporating traditional modes of learning.
5. In order to become a part of ubiquitous computing, educators must first master the language of technology in order to use it to its full potential. Therefore, ubiquitous learning helps develop conceptualizing capacities for both the educator and learners.
6. In a world where we allow technology to do more of the thinking for us (i.e. phone remembering numbers or calculating simple math), educators will need to find new ways to evaluate learners' capacities.
7. Ubiquitous computing makes possible peer-to-peer interactions in a global context. Anyone, anywhere, at anytime can access public information, publish comments, and start a conversation. This idea of "collective intelligence" can happen across social networks, creating inclusive and safe environments to share knowledge.
Please stay tuned for examples from museums and our thoughts.
Please feel free to comment on our posts. Remember that this is an inclusive and safe environment where learning is encouraged!
It is without a doubt that technology is revolutionary. And while there are debates about whether technology enhances or impedes the process of learning, we assert that in the context of museum education, education should be at the forefront while technology follows education trends.
New paradigms are now in place concerning learning: learners move from passive to active learning and learners can create their own knowledge, publish it, and engage with the global community. According to Bill Cope and Mary Kalazntzis's article in the book, Ubiquitous Learning, (learn more about Ubiquitous Learning here), there are 7 "moves" that helps take advantage of ubiquitous learning. (The full article can also be found here).
NOTE: the article focuses on ubiquitous computing which is defined as "the pervasive presence of computers in our lives". Ubiquitous learning is the overarching concept that learning that happen anywhere, anytime.
1. Technology has the potential to blur traditional institutional, spatial, and temporal boundaries of education. Education can happen anywhere and at anytime. Furthermore, education is lifelong--it is not confined to a certain age group.
2. The teacher is no longer the sole fountain of knowledge. Each learner has the capability to access information with the touch of a button. This also enables learners to move from passive to active learning.
3. In a society where we value individuality, differences (learning styles, personal backgrounds, etc.) among learners can be properly addressed and met through technology.
4. Modes of representation are numerous thanks to technology. Educators need to understand and utilize as many modes as possible while incorporating traditional modes of learning.
5. In order to become a part of ubiquitous computing, educators must first master the language of technology in order to use it to its full potential. Therefore, ubiquitous learning helps develop conceptualizing capacities for both the educator and learners.
6. In a world where we allow technology to do more of the thinking for us (i.e. phone remembering numbers or calculating simple math), educators will need to find new ways to evaluate learners' capacities.
7. Ubiquitous computing makes possible peer-to-peer interactions in a global context. Anyone, anywhere, at anytime can access public information, publish comments, and start a conversation. This idea of "collective intelligence" can happen across social networks, creating inclusive and safe environments to share knowledge.
Please stay tuned for examples from museums and our thoughts.
Please feel free to comment on our posts. Remember that this is an inclusive and safe environment where learning is encouraged!
