This chapter explores how new technologies affect the nature of the teaching and learning process and how appropriate they are for different types of learning.

Feminist research has suggested that women learn in more social, holistic ways than is usually offered by a production model of education with discrete, controllable processes and measurable outcomes. There is diversity in learning modes also across cultures that do not conform to the institutional model.

Three distinct components of learning can be identified and discussed in order to evaluate the effectiveness of new technologies for learning. These components are: finding information, integrating knowledge and developing skills.

Finding information: Vast amounts of information, available through the internet and the world wide web, can be downloaded and printed out by users. Such information and materials can be shared more easily between users at a distance than was previously possible. However, it can also take considerable time to capture and download information, and the information provided, though plentiful, may not be as thorough and comprehensive as is available in a printed text.

Integrating knowledge: The ability to share information and discuss ideas in order to integrate knowledge is not necessarily enhanced by new technologies. Sharing and exchanging ideas is straightforward in on-site learning with other learners and can be easily accomplished through mail, telephone or face to face meetings by distance learners. In video or audio conferencing, the safety of the environment in which to share ideas and experiences can be disrupted by the presence of other, unseen observers who can "drop in" to listen. However, some technologies allow learners to suspend their inhibitions about speaking up or contributing to a group discussion.

Developing skills: Though technologies can "teach," demonstrate or provide information about skills, it is the exceptional learner who learns wholly from technology. Interaction with others, learning by doing and feedback from peers and/or instructors are also essential.

Implications for instructors In order to learn about any new technology, how to use it creatively and effectively, and decide whether and how it is used, instructors need a supportive environment. Instructors pushed towards using a technology and introducing it into their teaching will be less comfortable and confident, and less likely to provide a quality learning experience, than those who are allowed to explore it willingly and be creative about its use.

Where new technologies are introduced, especially in a production model of learning, educators warn of depersonalization and an overemphasis on delivery of content as opposed to facilitation of learning. It is important to maintain a learner-centered approach and substantial learner support in the face of enthusiasm for "high tech" methods. Little evaluation is taking place of how new technologies are affecting the quality of the learning experience.

New technologies are also often seen as a way of cutting the cost of education through the rationale of "replacing the teacher." Such rationale is based on the perspective that costs for education are a burden rather than an investment in social development and well-being. Replacing the teacher with technology adversely affects the quality of the learning experience, as does a mass market approach (delivery of information to a large audience, delivery of the same program to diverse groups of learners) that does not take into consideration learners' contexts and experiences.

Questions:

How appropriate is the technology for learning the task at hand?

To what extent does the technology broaden, rather than narrow, the learning and teaching approaches that can be used?

Does the technology support individual learning by permitting self-pacing, ready access, learner control?

Does the technology support social learning by enabling consultation among learners, peer learning and mentoring?

Is the technology transferable, and applicable in other learning contexts, at work and at home?

What advantages does the technology offer over other technologies or methods such as classroom learning?

Notes