Lastly, Learning in a Digital World....

Technology in the learning environment provides several options for learning. Avenues for learning are available that were not possible in years prior to the internet and nor were the technological tools used to access it. Encountering an online learning environment encourages independent learning, more so than in a face-to-face learning environment, since learning can take place away from an institution of instruction. In past years, if a subject interested me, such as stringing beads for a necklace, I either took the time to go to the library to find books on the subject, or I invested money to take a workshop. Often I had neither the time nor the money, but still had the desire to learn. With technology, I now can go on line, and in minutes, find a video for instruction.


Technology has facilitated catering to students with multiple intelligences (Gardner, 1983/1993). These students have difficulty learning in a traditional manner and academically ignored. It is critical and non-negotiable that the education environment acknowledges and addresses the needs of students who learn in different ways. They need to find alternative methods to encourage and motivate them using their learning styles. I realize that budgetary constraints in many school systems do not allow for students to receive the specialized attention required for those with multiple intelligences. However, many school systems have established separate schools that focus on tapping into variant learning styles of students. Perhaps alternative methods, using technology in classrooms, can focus on those students.



Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Gardner, H. (1983/1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.



Responded to:
1. Christopher Cannon, http://chrisotphercannon.blogspot.com

2. Brigit McAroy, http://techmcaroy.blogspot.com

Sneak Peak at a New Technology

The principal realized the potential for Smartboards and initially ordered three of them. Only one teacher showed excitement about using the Smartboard placed in her room. The other two lucky recipients did not use them at all. They believed it was too difficult and too time consuming to learn how to operate the Smartboard. These teachers were resistant to change and rationalized their resistance. They considered their blackboards to be adequate enough. Any videos could be shown using laptops and screens that were already in their classrooms. Their participation in bringing the technology of the 21st century into their classrooms was seemingly not going to happen.

Using Keller’s ARCS model, I could demonstrate the benefits of Smartboards used in the classroom, thereby gaining and sustaining their attention. Next I could enhance the relevance of the Smartboard to their instruction. Then, I could assist them in planning lessons around the Smartboard, thereby building their confidence. Finally, I could support them as they used the Smartboard in their classrooms, generating satisfaction on their part. I would praise them in whatever way their efforts as they used the Smartboard (Driscoll, 2005).



Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.