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The effects of technology in education
The effects of technology in education
Impact of classroom technology
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I. Brief biography1
James Jerome Gibson was born on January 27, 1904, in McConnelsville, Ohio, U.S. and died on December 11, 1979. He was an experimental psychologist whose work focused primarily on visual perception. He received his Ph.D. in Psychology from Princeton University in 1928 and joined the faculty of Smith College. During World War II he served in the Army Air Forces (1942–46). In the Army, Gibson developed tests used to screen potential pilots. In doing so, he made the observation that pilots orient themselves according to the characteristics of the ground surface rather than through kinesthetic senses (Hochberg, 1994).
After the war he returned to Smith College before moving to Cornell University in 1949. He retired in 1972 from Cornell University.
II. What is Gibson famous for?
Gibson (1979) developed an ecological approach to the study of visual perception, which is a new and radical approach to the whole field of psychology that humans perceive their environment directly without mediation by cognitive process or by mental entities. According to his assertion of direct perception, there is enough information in our environment to make sense of the world (Gibson, 1977). Gibson (1979) said “direct perception is an activity of getting information from ambient array of light” (p. 147), and further called this a process of information pickup. That is, there is no need for mental processing since every object and event in the world have inherent meanings that are detected and exploited by humans. So his perception is based on information, not on sensations, which is in contrast with the conventional perspective of perception.
With such direct perception in mind, Gibson (1966) coined the term “affordances,” which are q...
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... to understand as to how learning can take place within technology-supported learning environments and what is the role of technology, with taking into account its functional value (i.e., affordances) that such technologies and environments have.
References
Gibson, J.J. (1966). The Senses Considered as Perceptual Systems. Boston, MA: Houghton Mifflin.
Gibson, J. J. (1977). The theory of affordances. In R. E. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology (pp. 67–82). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Gibson, J. J. (1979). The Ecological Approach To Visual Perception. Boston, MA: Houghton Mifflin.
Hochberg, J. (1994). James Jerome Gibson. Biographical Memoirs, 63, 151-171.
James J. Gibson. (n.d.). In Encyclopaedia Britannica. Retrieved from http://www. britannica.com/EBchecked/topic/233285/James-J-Gibson
His college years took place during the height of the Vietnam War, which he personally supported. Subsequently, he joined the United States Army Reserve Officer Training Corps, but unfortunately his military career was short-lived due to his poor eyesight. After graduating in 1969 with a b...
Neisser, U. (1979). The control of information pickup in selective looking. In A. D. Pick (Ed.), Perception and its Development: A Tribute to Eleanor J. Gibson (pp. 201-219). Hillsdale, NJ: Lawrence Erlbaum Associates.
Based upon the accounts he introduced and explained, to see the environment is to willingly use all available senses and to interact with all spaces, consciously and physically. The validity of reality is then brought into question, which Sack suggests that those with sight may be blind to reality. Those with sight are prone to rely heavily on specific connections and ignore other vital ones. Ignored connections may deny unimaginable sensory enrichment and enable narrowed perceptions, which is how sighted individuals remain blinded and unaware of the gravity of oneself and the physical space one inhabits.
Sajda P. & Finkle, L.H. (1995) Intermediate Visual Representations and the Construction of Surface Perception. Journal of Cognitive Neuroscience, 7, 267-291.
...most about Ulric Neisser was his elasticity to keep an dispassionate and open mind towards his own works and his art of maintaining academic independence and collaboration with his colleagues. As he acknowledged in the interview with Szokolszky (2013), not long after his success with his Cognitive Psychology, he grew speculative of his description of the constructive process of perception. As mentioned above, Neisser’s model of information processing starts from retinal image, while in Gibson’s model, it starts from the ambient light reflected from the object. He embraced Gibson’s model and justified its superiority over his. Sometimes we focus too much on defending our own opinion, but such overprotection often comes with the negligence of valuable ideas from others. Neisser and Gibson’s relationship is a perfect example of academic independence and collaboration.
With this notion, Clark and Chalmers try to establish an interactive cognitive link between humans and external entities, thus showing how it is the system between the two makes up the mind - both the internal and external components are vital parts of the mind. In this essay, I shall oppose this view by revealing firstly, a fallacy and Clark and Chal...
Some of these questions have been addressed by Walter Freeman in his investigations, and he has several useful insights into the process of preattentive perception, or the almost instantaneous recognition of the familiar.
A recent neurobiological approach to understanding consciousness, at least on a perceptual level, has involved the study of the phenomenon of blindsight. Damage to areas of the visual cortex often result in complete or partial blindness. Although the eye itself is undamaged, patients report an inability to detect any light input in part of (or the entire) visual field. However, experiments regularly show that somehow, visual cues are processed. Visual inputs presented to the blind field affect the patient's response to stimulus in the normal visual field. Reaction times to stimuli are affected as well as the interpretation of the stimuli. A visual cues presented in the blind field may suggest a certain interpretation of an ambiguous stimuli. For example, the interpretation of the word "bank", presented as an auditory cue, differs depending on whether the word "river" or "money" is presented to the blind field, even though the patient does not...
In the book there is a whole section dedicated to the "Perception Process". Perception Process literally is the sequence of steps that sequentially involves selection of stimuli in the environment, organization of that information, and interpretation of those stimuli. The perception process is "critical to our ability to function because it gives us the ability to organize our perceptions because it is simply too complicated to be aware of everything around us, it doesn 't matter how attentive we may be its too hard to be aware of everything."(Adler and Proctor 79). The perception process is divided into four main categories, "selection", "organization", "interpretation", and "negotiation".
D. W. Hamlyn - author. Publisher: Routledge & Kegan Paul. Place of Publication: Sensation and Perception: A History of the Philosophy of Perception. Contributors: London. Publication Year: 1961. Page Number: iii.
The theory of symbolic interactionism grew from the understanding the mind was not a thing or structure, but was a process of thinking (Ritzer, 2000). This process comprised of three stages, which includes defining objects in the social world, outlining possible modes of conduct and seeing the consequences of alternative actions and elimination of unlikely possibilities allowing a focus on selecting the most optimal course of action (Ritzer, 2000), this process allows the “self” the ability to adjust with interactions with others. (Ritzer, 2000)
…“for instance, differences between colors or tastes. If we have a universal understanding of a concept like sweetness, it is not because this is an innate idea, but because we are all exposed to sweet tastes at an early age” (SparkNotes Editors, n.d.)
Do you ever think about how much technology has changed the way we work, learn, play, and even think? Technology is a major beneficiary to society; especially in the classroom where we get the opportunity to learn and grow. In recent years, schools have begun implementing tablets and other devices in the classroom to better student’s education. The use of technology in the classroom provides more of a personalized learning experience and gives students a widespread availability to engage in learning. Technology is necessary in today’s modern globe, it is basically “the pen and paper of our time and the lens through which we experience much of our world” (Warlick, 2013). Technology is not just considered the “internet”, it is so much greater than that. Overall, it enhances the quality of education and engages students deeper than ever before. With all the significant gains, why would people argue that technology hinders students more than it helps? Critics may try to repute the use of technology in the classroom but I believe what really matters “is the way we use it, the context that we use it in, and the learners who we use it for” (Chong, 2012).
Acknowledging and facilitating individual needs with resources that enrich the learning process. This could be attained by taking the classroom and the learning outside, to another classroom either in person or via Skype, inviting community members into the classroom to share information and to participate with children in the activities and learning opportunities (Claiborne, Morrell, Bandy & Bruff, 2014).
Mission Statement: As an educator I will provide for students the opportunity to make a positive difference in their lives to help them accomplish unexpected goals. I will enhance learning to support my students in achieving their highest potential by integrating technology into the curriculum. I will integrate conceptual technology learning techniques that will implement concrete knowledge of technology that will emphasize mastery of understanding. Through committed support from educators, faculty, staff, parents, and the community, I will advance learning to support my students. This will allow students to become confident, creative, motivated, technology-ready students. I will provide leadership to achieve these standards of excellence each student deserves for a technology driven society.