Learning Theories in a Digital Era

Theories provide the necessary frameworks and guidance in terms of practice. Learning theories are an attempt to help us understand how people learn. The human process of learning is a complex one. In this case, learning theories give direction to how teaching will take place in order to achieve the kind of learning that the teacher aspires pupils to master. Learning theories vary since there are such varied views about what constitutes effective learning. Ultimately, learning theories are bound by approaches to education and what is deemed "effective learning" within the context of our times.

It is therefore understandable that learning theories would change over time - new ones will be crafted and older ones might become less prominent. With the advances in educational technology and the immense influence of ICT on our society, it is evident that changes are occurring that affect how we view learning. In the digital era with its explosion of knowledge and vast expansive online social networks knowledge, learning has been affected in various ways. But before we hurry and start to embrace new theories we need to ask ourselves: Are we learning differently in the 21st Digital Era than in the pre-digital era? Are we required to learn for different reasons than what was in vogue before? Knowledge has seen an explosion, thus beckoning the question: What are we required to learn that is so different from what we had to know before the Digital Era?

With the above in mind, lets consider the learning theories that have come to the fore following the proliferation of ICT in our society. First, we need to understand the more traditional learning theories that existed before the rise of computers and ICT. This website explains it very clearly. For one, Bloom's taxonomy has been adapted for a digital realm. But before you can understand the Digital version of Bloom, you must first understand the original Bloom's Taxonomy, and then its adapted version. Do you indeed understand this taxonomy? If not, look at this website. And what about "Digital Bloom"? Here is a brief summary of what Web 2.0 tools can be used for which of Bloom's domains. For teachers, the question remains: How to use Bloom in the classroom? There are numerous resources to guide and aid teachers with the lessons plans, verbs for assessment, and other resources related to Bloom.

Apart from Bloom, other learning theories that are applicable to us in the 21st Century are Constructivism and Connectivism. Constructivism received a boost in 1990s after its initial inception in the 1908s. With an increase in the use of computers a greater interest in a constructivist approach to teaching and learning followed with an increase in the number of books and other research literature. The principles of Constructivism are:

• Constructivist learning environments provide multiple representations of reality.
• These representations represent that complexity of the real world.
• Knowledge construction is emphasized over knowledge reproduction.
• Authentic tasks are emphasized in meaningful context.
• Real world settings or case-based learning is provided.
• Thoughtful reflection on experience is encouraged.
• Enable context- and content- dependent knowledge construction.
• Supports collaboration and social negotiation among learners.
• Discovery learning
• Collaborative activity
• Integration and activation of prior knowledge
• Opportunities for hands-on activities

The challenge remains for any teacher who wishes to embrace a Construcitivist approach to teaching and learning how best to use educational technology to achieve this. For any student interested in embracing a constructivist approach to teaching and learning, the question is obvious: How must teaching be approached differently and what Web 2.0 tools can be used to allow learners to construct their own meaning while they learn. What does Constructivism look like in the Foundation Phase? Here is an example.

Connectivism is closely associated with the 21st Century in as far as it uses the vast expansive social networks that have become a norm following the popularization of Social Media. "Learning happens in social networks" can also mean that the community construct curricula. Teachers can surely use a wide array of Social Media channels offer by Web 2.0 technologies to benefit their teaching in a highly connected community of learners. It is worth looking at George Siemen's views.

In essence then, student teachers in pre-service training programs such as the B Ed Foundation Phase program offered at Teacher Education Campus, Siyabuswa must ask themselves how they will teach differently once they become teachers. Which learning theory will best suit you in the Foundation phase at a rural school in South Africa?

ICT in South African Education - a Reality Check

South Africa, despite being the largest economy on the African continent, is not doing so great when it comes to Education. In fact, many believe that the educational system has gone badly wrong after 1994 stating that in some respects educational standards were higher before 1994. The call for a complete overhaul is loud and clear. The textbook saga in Limpopo still haunts us. Whatever the view about the current state, statistics based upon numbers speak for themselves. This is especially true when we focus on one aspects related to educational development, namely technology. The fact that connecting a school with the Internet still makes the news already says something! For example, a school in Thembisa got one lab connected! In the Eastern Cape, one of the most impoverished provinces and one that lacks development in its school infrastructure, ICT roll out depends largely on private companies, like Vodacom, MTN and Telkom, among others.

If we consider that the Internet became publicly available in the 1980s already, and that the development of the personal computer has put it in reach of almost anyone on the planet, the question needs to be asked: "Why is there not an Internet-connected computer on every South African teacher's desk?" Also, "Why does every learner not have direct access to Internet-connected devices in each class yet?" Let's do some tracking here. When we read the White paper on e-education that was published back in 2004, it is obvious that the ANC-government of the day had great foresight! In fact, by 2004 it was general knowledge that the Digital Age was going to have a profound impact on the whole world. There is a direct correlation between being connected and the country's Gross Domestic Product (GDP - value / size of its national economy) It also did not require much thinking to realise that unless teachers were empowered to own devices and connecting them to the Internet through the school's network, great advances can be made to bring teaching and learning in line with expected international ICT standards.

The importance of ICT training for teachers cannot be ignored. In fact, UNESCO and OECD countries through their individual country reports pay particular attention to ICT integration in pre-service teacher training programs. The reality in South Africa is, however, a somber one. Even if pre-service teachers were to receive the best possible ICT training the chances of them being placed in a school where there is very little in terms of a well-developed, modern, well-supported ICT services are very big indeed.

But let us not despair. Numerous studies have unearthed the factors that need to be taken into consideration when addressing the "problem of ICT". Studies include an analysis of the role of school principals in the personal development of teachers in terms of ICT; yet others consider the attitudes, values and perceptions of teachers when it concerns their use of ICT in classrooms.

So if you are one of the born-free citizens of South Africa that was born after 1994, try and answer these questions:

What technology was available in your subject classes during your high school years?
Did you have access to modern-day technology in your high school?
Were you allowed to use the school's Internet services?

Which brings me to an important message: Take a careful look at your answers. Did you answer "no" to any of the questions above?

Perhaps you should take a look here! And now you ask yourself the following question: "Can you still afford to teach without ICT in your classroom?" Perhaps its time to send a clear message to your SA government -- vote for a political party that will deliver on its promises once it has been elected!