PARADIGM SHIFT IN TECHNOLOGY INTEGRATIONKRYSTLER KATE L. CAGUIOA
PARADIGM SHIFTParadigm shift is where faculty and their institutions reconfigure teaching and learning activities to take full advantage of new technology.
The result is a mix of the best of the old and best of the new.
PARADIGM SHIFT
throwing out theories (Kuhn) that can no longer stand because research has shown them to be flawed or wrong.
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Emphasis on content, acquiring a body of right information
New ParadigmEmphasis on learning
how to learn, how to ask questions.
Pay attention to the right things, be open to and evaluate new concepts have access to information.
Context is important.
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Learning as a product, a destination
New Paradigm
Learning as a process, a journey
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Relatively rigid structure, prescribed curriculum
New Paradigm
Relatively flexible structure, belief that there are many ways to teach given subjects
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Lockstep progress emphasis on the appropriate ages for certain activities.
Age segregation
New Paradigm
Flexibility and integration of age groupings, individual not automatically limited to certain subjects
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Priority on performance
New Paradigm
Priority on self image as the generator of performance
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Guessing and divergent thinking discouraged
New Paradigm
Guessing and divergent thinking encouraged as part of the creative process
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Emphasis on analytical linear left brain thinking
New Paradigm
Strives for whole-brain education
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Labeling contributes to self-fulfilling prophecy
New Paradigm
Labeling used only in minor prescriptive role and not as a fixed evaluation
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Concern with norms
New Paradigm
Concerned with the individual’s performance in terms of his potential
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Primary reliance on theoretical abstract knowledge
New Paradigm
Theoretical and abstract knowledge heavily complemented by experiment and experience
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Everyone is taught the same thing at the same time, by age. Emphasis on teaching
New Paradigm
Everyone learns when they are ready, developmentally. Emphasis on meaningful learning
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Classrooms designed for efficiency, convenience
New Paradigm
Concern for the environment of learning-lighting, colors, physical comfort, needs for privacy and interaction, quiet and exuberant activities
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Education seen as a social necessity for a certain time to train for a specific role
New Paradigm
Education seen as lifelong process. One only tangentially related to schools
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Increasing reliance on technology
New Paradigm
Human relationships, teachers and learners, are of primary importance. Appropriate technology
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Teacher imparts knowledge, one-way street
New Paradigm
Teacher is a learner too, learning from students
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
The old assumptions generate questions about how to achieve norms, obedience and correct answers.
New Paradigm
The new assumptions lead to questions about how to motivate for lifelong learning, how to strengthen self-discipline, how to awaken curiosity, and how to encourage creative risk
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Child is passive
New Paradigm
Child is a thinking, self-propelling,well adjusted individual
CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)
Old Paradigm
Grades as the reward/consequence
New Paradigm
Learning as the reward, grades are secondary
PARADIGM SHIFT“The larger paradigm looks to the nature of learning rather than methods of instruction. Learning after all is not schools, teachers, literacy, math, grades or achievement. It is the process by which we have moved every step of the way since we first breathed, a transformation that occurs in the brain. Whenever new information is integrated, whenever a new skill is mastered, learning is kindled in the mind of the individual. Anything else is mere schooling”. Marilyn Ferguson
SUMMARY
We are transitioning from the old industrial model of education to the learner-centered, active class of the future. The teacher needs to move away from the stand and deliver approach and should realize there is more to teaching than just disseminating content. We need to rethink and embrace a new purpose for schooling to educate a generation who are active, engaging, enthusiastic and advocate solutions to complexities of the modern society.
REFERENCES:
http://www.karenfogle.com/paradigm-shift-in-education
http://69.195.124.92/~totalwhi/newsletter/2013/05/01/a-paradigm-shift-in-education/
http://en.wikipedia.org/wiki/Paradigm_shift
http://www.academia.edu/1982979/Paradigm_Shifts_on_Educational_Technology_and_its_Posibilities_for_Transformative_Action